Japon Dili İncelemeleri / 日本語諸考究
Japanese Language Studies
Contributor(s): Ayşegül Atay (Editor)
Subject(s): Language studies, Education, Psychology, Theoretical Linguistics, Studies of Literature, Communication studies, Morphology, Lexis, Other Language Literature, Cultural Anthropology / Ethnology, Higher Education , Methodology and research technology
Published by: Transnational Press London
Keywords: Japanese language; Turkish; foreign language learning; higher education; translation; Japanese literature; education methodology; psychology;
Summary/Abstract: Japon Dili İncelemeleri (JDİ IV) Serisi olan 4. kitabımızı basmış bulunmaktayız. Erciyes Üniversitesi ev sahipliğinde 21-22 Haziran 2018 tarihleri arasında düzenlenen III. Japon Dili ve Eğitimi Uluslararası Sempozyumu’nda (JADEUS 2018) sunulan bildiriler, hakem heyetinin değerlendirme ve görüşleri doğrultusunda yazarları tarafından düzeltilerek yayına uygun hale getirilmiştir. Kitabımızın 4. sayısında Türkçe ve Japonca dillerinde yazılmış 16 bölüm yer almaktadır. Bölümler, Japonca eğitimini edebi ve kültürel açıdan ele alan araştırmalar, Türkçe-Japonca karşılaştırmalı dil araştırmaları ve uygulamalı araştırma alanlarındandır. Bu bölümler Japon dili, kültürü ve eğitimi konularına ilgi duyan, öğrenmek - öğretmek isteyenlere ve akademik düzeyde araştırma yapanlara kaynak olması amacıyla kitap haline getirilmiştir.
- Print-ISBN-13: 978-1-910781-91-3
- Page Count: 229
- Publication Year: 2018
- Language: Turkish, Japanese
文法研究・文法教育における新たな視点
文法研究・文法教育における新たな視点
(A new Perspective of Grammar in Japanese Language Education)
- Author(s):Naoko Maeda
- Language:Japanese
- Subject(s):Language studies, Education, Foreign languages learning
- Page Range:1-14
- No. of Pages:14
- Keywords:grammatical literacy; conditional expressions; giving receiving expressions; teaching of grammar; research of grammar;
- Summary/Abstract:The weight of grammar education and grammar research in Japanese language education is lower than before but the importance of them has not declined. This paper proposes a new concept, Grammatical literacy and shows new ways of teaching two grammatical items : Conditional Expressions and Giving-Receiving Expressions in Japanese.
- Price: 4.50 €
21. Yüzyıl Postmodern Japon Edebiyatının Aykırı Sesleri: İkezava Natsuki, Seirai Yūiçi ve Kobayaşi Takici
21. Yüzyıl Postmodern Japon Edebiyatının Aykırı Sesleri: İkezava Natsuki, Seirai Yūiçi ve Kobayaşi Takici
(21st Century Postmodern Japanese Literature’s Nonconformist Voices: Ikezawa Natsuki, Seirai Yūichi and Kobayashi Takiji)
- Author(s):Devrim Çetin Güven
- Language:Turkish
- Subject(s):Education, Studies of Literature, Other Language Literature, Transformation Period (1990 - 2010), Present Times (2010 - today)
- Page Range:15-33
- No. of Pages:19
- Keywords:21st century alternative postmodern Japanese literature; women’s studies; postcolonial studies; postmodern history;
- Summary/Abstract:The 20th century ended with the dissolution of systems based on “modernist” ideals. Although the 21st century was considered to become the construction process of a unipolar but multibase, decentralized, harmonious “new World”, it began as an era of crises of terror, war, refugee issues reminding Huntington’s twisted prediction entitled “the clash of civilizations”. To these were added major economic crises and ecological disasters such as tsunami and global warming. These crises deeply affected Japan, which is one of the important actors of the new world order, especially at the socioeconomic level. In response to such national and international crises, in Japanese literature it was observed several efforts of settling accounts with the past on the one hand, and grasping the “present” on the other. To grasp and express these phenomena a new language, a new style and an entirely new imagination were needed. Indeed, the most predominant feature of 21st century Japanese literature is the reception of postmodernism at theoretical and artistic levels. The prominent figures of this new postmodern literature have been such experimental writers as Tawada Yōko, Levy Hideo, Ikezawa Natsuki and Seirai Yūichi who skilfully articulated the national-international crises, and the individuals’ reactions at them. In our article, we named this literary style as “alternative postmodern Japanese literature” and focused on three specific works: Ikezawa Natsuki's novel Burden of Flowers (2000), Seirai Yūichi’s short stories Ground Zero— Nagasaki (2006) and Kobayashi Takiji’s novella Crab Cannery Ship (1929) that was rediscovered by readers in 2008. We aim firstly to explain the originality of this sui generis literary current, then to demonstrate how postmodernism was received by such writers as Ikezawa and Seirai, or how such theories were anticipated almost a century ago, as is the case in Kobayashi’s text, finally to put forward suggestions about how these literary works with such features may contribute to the education of Japanese language.
