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Journal ArticleDOI

Türki̇ye’de arapça sözlü anlatim eği̇ti̇mi̇, zorluklari ve bazi çözüm öneri̇leri̇

20 Jul 2016-Vol. 3, Iss: 6, pp 47-53

TL;DR: The purpose of Arabic language taught in Theology faculties is to provide an understanding of Arabic texts in such courses as Kalam, Hadith, Islamic law, Islamic philosophy and Islamic sects given in the upper classes.

AbstractArabic language is taught in Turkey in various institutions including private education centers, Imam Hatip High Schools and universities. In this study, among these institutions, we will discuss Arabic language taught at universities. It is possible to handle Arabic language taught at universities in two parts. In the first part, Arabic language in preparatory program of Theology Faculties and the other part is lectured in Arabic Language Education Departments and Arabic Language Philology Departments. Yet, due to the different aims of those courses aforementioned, the education provided show differences as well. For instance, the purpose of Arabic language taught in Theology faculties is to provide an understanding of Arabic texts in such courses as Kalam, Hadith, Islamic law, Islamic philosophy and Islamic sects given in the upper classes. Whereas, Arabic Language taught in the department of Arabic Language Education aims to teach Arabic as language in several fields literally and rhetorically. Aforesaid, it is obviously seen that Arabic language is taught in theory intensively however, when it comes to speaking, the desired efficiency is not reached. Here, in our study, we try to give some solutions referring to the difficulties experienced in Arabic language in the aforementioned faculties.

Topics: Modern language (64%), Kalam (55%), Islamic philosophy (53%), Islam (51%), Sharia (50%)

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Summary

  • Arabic language is taught in Turkey in various institutions including private education centers, Imam Hatip High Schools and universities.
  • Among these institutions, the authors will discuss Arabic language taught at universities.

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TÜRKİYE’DE ARAPÇA SÖZLÜ ANLATIM EĞİTİMİ,
ZORLUKLARI VE BAZI ÇÖZÜM ÖNERİLE
Sevim ÖZDEMİR
*
Öz
Türkiye’de Arapça, üniversitelerde, bazı özel eğitim merkezlerinde ve İmam-
Hatip Liselerinde okutulmaktadır. Biz bu kurumlardan üniversitelerde okutulan
Arapçanın durumunu ele alacağız.
Üniversitelerde okutulan Arapçayı iki kısımda ele almak mümkündür. Birincisi,
İlahiyat Fakülteleri Hazırlık nıflarında okutulan Arapça, ikincisi ise Arap Dili
Eğitimi ve Arap Dili Filolojisi bölümlerinde okutulan Arapça.
Ancak yukarıda adı geçen bölümlerde verilen Arapçanın amaçlarının farklı
olması sebebiyle verilen eğitim de farklıdır. Örneğin İlahiyat Fakülteleri Hazırlık
nıflarında okutulan Arapçanın amacı, üst sınıflarda görülecek olan Kelam,
Hadis, İslam Hukuku, İslam Felsefesi, Tasavvuf, İslam Mezhepleri gibi
derslerde geçen Arapça metinleri anlayabilmek iken, Arap Dili itiminde
verilen Arapçanın amacı, Arapçayı, belağatıyla, edebiyatıyla çok nlü bir
biçimde bir dil olarak öğretmektir.
Bahsi geçen bölümlerde Arapça teori olarak çok yoğun bir şekilde öğretilirken,
pratiğe yani konuşmaya gelince istenilen verimin alınmadığı görülmektedir. İşte
bu çalışmada yukarıda bahsi geçen Fakülteler ve lümlerdeki Arapça Sözlü
Anlatımdan ve yaşanan zorluklardan bahsedilerek bazı çözüm önerileri
getirilecektir.
Anahtar Kelimeler: Arap Dili, Arap Dili ve Türk Tarihi, Türkiye’de Arap Dili
Eğitimi, Arap Dili Eğitimin Sorunları, Arapça Pratik Konuşma.
Arabic Speaking Skills Education in Turkey, Challenges and Some Solutions
Abstract
Arabic language is taught in Turkey in various institutions including private
education centers, Imam Hatip High Schools and universities. In this study,
among these institutions, we will discuss Arabic language taught at universities.
*
Doç. Dr., Süleyman Demirel Üniversitesi Eğitim Fakültesi, sevimozdemir@sdu.edu.tr.

