{"_shards":{"failed":0,"skipped":0,"successful":3,"total":3},"hits":{"hits":[{"_id":"432782","_index":"publication","_score":11.689571,"_source":{"abstracts":[{"abstract":"La conjugaison des verbes en français exprimant un processus pose un grandproblème, du moins pour les apprenants dont la première langue acquise diffère fortementde celle qu’ils apprennent. Le français -langue cible pour les apprenants turcs- est unelangue dont la structure et la famille sont entièrement différentes de celles de la languesource, le turc, ce qui crée pour les apprenants une difficulté presque insurmontableconcernant l’apprentissage de la conjugaison des verbes. En effet, les verbes en françaisse manifestent sous des formes différentes selon le groupe auquel ils appartiennent et lesujet dont ils font partie. Dans le premier groupe, il existe des verbes réguliers qui finissenten -er (sauf le verbe aller) et ce groupe représente presque 90% des verbes en français.Le deuxième groupe, dont la conjugaison est encore régulière, implique des verbes qui seterminent par -ir et le troisième groupe se compose de verbes irréguliers qui se terminentpar -re, -oir, -ir, et -er. Etant donné que la grande majorité des verbes irréguliers se trouventdans le troisième groupe, on constate une différentiation dans la conjugaison de ces verbescomparativement à des verbes dans les deux premiers groupes. Dans ce contexte, nouspouvons dire que la difficulté de l’apprentissage de la conjugaison chez les apprenantsdécoule du fait que la conjugaison des verbes en français se compose de trois groupesdifférents et que le verbe auxiliaire et le participe passé jouent un rôle considérable dans cetteconjugaison. Notre étude porte donc sur les conséquences d’une recherche consacrée auxproblèmes constatés de la conjugaison du prédicat verbal dans les récits des apprenants en classe préparatoire de français à l’École Supérieure des Langues Étrangères del’Université Uludağ de Bursa. Pour ce faire, comme le suggère P. Corder (1967), nousallons identifier d’abord les types d’erreurs et ensuite déterminer si les erreurs effectuéessont des erreurs d’origine interlinguale ou intralinguale. À partir des données obtenues,on dirait que les erreurs commises ont en général pour origine l’impact des erreursintralinguales, ce qui nous amène à réaliser cette étude sur les erreurs intralinguales auniveau de la conjugaison française. Pour finir, nous allons faire quelques propositionsconcernant l’apprentissage, au moins, de la conjugaison des verbes en français","id":798907,"keywords":null,"language":"FRE","title":"Analyse des erreurs issues de la conjugaison des verbes chez les apprenants en classe préparatoire de français"},{"abstract":"Fransızcada bir süreç ifade eden fiil çekimleri, ana dili Türkçe olan ve öğrendiği Fransızca hedef dilden tamamen farklı bir dil öğrenenler için büyük bir sorun teşkil etmektedir. Fransızca –Türk öğrenciler için hedef dil- yapısı ve ailesi Türkçeden tamamen farklı olan bir dildir, bu da fiil çekimlerini öğrenmede öğrencilere neredeyse aşılmaz bir zorluk yaratmaktadır. Gerçekten de Fransızcada fiiller ait oldukları gruba ve çekimlendiği özneye göre farklı şekillerde ortaya çıkmaktadır. Birinci grupta sonu -er ile biten (gitmek fiili dışında) fiiller yer almaktadır ki bu grupta yer alan fiiller Fransızca fiillerin neredeyse %90’ını oluşturmaktadır. İkinci grup, sonu -ir ile biten fiiller düzenli fiillerden oluşurken, üçüncü grupta ise sonu -re, -oir ve düzensiz -ir ve -er ile biten diğer fiiller bulunmaktadır. Düzensiz fiiller genel olarak üçüncü grupta yer aldığı için birinci ve ikinci grup fiillere göre, çekimlerinde farklı çekimlerin oluşması söz konusudur. Bu bağlamda, fiillerin üç gruptan oluşmasıyla ve özellikle birleşik zamanlı fiilleri oluşturan yardımcı fiil ve geçmiş zaman ortacının da yer almasıyla fiil çekimi öğreniminin zorlaştığını görmekteyiz. Bu gözlemden hareketle çalışmamız, Bursa Uludağ Üniversitesi Yabancı Diller Yüksekokulu Fransızca Bölümünde okuyan hazırlık sınıfı öğrencilerinin yazılı hikâye anlatımlarında yaptıkları fiil çekimi yanlışlarını konu almaktadır. Söz konusu yanlışları incelemek için P. Corder (1967)’ın da önerdiği üzere öncelikle yapılan yanlışların türlerini belirleyip daha sonra bu yanlışların diliçi mi yoksa dillerarası aktarımlarından mı kaynaklandığını tespit edeceğiz. Yapılan yanlışların temelinde diliçi aktarımların etkisi olduğunu düşündüğümüz için çalışmamızı diliçi aktarımların sebep olduğu fiil çekimi yanlışları özelinde gerçekleştireceğiz. Bulunan yanlışlardan hareketle, fiil çekimi öğretimini geliştirmeye yönelik önerilere yer verilecektir.","id":1959,"keywords":null,"language":"TUR","title":"Fransızcayı yabancı dil olarak öğrenen hazırlık sınıfı öğrencilerinin fiil çekimlerinden kaynaklanan yanlışlarının incelenmesi"},{"abstract":"The conjugation of verbs in French expressing a process poses a great problem, at least for learners whose first acquired language differs greatly from the one