- Price: 4.50 €
工学者系学生を対象とした日本語・日本文化教 育 ―JTRE プログラムを事例として
工学者系学生を対象とした日本語・日本文化教 育 ―JTRE プログラムを事例として
(Japanese Language and Culture Education for Students of Engineering - In The Case of JTRE Program)
- Author(s):Ayşe Nur Tekmen, Yumiko Furuichi
- Language:Japanese
- Subject(s):Language studies, Foreign languages learning, Cultural Anthropology / Ethnology, Higher Education
- Page Range:35-42
- No. of Pages:8
- Keywords:Language Teaching; Japanese; Intercultural Communication; Engineering Students;
- Summary/Abstract:This article is on Japanese language and culture education program for engineers as a part of JTRE Project. JTRE Project is a five years (2015-2019) Project promoted by JSPS (Japan Society for Promotion of Science) for support young researchers to develop cooperation between Turkish and Japanese engineers on energy and urban systems. Although it is an engineering based Project, to promote mutual understanding and support cross-cultural communication between Japanese and Turkish engineers, a one day language and culture (in this article we will write about Japanese language and culture seminar) seminars are designed for participants. And also to define basic words and basic grammatical structures which are used frequently in the field of engineering a corpus study is taking place in the project. This project, while giving a new approach to young engineers in their major field, it also gives approach of new cultural backgrounds and combines field of engineering and linguistics. From this point we can say that it is an original and leading project.
- Price: 4.50 €
Yalan Mazerete Yönelik Kazanç-Bedel Algısı: Namık Kemal Üniversitesi Örneği Üzerine
Yalan Mazerete Yönelik Kazanç-Bedel Algısı: Namık Kemal Üniversitesi Örneği Üzerine
(Gain - Price Perception for Lie Excuse an example of Namik Kemal University)
- Author(s):Levent Toksöz
- Language:Turkish
- Subject(s):Psychology, Psycholinguistics, Higher Education
- Page Range:43-55
- No. of Pages:13
- Keywords:Lie; Excuse; Gain-Price Perception;
- Summary/Abstract:In our daily lives, we need to make an explanation in situations where we can experience infighting in human relations. Explanation described as all kinds of linguistic explanatory actions consists of four subcategories as denial, legitimacy, excuse and apology. But while we do the act of explanation, for example when we make an excuse, we may employ the act of lie. Although a person may employ the act of lie in order to make a gain such as “forgiveness, s/he must face a number of prices such as “anxiety”, “stress” and “physiological pressure”. The aim of this study is to problematize the perception of gain-price attributed by Turkish university students to false excuses, and by introducing the studies on the same subject in Japan, to reveal the perspectives of the students of the two countries. A questionnaire was conducted to 168 Turkish university students and Kikuchi et al. (2008) was utilized as a research pattern and analysis method. Participants were shown three different scenarios in which a person who was late for a job interview employed the two options of lies with “a low probability of occurrence (accident)”, and “a high probability of occurrence (traffic)”, and the reality (falling asleep). The participants were asked to answer questions regarding the perception of gain-price after each scenario. The data obtained were compared with Kikuchi et al. (2008). As a result, while the Turkish students consider the balance of gain-price in the selection of excuses, Japanese students attribute importance to the price to be paid. It is understood that while lying, Japanese students react more sensitively to emotions such as “excitement”, “anxiety” which may cause stress at a person than Turkish students.
