Eğitici nahvin mefhumu ve yabancılara Arapça öğretmekte etkisi: Teori-uygulama bir çalışma

This thesis deals with the concept of functional syntax from current language teaching methods and its applications for functional syntax. To fully reveal the concept of this new approach, the thesis begins by asking what nature of the syntaxis, what the reasons that uncovered it are, and how it develops in the historical process. It is said that social and religious reasons related to this subject played a big role in the bringing out of syntax, but with the development of Islamic sciences syntaxdeveloped and got a different method and attitude and therefore the conflict between the syntaxcults started to emerge.In this case, linguists were obliged to mention these conflicts while writing a work and learning Arabic has been gotten hard day by day as a result of this alternation.In this context, we can see that Greek philosophy and Aristotelianism are effective in syntaxworks and methods.All of this has led experts to look for a new approach and method for learning and teaching Arabic grammar.Conducted researches have been instrumental in the emergence of a new method of commentary explaining the functions of grammatical bases in a sentence.This new approach is based on developments in educational sciences and linguistics.These two sciences have great influence in the emergence of functional syntax.On the other hand, the thesis deals with real and methodical reasons for the emergence of functional syntax.These reasons are embodied in the difficulties that both Arab and non-Arab learners encounter in Arabic and especially syntax learning.In addition, the difference in purpose of learning the target language also negatively affects this situation.As a matter of fact, especially the aims of students to learn Arabic are different from those of experts.Because learners learn to communicate while learning grammar, this conflict requires that the course description method and the content of the course book be different.This thesis evaluates the works written in order to facilitate grammar according to the functional syntax concept; many of these works have been found to content themselves with choosing more simple and easy views, rearranging syntax subjects, and ruling out some of the information that they regard unnecessary.In the last part of the thesis we offered some theoretical principles to teach and explain grammar.We designed applied courses according to these principles. These courses were then given to a group of theology prep students and a group from The Centre for Religious Higher Education.After the courses, we determined the results by analysing the responses of the students to the questionnaire