they are learning. French -the target language for Turkish learners- is a language whose structure and family are entirely different from those of the source language, Turkish. Indeed, verbs in French appear in different forms depending on the group to which they belong and the subject to which they belong. In the first group, there are regular verbs that end in -er (except the verb go) and this group represents almost 90% of verbs in French. The second group, whose conjugation is regular, involves verbs that end in -ir and the third group consists of irregular verbs that end in -re, -oir, -ir, and -er. Since the vast majority of irregular verbs are found in the third group, there is a differentiation in the conjugation of these verbs compared to verbs in the first two groups. In this context, we can say that the difficulty of learning conjugation in learners arises from the fact that the conjugation of verbs in French consists of three different groups and that the auxiliary verb and the past participle play a considerable role in this conjugation.","id":59807,"keywords":null,"language":"ENG","title":"-"}],"accessType":"OPEN","attachments":null,"authors":[{"authorId":827825,"duty":"AUTHOR","inPublicationName":"Nahide ARSLAN","institution":{"city":["BURSA"],"code":["NTYyMTI2"],"country":["Türkiye"],"fullTitle":["BURSA ULUDAĞ ÜNİVERSİTESİ \u003e EĞİTİM BİLİMLERİ ENSTİTÜSÜ \u003e YABANCI DİLLER EĞİTİMİ ANABİLİM DALI"],"rootCode":["MzU0OTkw"],"rootTitle":["BURSA ULUDAĞ ÜNİVERSİTESİ"],"status":["KAMU"],"title":["YABANCI DİLLER EĞİTİMİ ANABİLİM DALI"],"type":[""]},"institutionName":["Bursa Uludağ Üniversitesi, Eğitim Bilimleri Enstitüsü, Yabancı Diller Eğitimi Anabilim Dalı, Bursa, Türkiye"],"isVerified":false,"name":"Nahide ARSLAN","orcid":"0000-0003-0437-0722","order":1,"relationId":1676542,"userId":""},{"authorId":827826,"duty":"AUTHOR","inPublicationName":"Prof.dr. Mehmet BAŞTÜRK","institution":{"city":["BALIKESİR"],"code":["NTMyNTAy"],"country":["Türkiye"],"fullTitle":["BALIKESİR ÜNİVERSİTESİ \u003e NECATİBEY EĞİTİM FAKÜLTESİ \u003e YABANCI DİLLER EĞİTİMİ BÖLÜMÜ"],"rootCode":["MzYzNzIy"],"rootTitle":["BALIKESİR ÜNİVERSİTESİ"],"status":["KAMU"],"title":["YABANCI DİLLER EĞİTİMİ BÖLÜMÜ"],"type":[""]},"institutionName":["Balıkesir Üniversitesi, Necatibey Eğitim Fakültesi, Yabancı Diller Eğitimi Bölümü, Balıkesir, Türkiye"],"isVerified":false,"name":"Mehmet B.","orcid":"0000-0003-1878-7051","order":2,"relationId":1676543,"userId":""}],"citedReferences":[{"authors":[{"id":775002,"name":"Yusuf TOPALOĞLU"}],"docType":"PAPER","id":17978911,"journalCode":"1609","sourceId":1202314,"year":"2023"},{"authors":[{"id":964766,"name":"Emine Çavdar"}],"docType":"PAPER","id":23736818,"journalCode":"1229","sourceId":1328422,"year":"2025"}],"createdBy":"system","databases":["SOCIAL"],"docType":"PAPER","doi":"10.31795/baunsobed.794675","downloadCount":2,"endDate":null,"endPage":"21","facetAuthorCity":["BALIKESİR","BURSA"],"facetAuthorCountry":["Türkiye"],"facetAuthorInstitution":["BALIKESİR ÜNİVERSİTESİ","BURSA ULUDAĞ ÜNİVERSİTESİ"],"firstIndexDate":"2022-07-29T23:04:47.244556Z","id":432782,"indexDate":"2026-05-22T16:18:29.181619Z","indexedBy":"indexer","issue":{"id":59144,"isSpecial":false,"month":["6"],"number":"45","publishDate":"2021-06-01T00:00:00","volume":"24","year":"2021"},"journal":{"eissn":"2651-4974","id":"800","issn":"1301-5265","name":"Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi"},"language":"FRE","orderCitationCount":2,"orderTitle":"Analysedes erreurs issues de la conjugaison des verbes chez les apprenants en classe préparatoire de français","otherCitations":[{"count":0,"origin":"OpenAlex"},{"count":2,"origin":"OpenCitations"},{"count":2,"origin":"CrossRef"}],"pdf":"c82e028e-ee3f-47ac-b1a3-b2a765c1707a","projectGroup":null,"projectnumber":null,"publicationProduct":null,"publicationType":"RESEARCH","publicationYear":2021,"references":[{"authors":null,"context":"Akıncı, M. A. (2006). La réforme de l’écriture en Turquie. Honvault-Ducrocq, R. (Éd.), in L’orthographe en questions (299-319). Dyalang, Rouen: Publications des Universités de Rouen et du Havre.","id":11058070,"journalCode":"","order":0,"targetPublication":0,"year":""},{"authors":null,"context":"Besse, H. et Porquier, R. (1984). Grammaire et didactique des langues. Paris: Hatier-Crédif, Collection LAL.","id":11058071,"journalCode":"","order":1,"targetPublication":0,"year":""},{"authors":null,"context":"Corder, S. P. (1967). The significance of learner’s errors. IRAL: International Review of Applied Linguistics in Language Teaching, 5(4), 161-170.","id":11058072,"journalCode":"","order":2,"targetPublication":0,"year":""},{"authors":null,"context":"Corder, S. P. (1981). Error analysis and interlanguage. Oxford University Press: Press Walton Street.","id":11058073,"journalCode":"","order":3,"targetPublication":0,"year":""},{"authors":null,"context":"Chartrand, S. G. et Roy-Mercier, S. (2015). 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