- Price: 4.50 €
日本語専攻生の日本語学習過程に於ける自己効 力感及び学習不安感を測る尺度開発への一試み
日本語専攻生の日本語学習過程に於ける自己効 力感及び学習不安感を測る尺度開発への一試み
(Development of Self Efficacy and Foreign Language Anxiety Scale for Japanese Language Learners in Turkey)
- Author(s):Tolga Özşen, Nuri Bilgin İrim
- Language:Japanese
- Subject(s):Language studies, Foreign languages learning, Psychology, Methodology and research technology
- Page Range:57-70
- No. of Pages:14
- Keywords:Foreign Language Learning; Japanese Language; Anxiety Scale; Self-Efficacy Scale;
- Summary/Abstract:A part of recent debates on foreign language learning has been focusing on learners` anxiety and self-efficacy states during their learning process. As it is obvious from the previous studies, discussions on foreign language anxiety and self-efficacy have been mostly centered round English and French languages as foreign language. As for Japanese as a foreign language, there are several previous debates on those anxiety and self-efficacy topics which are mostly discussed as a matter of Japanese language teaching outside of Japan. Regarding this, Motoda emphasizes that there is a significant difference between learning the target language in the native-speaking environment and non-native speaking environment (元田, 2000). Needless to say, in order to comprehend what kind of issues Japanese learners face in terms of anxiety and self-efficacy, a solid, valid and reliable base is essentially necessary. Moreover, it will not be wrong to state that there is no such kind of evaluation scale for Japanese learners in Turkey. Therefore, this paper is going to attempt to develop statistically valid and reliable scales to measure anxiety state and self-efficacy perceptions of Turkish students learning Japanese language. As for the results of scale development process, the followings can be briefly said. After pre-tests on scale development each scale was finally conducted with 108 students of Çanakkale Onsekiz Mart University Japanese Language Education Department. Exploratory factor analysis was applied to construct the validity of the scales. The final version of Japanese as a Foreign Language Anxiety Scale (JFLAS) includes 11 items and these items consist of three factors which are Formal Communication, Informal Communication and Vocabulary-Reading. The reliability of the scale is α=.86. Also, the final version of Japanese as a Foreign Language Self-Efficacy Scale (JFL/SES) includes 11 items and these items consist of four factors which are Reading-Listening, Speaking, The Power of Expression of Japanese and Cultural Understanding. The reliability of the scale is α=.78.
- Price: 4.50 €
「深い学び」のための哲学カフェの実践 -「主体」概念と「私的な話題」に注目して
「深い学び」のための哲学カフェの実践 -「主体」概念と「私的な話題」に注目して
(The Practice of Philosophy Cafe for "Deep Learning": Focusing on “Shutai (Subjectivity)” Concept and Private Topics)
- Author(s):Kenji Kawamoto
- Language:Japanese
- Subject(s):Language studies, Education, Methodology and research technology, Evaluation research
- Page Range:71-88
- No. of Pages:18
- Keywords:Philosophy Cafe; Dialogue; Shutai(Subjectivity); Relaxed Community;
- Summary/Abstract:In recent years, it has been recommended "proactive, interactive, and deep learning" in the education fields from the viewpoint of Active Learning by the Japanese government. In this study, conceptually reconsidered the "proactive, interactive, and deep learning" and carried out practical activities based on that. First of all, it is considered the concept of "Subjectivity (SHUTAI)" and "Dialogue" philosophically, and then carried out the activity called "Philosophy Cafe" based on that consideration. The questionnaire survey after this activity has confirmed that students who did not participate actively, participated in dialogue more relaxedly in "Philosophy Cafe". From this result, it is insisted that a relaxed community such as Philosophy Cafe, which is different from the conventional school evaluation method, is useful for learner care.
- Price: 4.50 €
日本語とトルコ語における述語の時間的限定性 について
日本語とトルコ語における述語の時間的限定性 について
(Temporal Stability in Predicates in Turkish and Japanese)
- Author(s):Esra Kira
- Language:Japanese
- Subject(s):Theoretical Linguistics, Studies of Literature, Turkish Literature, Other Language Literature
- Page Range:89-101
- No. of Pages:13
- Keywords:Temporal Stability; Tense; Aspect; Aktionsart; Modality;
- Summary/Abstract:Turkish and Japanese time (temporal) expressions have been argued particularly in terms of tense, aspect and aktionsart in literature. However, the temporal property of predicative nouns and predicative adjectives has been an ambiguous issue in previous studies and cannot be clarified with tense, aspect and modality. This study aims to analyze Turkish and Japanese predicative nouns/adjectives and so-called passive clauses comparatively using a new approach in Turkish literature known as “Temporal Stability”.
