Yabancı dil olarak Türkçe öğretiminde olgusal ve oluşsal adlaştırma yapısına uygulamalı bir bakış: Nevşehir Hacı Bektaş Veli Üniversitesi TÖMER örneği
A Practical Look at Factual and Non-factive Nominalization Structure in Teaching Turkish as a Foreign Language: The Case of Nevşehir Haci Bektaş Veli Uni̇versity Tömer Derlem Çikişli Bir İnceleme

Summary/Abstract: In Turkish, -mAK, -mA, -DIK, -(y)AcAK or -(y)Iş are suffixes that form noun clauses. In sentences formed with -mA, -DIK and -(y)AcAK constructions, the meaning of the suffix used in the sentence can cause controversy. For example, the function of the -DIK/-(y)AcAK constructions in the sentences “Bu kitabı okuduğunu biliyorum” and “Bu kitabı okuyacağını biliyorum.” is almost exclusively explained by the “factuality” of an event or situation, while the function of the -mA construction in the sentence “Annem ona hediye almamı söyledi.” is explained by the “factuality” of the occurrence or situation reported by the nominalized verb. However, this rule is insufficient to convey why the example “*Seni görmeye sevindim.” is incorrect. The study is based on this problem. Using a qualitative research method, specifically a survey study, an interview form was administered to 15 international C1-level students studying at Nevşehir Hacı Bektaş Veli University TÖMER. This form was structured with expert opinions, measured for reliability through a pilot study, and included open-ended, true-false, and multiple-choice questions. The study aimed to determine how often and in what manner students use and understand the suffixes -mA, -DIK, and -(y)AcAk, and their awareness of the factual/non-factual nature of nominalized actions. When the responses were evaluated, the percentage of students who could select grammatically and semantically correct sentences formed with the suffixes -mA, -DIK, and -(y)AcAK was 55.56%. It is understood that the learners cannot distinguish between the -mA nominalization suffix that emphasizes the state, work, movement or occurrence described by the action and the way the action is done. In examples where certain main clause verbs were given and students were asked to complete them appropriately, it was found that the usage rates of nominalized structures with -mA, -DIK, and -(y)AcAK were very close for the verbs of feeling (emotive) such as being sad, being surprised, and believing, which was associated with the emotional nature of the main clause predicate. In sentences that include the concepts of factive and non-factive, 72.50% of the learners preferred to use the factive, while 27.50% opted for the non-factive in sentences formed with nominalization structure. The study suggests that there is a need for a holistic grammar teaching in terms of the factual and nonfactual status of -mA and -DIK suffixes.

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