Publication: L’initiation a la litterature Française par L’enseignement du Français
Abstract
Edebiyat öğretimi hem kişinin dil ve iletişim yönünün güçlenmesini amaçlamalı hem de düşünsel, estetik ve kültürel etkinliklerini geliştirici, okuma zevki kazandırıcı olmalıdır. Günümüzde Le Cadre Européen Commun de Référence (Avrupa çerçevesi ortak referansları) farklı fakat karşılaştırılabilir programların geliştirilmesine imkan sağlamakta ve yabancı dil öğretimindeki paradoksların da aşılmasını hedeflemekte, özellikle öne çıkardığı bazı noktalar edebiyat öğretiminde de yol gösterici olmaktadır. Bunlar arasında öğrencinin önceden kazanmış olduğu öğrenme ve bilgiyi yeniden değerlendirme becerisi ile bilgilerinin dikkate alınması, öğrencinin dilsel ve pragmatik becerilerini içeren toplumdilbilim becerisine öncelik verilmesi ve çok dilli ve çok kültürlüğün desteklenmesi sayılabilir. Türk Milli Eğitim sisteminin genel amaçları ve yabancı dil dersi amaçları ışığında; edebiyat öğretiminde edebi metin çalışmaları, öğrencinin metin içi bağıntıları ortaya çıkarmasına yardımcı olacak beceriler kazandırılması yönünde yaklaşımlarla ele alınmalıdır, zira metne yüzeysel yaklaşım gösteren dilsel alıştırmalardan oluşan bir yaklaşım bilginin belletilmesinden öteye geçememektedir ve bu anlayışla yetişen bir insanın hayatı anlaması, anladıklarını yorumlaması, ve yaşadığı duyguları, taşıdığı düşünceleri iletmesi, estetik değerler ve okuma zevki kazanması oldukça zordur. Yabancı dilde edebi bir metnin anlamının yorumlanması öğrencinin sahip olduğu referanslara göre yapılmaktadır ve öğrencinin kendi kültüründen etkilenmektedir. Edebi metin analizi için gerekli olan ve öğrencilerin sahip olması gereken referanslar arasında asgari kültürel birikim ve bilgiler, çeşitli türde metinlere ilişkin okuma becerisi kazanımı, pedagojik anlamda edebi metin seçimi ile ölçütleri yer almalı ve edebiyat öğretimi motive edici olmalıdır, bunun için öğretmen öğrencilerin en nihayet otonom bir edebiyat okuru olabilmeleri için edebiyatı sevdirici, anlamayı kolaylaştırıcı yaklaşımları kullanmalı ve öğrenciye dersi açıklayan değil öğrencinin anlama ulaşması için ihtiyaç duyduğu strateji ve bilgileri verme konusunda yol gösteren, öğrenci ile araştıran bir konumda olmalıdır. Çalışmamızda öğrencilerin ilgilerinin ve ihtiyaçlarının ne denli karşılanabildiğini gösterebilmek için bir anket çalışmasından yararlandık. Elde ettiğimiz sonuçlardan yararlanarak, tezin sonunda, yabancı dilde edebiyat öğretimine örnek olabilecek uygulamalara yer verdik
Teaching of literature should preserve the aim of improving students in terms of communication and language aspects and developing intellectual, aesthetic and cultural activities, making somebody gain the appeal of reading. Recently, European Framework Common Reference has enabled us develop various and comparable programs, which in return proceeds to overcame the paradoxes in language teaching. Some specific aspects defined have become as leading ones. Some of those are as in the following: the skill of reevaluation of the information gained formerly, bearing the information mind, giving the prioratiy to the sociolinguistic skills including pragmatic and language skills and supporting multi language and multi cultural skills of the learner. Under the light of the general aims of Turkish National Education System and the aims of foreign language lesson, studies of literary text should be thought through the approaches which provide learner with the skills of sorting out the intertextual studies in teaching of literature. A kind of casual approach of language exercises cannot go beyond memorising the information, which also makes reading even more difficult. Some of the difficulties can be nominated as: understanding the life, interpreting what they have understood, articulating the feelings they have felt, gaining the aesthetic values and the appeal of reading. Inferencing the meaning in a literary text of a foreign language is applied accor ding to the reference that the student has formerly possessed and student is affected by his/ her own culture. References, a student to attain for the analysis of a literary text, should include optimum cultural accumulation and information, gainining the reading skill related to various type of texts, selection of literary text pedagogically and its criterion. Teaching of literature should also be motivating. Hence a teacher should be able to make students appeal literature, offer the approach and ease of understanding so that they can provide students with an autonomous literature reading. A teacher should not only be explaining the course but leading the student to the related information and strategy for helping the student reach the meaning and searching with the student.We conducted a questionnaire to indicate to what extent the needs and interests of students are satisfied.By the help of the outputs of our study, we started some simple applications of the teaching of literature through french language teaching at the end of the thesis.
Teaching of literature should preserve the aim of improving students in terms of communication and language aspects and developing intellectual, aesthetic and cultural activities, making somebody gain the appeal of reading. Recently, European Framework Common Reference has enabled us develop various and comparable programs, which in return proceeds to overcame the paradoxes in language teaching. Some specific aspects defined have become as leading ones. Some of those are as in the following: the skill of reevaluation of the information gained formerly, bearing the information mind, giving the prioratiy to the sociolinguistic skills including pragmatic and language skills and supporting multi language and multi cultural skills of the learner. Under the light of the general aims of Turkish National Education System and the aims of foreign language lesson, studies of literary text should be thought through the approaches which provide learner with the skills of sorting out the intertextual studies in teaching of literature. A kind of casual approach of language exercises cannot go beyond memorising the information, which also makes reading even more difficult. Some of the difficulties can be nominated as: understanding the life, interpreting what they have understood, articulating the feelings they have felt, gaining the aesthetic values and the appeal of reading. Inferencing the meaning in a literary text of a foreign language is applied accor ding to the reference that the student has formerly possessed and student is affected by his/ her own culture. References, a student to attain for the analysis of a literary text, should include optimum cultural accumulation and information, gainining the reading skill related to various type of texts, selection of literary text pedagogically and its criterion. Teaching of literature should also be motivating. Hence a teacher should be able to make students appeal literature, offer the approach and ease of understanding so that they can provide students with an autonomous literature reading. A teacher should not only be explaining the course but leading the student to the related information and strategy for helping the student reach the meaning and searching with the student.We conducted a questionnaire to indicate to what extent the needs and interests of students are satisfied.By the help of the outputs of our study, we started some simple applications of the teaching of literature through french language teaching at the end of the thesis.