- Price: 4.50 €
Japoncada Fiil İstemi Ve Türk Öğrencilere “İsim+Ni+Fiil” Yapılarının Öğretimi Üzerine
Japoncada Fiil İstemi Ve Türk Öğrencilere “İsim+Ni+Fiil” Yapılarının Öğretimi Üzerine
(Japanese Verb Valence System and Teaching “Noun+ni+Verb” Structure to Turkish Native Speakers)
- Author(s):Zeynep Gençer
- Language:Turkish
- Subject(s):Language studies, Education, Foreign languages learning
- Page Range:103-114
- No. of Pages:12
- Keywords:Japanese education; case particle; verb valance; actionosart; aspect;
- Summary/Abstract:In traditional school grammars of Modern Turkish, the case markers are generally listed as nominal category but recently we see that some researchers started to use term “valence” for these kind of markers. With these studies, the markers such as “+Ø, +I, +A, +DA, +DAn” have begun to be addressed again. Researchers started to discuss again that in which circumtances they are connected to the noun (binding theory) and how the verb dominates the noun (governing theory). In this paper, we will discuss Turkish native speakers’ learning problems about Japanese marker “ni” and learner's mistakes that are caused by the similarities between the mother tongue and the target language. We selected “Minna no Nihongo Shokyu I” as the study material. First of all, we introduced the “noun+ni+iru/aru” structure and described the actionsart function of main verb iru/aru. Secondly, we tried to put forth the relation between the structure “noun+ni+verb” and the structure “noun+ni+iru/aru”. After giving theoretical back ground, we picked the up verbs that combine with the marker “ni” and we analysed their facilities through binding and governing theories. According to our analysis we figured out that while teaching “noun+ni+verb” constructions teachers should a) teach the structure as a phrase not only as a marker b) take “ni” as a verb valence not as a suffix c) explain the importance of verb valence and aspectual value of the sentence to the learners.
- Price: 4.50 €
タとテイルの形容詞的用法の習得に関する横断 的研究―トルコ人日本語学習者を対象として―
タとテイルの形容詞的用法の習得に関する横断 的研究―トルコ人日本語学習者を対象として―
(A Cross-sectional Study of the Acquisition of Adjectival –ta and –teiru by Turkish Japanese Learners)
- Author(s):Esra Kira
- Language:Japanese
- Subject(s):Language studies, Education, Foreign languages learning, Translation Studies
- Page Range:115-130
- No. of Pages:16
- Keywords:Adjectival -ta/-teiru; -Ik; -mIş; acquisition; Turkish learners of Japanese;
- Summary/Abstract:There exists a case in Japanese that an adjectival form, in which a verb attaches in predicate position, can be replaced with a different adjectival form in prenominal position. For instance, an adjectival verb with –teiru in predicate position appears with –ta in prenominal position in principle. This type of –ta and –teiru adjectival reading is called “adjectival –ta/–teiru.” Form alternation by structural position does not exist in Turkish. In Turkish, the counterpart – Ik has only an adjectival function as –teiru, while –mIş has both adjectival and verbal functions as –ta. This can cause learners to make –Ik correspond to – teiru and –mIş to –ta. The similarities and differences as stated above often make acquisition of adjectival forms difficult. Moreover, the fact that only the adjectival –teiru is demonstrated in “Minna no Nihongo”, but not adjectival – ta and its alternation, poses a problem for the first step of language acquisition. In this study, the use of adjectival forms and factors that affect acquisition were investigated through a questionnaire study. As a result, it was found that effect of form alternation and demonstrating only –teiru at beginner level cause errors in case of lower intermediate (1st&2nd year) students, while the effect of form alternation decreases. Nevertheless, teaching only –teiru affects acquisition adversely even for advanced (3rd&4th year) students. According to a result of a translation test, students in all levels translated –teiru to –Ik and – ta to –mIş, which concludes that the similarity noted can cause errors.
