TUHFE-İ NUSHÎ AND THE ROLE OF VERSE DICTIONARIES IN LANGUAGE EDUCATION
The verse dictionaries are considered as important educational materialswritten by lecturers of Ottoman primary schools and madrasasto support language education. They have provided the Arabic and Persian counterparts of Turkish words, therefore simplifying the learning process of said languages. Du...
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| Formato: | article |
| Lenguaje: | DE EN FR TR |
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Fırat University
2019
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| Acceso en línea: | https://doaj.org/article/0d2e880c208242d4ba805bcecf09b778 |
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| Sumario: | The verse dictionaries are considered as important educational materialswritten by lecturers of Ottoman primary schools and madrasasto support language education. They have provided the Arabic and Persian counterparts of Turkish words, therefore simplifying the learning process of said languages. During the three to five year educational processes of 4-6 year olds verse dictionaries have assumed multiple educational roles in terms of form and content. By including roughly one thousand words from Arabic and Persian, have enriched the vocabulary of the students and simplified the memorization process. Educating the words that make up the poetic language through verses, has not only generated interest from students, but provided them a sense of vocalization, art and aesthetics. Verse dictionaries have shortened the period of reading and understanding a foreign text, and more importantly imparted a knowledge of meaning to the students. First important examples of the below the line Turkish to Arabic-Persian verse dictionary tradition were written by Ahmedî and Ahmed-i Dâ’î of the Germiyanoğlu Palace. The latest example of this tradition was written in 19th Century by Nasuh Efendi of Çemişgezek . In this article we have departed from Tuhfe-i Nushî, which was written in the first years of Ottoman Tanzimat period, and examined the contributions of verse dictionaries to language education in Ottoman education institutions. The possible adaptation and benefits of the langugage learning model to contemporary language education in today’s primary and secondary education institutions are also discussed and Nasuh Efendi of Çemişgezek will be introduced to the academic community. |
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