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Türkçe ve Latince'nin dilbilimsel açıdan karşılaştırılması

Comparative linguistic of Turkish and Latin

  1. Tez No: 72534
  2. Yazar: NESLİHAN MELTEM BALTACIOĞLU
  3. Danışmanlar: PROF. DR. İCLAL ERGENÇ
  4. Tez Türü: Yüksek Lisans
  5. Konular: Türk Dili ve Edebiyatı, Turkish Language and Literature
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 1998
  8. Dil: Türkçe
  9. Üniversite: Ankara Üniversitesi
  10. Enstitü: Sosyal Bilimler Enstitüsü
  11. Ana Bilim Dalı: Türkçenin Eğitimi ve Öğretimi Ana Bilim Dalı
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: 159

Özet

Özet yok.

Özet (Çeviri)

ABSTRACT Comparative Linguistics tries to explain the fact that languages have changed in the course of time and that different particular languages are related to each other in some ways. It is impossible to deny the contributions of results obtained from the comparative language studies to language teaching. Such studies help us to find out the similarities and differences between the mother tongue and the target language, and these similarities and differences show what kind of difficulties the students can have in learning process and in what aspects they can learn easily. In comparative language studies, it is assumed that languages are different since there would be only one language to speak if languages would not have different properties. In this thesis, Turkish and Latin have been studied in accordance with this assumption. Turkish belongs to Altaic languages group of Ural-Altaic language family and it is an agglutinative language. Latin, on the other hand, is an archaic language of Indo-European language family and it is a synthetic (i.e. inflectional) language. Some noteworthy similarities have been encountered in the morphological, syntactic and semantic description and comparison of Turkish, which is a live language, and Latin, which is a dead language. The differences between them are those stated above in the description of both languages when their genealogical and typological classifications were mentioned. In addition, there are some differences both in form and in content of methods applied in teaching these two languages which are still 119being learned and taught. In teaching Turkish, the method used is Synthetic Approach which makes use of appropriate and useful parts of both Audio-Lingual Approach and Cognitive Approach, whereas Grammar-Translation Method is used in teaching Latin. When interference errors (negative transfer errors) of Turkish people learning Latin are determined, it is understood that students mostly have difficulties at morphological and semantic levels. In this thesis, our aim is to try to contribute to comparative linguistic studies and teaching Latin. 120

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