- Price: 4.50 €
翻訳論の視点からジェスチャー認識及び日本語 学習者に対するエンブレムジェスチャーの教育 に関する一考察 ー日本語とトルコ語の翻訳を中 心にー
翻訳論の視点からジェスチャー認識及び日本語 学習者に対するエンブレムジェスチャーの教育 に関する一考察 ー日本語とトルコ語の翻訳を中 心にー
(A Study on Gesture Recognition and Education of Emblem Gesture for Japanese Learners from the Perspective of Translation Studies - Focusing on Japanese and Turkish Translations)
- Author(s):Ayşe Ağriş
- Language:Japanese
- Subject(s):Language studies, Education, Foreign languages learning, Studies of Literature, Translation Studies
- Page Range:131-140
- No. of Pages:10
- Keywords:Translation Studies; Gesture; Gestures in Literary Language; Emblem Gesture; Japanese Language Education;
- Summary/Abstract:In this paper, I investigated the Turkish translation of Bitmemiş Hikayeler Kütüphanesi [Library of Unfinished Stories, つづきの図書館] by Sachiko Kashiwaba. Gestures, in the target text, are determined and are examined how gestures are translated from Japanese to Turkish. Based on this, it is presented how emblem gesture should be taught to Turkish native students. Findings showed that translating gesture requires other strategies such as gesture-dialogue connection, synchronization, and cultural sense. For translating emblem gestures, it is necessary to translate the meaning and function of the source text, besides approaching them with a complex perspective in the translation process. In addition, in the translation process from the source language to the target language, not only linguistic and syntactic knowledge but also the languageculture relationship of the source language should be taught to Turkish students. For this purpose, it is considered that the use of gesture and body movement, visual materials, and the introduction of gestures of source culture have the importance. By this way, it is expected that a new point of view can help students in education of translation studies.
- Price: 4.50 €
第二言語学習者のコミュニケーション上の問題 と コミュニケーション・ストラテジー ―トルコ人 日本語学習者の横断的な会話データを用いて―
第二言語学習者のコミュニケーション上の問題 と コミュニケーション・ストラテジー ―トルコ人 日本語学習者の横断的な会話データを用いて―
(Communication Problems and Communication Strategies of Second Language Learners - Using cross-sectional conversation data of Turkish Japanese Learners)
- Author(s):Seda Dedeoğlu
- Language:Japanese
- Subject(s):Language studies, Foreign languages learning, Communication studies
- Page Range:141-151
- No. of Pages:11
- Keywords:Second Language Acquisition; Japanese; Turkish Learner of Japanese; Communication Problems; Communication Strategies;
- Summary/Abstract:This study aims to clarify the similarities and differences of communication problems (CPs) and communication strategies (CSs) produced by intermediate and advanced level Japanese learners by collecting Skype conversation of Turkish learners of Japanese (TLJ) with a native Japanese speaker. In this study, each of the 16 TLJ participated in a 20 minute, one-on-one conversation held exclusively in Japanese with one Japanese native speaker. The TLJ group consisted of intermediate level of OPI (n=8) and advanced level of OPI (n=8). CPs and CSs produced by learners during the conversation were analyzed based on Dörnyei & Scott (1997)’s taxonomy. The frequency of occurrence for each CP and CS type were subjected to a chi-square test in order to clarify the differences between intermediate and advanced levels of TLJ. Overall results showed that “own-performance problems” tended to be observed more than any other problem type in TLJ’s Japanese communication. It was also found that there was a certain tendency to use “direct strategies” when learners were dealing with communication problems. Furthermore, there was a significant difference in frequency of CPs and CSs observed during the conversation. The results showed that in the case of intermediate level TLJ, “resource deficits” and “interactional strategies” were frequent in occurrence. “Own-performance problems” and “direct strategies” were observed more frequently in the advanced level than the intermediate level of TLJ.
