GERMAN AS A TERTIARY LANGUAGE

Authors

  • Erdinç Yücel Necmettin Erbakan University, Selçuklu, Konya, Turkey

DOI:

https://doi.org/10.46827/ejfl.v0i0.2293

Keywords:

foreign language teaching, positive transfer, negative transfer, English, German / Yabancı dil öğretimi, pozitif transfer, negatif transfer, İngilizce, Almanca

Abstract

The people learning a foreign language thinks they can have a command of the language by learning just its grammar. However having merely grammar knowledge is not enough to have a full command of a foreign language. On learning a language the goal is to have an effective communication with the receiver. Therefore a language should be discussed with a communicative approach in the classes. This approach refers to the necessity of scrutinising the language within a pragmatic way as well. In this study the issue is tried to be discussed within the example of the students learning German after English. The people deciding to learn German after they learn English generally plan to benefit from the similarities between both languages. The teachers’ laying emphasis on the positive transfers in the classes absolutely motivates the students in a favorable way. However it is seen that the similarities between English and German do not always provide convenience to the students. Because of this, in this study it is explained by some examples that the similarities between these two languages cause negative transfers. The determinations, important for the ideal foreign language course, provide great benefits in descending the source of student errors and correcting these errors.

 

Yabancı dil öğrenen kişiler genellikle sadece gramer bilgilerini öğrenerek bu dile hakim olabileceklerini düşünmektedirler. Halbuki sadece gramer bilgisine sahip olmak iyi bir yabancı dil hakimiyeti için yeterli değildir. Bir dil öğrenilirken amaç alıcıyla etkili bir iletişim kurabilmektir. Bu yüzden ilgili yabancı dil, derslerde iletişimsel bir yaklaşımla ele alınmalıdır. Bu yaklaşım dilin aynı zamanda pragmatik açıdan da irdelenmesi gerektiğine işaret etmektedir. Bu çalışmada İngilizceden sonra Almanca öğrenen öğrenciler örneğinde konu ele alınmaya çalışılmıştır. İngilizceden sonra Almanca öğrenmeye karar veren kişiler genellikle iki dil arasındaki benzerliklerden faydalanmayı düşünürler. Derslerde öğretmenlerin pozitif transferler üzerinde durması elbette öğrencileri olumlu yönde motive eden bir yaklaşımdır. Ancak İngilizce ve Almanca arasındaki benzerliklerin öğrencilere her zaman kolaylık sağlamadığı görülmektdir. Bu yüzden çalışmada iki dil arasındaki benzerliklerin negatif transferlere de neden olduğu bazı örneklerle izah edilmiştir. İdeal bir yabancı dil dersi için önemli olan bu tespitler, öğrenci hatalarının kaynağına inmede ve bu hataları düzeltmede büyük bir yarar sağlamaktadır.

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Author Biography

  • Erdinç Yücel, Necmettin Erbakan University, Selçuklu, Konya, Turkey

    Erdinç Yücel began his academic carrier as a Research Assistant at the Department of German Language Education at the Faculty of Education at Selçuk University in Turkey in 1998. He gained his Master's degree at the same university in 2000 and his PhD at Gazi University in 2006. Currently working at the Department of Foreign Languages at the Ahmet Keleşoğlu Faculty of Education at Necmettin Erbakan University as an Assoc. Prof. Dr. Erdinc Yücel researches in the field of teaching German and he gives lectures at undergraduate, graduate and postgraduate level. He is married and has two children.

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Published

2019-02-27

Issue

Vol 4, No 1 (2019)

Section

Articles

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