48 |Sevim Özdemir
Amasya Üniversitesi İlahiyat Fakültesi Dergisi (Sayı 6)
It is possible to handle Arabic language taught at universities in two parts. In the
first part, Arabic language in preparatory program of Theology Faculties and the
other part is lectured in Arabic Language Education Departments and Arabic
Language Philology Departments.
Yet, due to the different aims of those courses aforementioned, the education
provided show differences as well. For instance, the purpose of Arabic language
taught in Theology faculties is to provide an understanding of Arabic texts in
such courses as Kalam, Hadith, Islamic law, Islamic philosophy and Islamic
sects given in the upper classes. Whereas, Arabic Language taught in the
department of Arabic Language Education aims to teach Arabic as language in
several fields literally and rhetorically.
Aforesaid, it is obviously seen that Arabic language is taught in theory
intensively however, when it comes to speaking, the desired efficiency is not
reached. Here, in our study, we try to give some solutions referring to the
difficulties experienced in Arabic language in the aforementioned faculties.
Key Words: Arabic Language, Arabic Language and Turkish History, Arabic
Language Education in Turkey, Problems of Arabic Language Education, Arabic
speaking practice
  
*

1
 Çelik, 2011, s.
181
 
 (Günay,
2011, s. 300)






 ( Oktay, 2011, s. 273)




*
Katkılarından ötürü Y. Lisans öğrencim Yusuf KOCABAŞ’a teşekkür ederim.

Arapça Sözlü Anlatım Eğitimi| 49
Amasya Üniversitesi İlahiyat Fakültesi Dergisi (Sayı 6)






 ( Civelek, 2011, s.146)








25
30






















( Aktaş, 2007, s.61) 

 (Memiş, 2011, s. 264)



50 |Sevim Özdemir
Amasya Üniversitesi İlahiyat Fakültesi Dergisi (Sayı 6)
 



















 (Çelik, s. 182)

(Yılmaz, 2007, s. 842) 


 (Çelik, s. 182)

























Arapça Sözlü Anlatım Eğitimi| 51
Amasya Üniversitesi İlahiyat Fakültesi Dergisi (Sayı 6)












 (MEB.
Yabancı Dil Eğitim ve Öğretimi Yönetmeliği 5. Madde.)






 (Demirel,
2007, s. 29)






 (Oktay, s. 275- (276 





 (Yücel, 2007, s. 855)
 
 





3020
5070
90
 (Civelek, s. 150)






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Abstract: Textbooks in formal education are a very important tool for the implementation of programs. It also plays a major role in achieving the objectives of the programs. The success of foreign language education in formal education is achieved through books used among other factors. Some individuals who learn Arabic as a foreign language in our country are often looking for problems in learning Arabic in Arabic textbooks in formal education. With this research, determination of these problems and solutions were sought. The research is concerned with the evaluation of the textbooks used in grades 2-8 in the 2018-2019 academic year from the eyes of prospective teachers. 76 prospective teachers who attended 3rd and 4th grades at Gazi University participated in the study. As a result of the research, the idea of developing Arabic textbooks in terms of internal and external structure was dominant. It was suggested that the books should be complementary and that listening, reading, speaking and writing skills would be improved. ​Extended English summary is in the end of Full Text PDF (TURKISH) file. Özet Örgün eğitimdeki ders kitapları, programların uygulanması için çok önemli bir araçtır. Programların hedeflerine ulaşmasında da büyük rol oynamaktadır. Örgün eğitimdeki yabancı dil eğitiminin başarılı olması diğer etkenlerin yanı sıra kullanılan kitaplar sayesinde olmaktadır. Ülkemizde Arapçayı yabancı dil olarak öğrenen bazı bireyler de Arapçayı öğrenmedeki sorunları çoğunlukla örgün öğretimdeki Arapça ders kitaplarında aramaktadırlar. Bu araştırmayla söz konusu sorunların tespiti ve çözüm yolları aranmıştır. Araştırma 2018-2019 eğitim öğretim yılındaki 2-8 sınıflarda kullanılan ders kitaplarını öğretmen adaylarının gözünden değerlendirilmesi ile ilgilidir. Araştırmaya söz konusu eğitim öğretim yılında Gazi Üniversitesi’ndeki 3. ve 4. sınıflarda öğrenim görmek olan 76 öğretmen adayı katılmıştır. Araştırma sonucunda Arapça ders kitaplarının iç ve dış yapı bakımından geliştirilmesi görüşü hâkim olmuştur. Kitapların birbirlerini tamamlar nitelikte olması, dinleme, okuma, konuşma ve yazma becerilerinin geliştirilmesi önerilmiştir.

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Q1. What contributions have the authors mentioned in the paper "Türki̇ye’de arapça sözlü anlatim eği̇ti̇mi̇, zorluklari ve bazi çözüm öneri̇leri̇" ?

In this study, among these institutions, the authors will discuss Arabic language taught at universities.