- Price: 4.50 €
Japoncadaki Ettirgen Yapılar ve Türkçeye Aktarımları
Japoncadaki Ettirgen Yapılar ve Türkçeye Aktarımları
(Causative Structures in Japanese and their Translation to Turkish)
- Author(s):Ümmühan Çiftçi
- Language:Turkish
- Subject(s):Language studies, Theoretical Linguistics, Morphology, Translation Studies, Turkic languages
- Page Range:153-167
- No. of Pages:15
- Keywords:Causative structures; - (s)aseru; shieki; Japanese; Turkish;
- Summary/Abstract:The causative structure, which is seen as a complex, difficult to explain and understand grammar topic, shows itself in various forms in Japanese as well as in Turkish. In Japanese, the causative structure is called shieki and the auxiliary verb -(s)aseru is the affix which makes an action causative structurally. The causative structure is created with this affix addition to the unconjugated root part of transitive or intransitive verbs. However, when transferred into Turkish, the causative structure in Japanese which is created with the auxiliary verb - (s)aseru may not have one-to-one correspondence in terms of structure and meaning. In addition, as a result of comparing causative structure in these two languages morphologically, different Japanese causative forms appear. Apart from the basic structure of causative meaning in Japanese, there are also examples of causative structure that the auxiliary verb -(s)aseru is combined with the form of (te + yaru). In this study, Japanese phrases with causative meaning were analyzed in both structural and semantic framework. And though -(s)aseru auxiliary verb is used as the key of causative, structures with different meanings other than causative have also been given. Besides, utilizing example sentences from Minna no Nihongo (Japanese for all) and various other grammar books, how these structures exist in Japanese has been elaborated on, and semantic features encountered when transferred into Turkish have been categorized.
- Price: 4.50 €
Japon Edebiyatı Eğitimi ve Toplum - Kawabata Yasunari’nin Shojo no Inori『処女の祈り』 Öyküsü Örneklemi -
Japon Edebiyatı Eğitimi ve Toplum - Kawabata Yasunari’nin Shojo no Inori『処女の祈り』 Öyküsü Örneklemi -
(Japanese Literature Education and Society - A Sample of Kawabata Yasunari’s Shojo no Inori『処 女の祈り』Narrative)
- Author(s):Nihan Atli
- Language:Turkish
- Subject(s):Gender Studies, Education, Studies of Literature
- Page Range:169-183
- No. of Pages:15
- Keywords:Japanese literature education; Tzvetan Todorov; Kawabata Yasunari; narrative;
- Summary/Abstract:Language Acquisition requires the acquisition of the social structure and cultural characteristics of the target language. Thus, teaching of the target culture and the social lifestyle should be integrated in to the language teaching process. The most important feature that distinguishes the language education departments from the language courses is to teach the cultural and social characteristics of the language. It is thought that the education of Department of Japanese Language and Literature should foster the teaching of target culture. As literature is a source that reflects the structure of society through language, literary works are used as course materials in order to supply learning outcomes in learning process. Therefore, it is possible to reach the individuals forming the society, the responsibilities the society places on the individuals and the perception of the individuals in society via literary works. In this regard, it is thought that the use of literary works will contribute to language teaching in cultural and social aspects. In this study, it is aimed to reach the idea of “woman” as a member of the society within the selected narrative of the tetiory level learners (juniors and seniors), advanced – level in Japanese language, at the Department of Japanese Language and Literature based on the education of Japanese Literature. Tzvetan Todorov’s narrative analysis method which is based on the state of balance of the narratives was preferred as the research methodology which is practical for the implementation and comprehensible for the learners. In this study, the narrative of Kawabata Yasunari’s Shojo no Inori『処女の 祈り』 which came to the fore with the descriptions of women characters, was chosen as a sample. To conclude, learners of the study realized that there was a relation between the selected narrative and Kojiki known as the first historical source in Japan. It was seen that features of Goddess in Kojiki were referred to the women characters in the narrative by the writer. With the research methodology, Todorov’s method, the learners had gained a methodological aspect rather than reading the literary text basicly and had developed their text-analysis abilities.
- Price: 4.50 €
Japonca Eğitiminde Modern Senryūların Ders Malzemesi Olarak Kullanımı
Japonca Eğitiminde Modern Senryūların Ders Malzemesi Olarak Kullanımı
(Using Modern Senryūs as a Lesson Material in Japanese Education)
- Author(s):Güliz Enbatan
- Language:Turkish
- Subject(s):Education, Other Language Literature, Cultural Anthropology / Ethnology, Methodology and research technology
- Page Range:185-200
- No. of Pages:16
- Keywords:Senryū; Japanese culture; language usage; honne; Japanese short poem;
- Summary/Abstract:In Japanese society, honne (one's true feelings) and tatemae (the feelings of real emotions concealed, one's feelings accepted by society) are regarded as two important concepts. Although these two concepts exist in all societies, they are more common in Japanese society. Japanese people express their true feelings (honne) which they avoid from presenting in daily life through senryūs. Senryū is a Japanese short poem which is written 5-7-5 in total 17 morae. In these poems, various subjects related to human and society are conveyed critically or in a sense of humor (satire, humor, black humor etc.). In this study, it was aimed to inform Japanese language learners about the senryūs which is a literal enrichment in Japanese culture and to increase awareness of the learners on word games, cultural elements and linguistic usages in modern senryū. Also, this study highlighted to keep the attention of the Japanese language learners generally having reading on literary texts such as stories, novels etc. on Japanese poetry and to inform them about senryū culture.
- Price: 4.50 €
Nevşehir Hacı Bektaş Veli Üniversitesi Japon Dili ve Edebiyatı Anabilim Dalı 1. Sınıf Öğrencilerinin Sözcük Öğrenim Süreçleri Üzerine Bir Araştırma
Nevşehir Hacı Bektaş Veli Üniversitesi Japon Dili ve Edebiyatı Anabilim Dalı 1. Sınıf Öğrencilerinin Sözcük Öğrenim Süreçleri Üzerine Bir Araştırma
(A Research on Word Learning Process of 1st Year Students of Japanese Language and Literature Department of Nevsehir Haci Bektas Veli University)
- Author(s):Gonca Varoğlu
- Language:Turkish
- Subject(s):Language studies, Foreign languages learning, Lexis, Higher Education , Methodology and research technology
- Page Range:201-210
- No. of Pages:10
- Keywords:Japanese; word learning; materials; methods; problems; solutions;
- Summary/Abstract:In this study, it is aimed to present the materials, methods and problems encountered by the 1st year students of Japanese Language and Literature Department to increase their Japanese vocabulary, and the solutions offered by the students themselves in order to eliminate these problems. For this purpose, in 2017-2018 academic year, 18 students of Japanese Language and Literature Department of Nevşehir Hacı Bektaş Veli University were interviewed. The research was conducted at the end of the spring semester with volunteer students. As a result of the interviews, it was understood that the students mostly used textbooks, various smart phone applications and dictionaries. The methods used to increase the vocabularies have varied. It is determined that the biggest problem faced by students, who expressed various problems about the vocabulary learning, is that the materials they use are Japanese-English. Finally, it is concluded that students offer similar suggestions to eliminate the problems they encounter during the word learning process. In this study, similar solutions are grouped under 3 categories.
- Price: 4.50 €
Japon Dili Eğitiminde は (wa) ve が (ga) İlgeçleri ve Bu İlgeçlerin Türkçeye Yansımaları
Japon Dili Eğitiminde は (wa) ve が (ga) İlgeçleri ve Bu İlgeçlerin Türkçeye Yansımaları
(The preposition は (wa) and が (ga) in Japanese Language Education and Their Reflections in Turkish)
- Author(s):Ayşegül Atay
- Language:Turkish
- Subject(s):Language studies, Education, Foreign languages learning
- Page Range:211-229
- No. of Pages:19
- Keywords:Wa; ga; nominative case; preposition; topic; zero morpheme;
- Summary/Abstract:Using the Japanese language learned in the classroom setting in a natural environment or in any discourse environment, understanding by the listener and understanding the listener's speech correctly makes communication more fluent. This is the primary purpose of foreign language and Japanese learners. In order to achieve this aim, it is necessary to distinguish the usage difference of wa and ga, which is the basis of Japanese, and the meanings given to the sentence depending on the environment, in other words, to gain the skill of using these two in the correct context. For this reason, the purpose of this study is to describe the difference in meaning of wa and ga due to differences in usage and to determine their transfer to Turkish. In other words, what is the difference between these sentences with the usage of when there is a sentence with the usage of wa or ga; and it gets structurally true? How can such differences in usage and meaning be explained, which is not stated in the context of the coursebooks but whenever it is applied it will make a significent difference? A learner whose native language is Turkish might have difficulties to understand the difference betwen the two in the basic level. It is thought that the difference between the usage and meaning of the two can be explained in discourse environments. In this study, in terms of the opposition of “known” wa and “unknown / new knowledge” ga of Imamura (2002), the reflection of meaning differences of wa and ga on the basis of examples and environments in the literature were examined. As a result, a proposal has been presented to the learners and teachers in the field of Japanese teaching to be applied in classroom practices.
- Price: 4.50 €
