{"id":5891,"date":"2026-08-10T17:26:55","date_gmt":"2026-08-10T17:26:55","guid":{"rendered":"https:\/\/cog-ist.com\/?post_type=duyuru&p=5891"},"modified":"2026-08-16T13:03:14","modified_gmt":"2026-08-16T13:03:14","slug":"dili-nasil-anlariz-dr-figen-karaca-egitim-54","status":"publish","type":"duyuru","link":"https:\/\/cog-ist.com\/en\/duyuru\/dili-nasil-anlariz-dr-figen-karaca-egitim-54\/","title":{"rendered":"Dili Nas\u0131l Anlar\u0131z? – Dr. Figen Karaca | E\u011fitim #54"},"content":{"rendered":"

Dil<\/strong>, insan\u0131n sahip oldu\u011fu en temel <\/strong>ve en ay\u0131rt edici<\/strong> bili\u015fsel yeteneklerden <\/strong>biridir. \u0130nsanlar<\/strong>, duyduklar\u0131 ifadeleri genellikle \u00e7aba sarf etmeden <\/strong>anlayabilirler. Ne kadar \u00e7abas\u0131z g\u00f6r\u00fcnse de dili anlamland\u0131rma<\/strong> kolay bir bili\u015fsel s\u00fcre\u00e7 <\/strong>de\u011fildir, aksine karma\u015f\u0131k <\/strong>yap\u0131lar\u0131n h\u0131zl\u0131 <\/strong>ve verimli <\/strong>bir \u015fekilde i\u015flenmesini <\/strong>gerektirir. Konu\u015fulan dilin i\u015flenmesindeki <\/strong>bu verimlilik<\/strong>, dinleyicilerin duyduklar\u0131 bilgiyi h\u0131zl\u0131 <\/strong>bir \u015fekilde i\u015flemelerinin <\/strong>yan\u0131 s\u0131ra ayn\u0131 zamanda duyacaklar\u0131 bir sonraki bilgi <\/strong>hakk\u0131nda \u00f6ng\u00f6r\u00fc <\/strong>olu\u015fturma becerileri <\/strong>ile de a\u00e7\u0131klanabilir. Peki, bu \u00f6ng\u00f6rme becerisi dil anlamland\u0131rma s\u00fcrecine <\/strong>tam olarak nas\u0131l bir katk\u0131 sa\u011flar? Dinleyiciler <\/strong>hangi ipu\u00e7lar\u0131na dayanarak \u00f6ng\u00f6r\u00fc <\/strong>olu\u015fturabilirler? \u00d6ng\u00f6rme becerisi yeti\u015fkin <\/strong>ve \u00e7ocuklarda <\/strong>veya tek dilli <\/strong>ve iki dilli <\/strong>bireylerde ayn\u0131 m\u0131d\u0131r? Bu beceri hangi bireysel farkl\u0131l\u0131klardan nas\u0131l etkilenir?<\/p>\n\n\n\n

Bu e\u011fitim program\u0131nda dil i\u015fleme<\/strong>, \u00f6ng\u00f6r\u00fc becerisi <\/strong>ve bireysel <\/strong>farkl\u0131l\u0131klara odaklanaca\u011f\u0131z. \u00dc\u00e7 haftal\u0131k s\u00fcre\u00e7te, kat\u0131l\u0131mc\u0131lar, \u00f6ng\u00f6r\u00fc <\/strong>becerisinin duyulan dilin i\u015flenmesinde <\/strong>nas\u0131l bir rol oynad\u0131\u011f\u0131n\u0131, G\u00f6rsel D\u00fcnya Paradigmas\u0131 <\/strong>(Visual World Paradigm) ile nas\u0131l incelendi\u011fini, farkl\u0131 gruplarda nas\u0131l g\u00f6r\u00fcld\u00fc\u011f\u00fcn\u00fc ve hangi bireysel farkl\u0131l\u0131klardan etkilendi\u011fini ke\u015ffedecekleri bir yolculu\u011fa \u00e7\u0131kacaklar.<\/p>\n\n\n\n

E\u011fitimimiz, psikodilbilim<\/strong>, linguistics<\/strong>, cognitive science<\/strong>, bili\u015fsel psikoloji <\/strong>ve geli\u015fim psikolojisi <\/strong>alanlar\u0131na ve iki dillilik <\/strong>ara\u015ft\u0131rmalar\u0131na ilgi duyan t\u00fcm kat\u0131l\u0131mc\u0131lara a\u00e7\u0131kt\u0131r. E\u011fitimi takip etmek i\u00e7in g\u00f6z izleme (eye tracking) y\u00f6ntemi <\/strong>bilgisi gerekmemektedir<\/strong>. G\u00f6rsel D\u00fcnya Paradigmas\u0131n\u0131n prensipleri ilk oturumda ele al\u0131nacakt\u0131r.<\/strong><\/p>\n\n\n\n

E\u011fitmenimiz Dr. Figen Karaca<\/strong>, lisans <\/strong>e\u011fitimini Orta Do\u011fu Teknik \u00dcniversitesi \u0130ngilizce \u00d6\u011fretmenli\u011fi B\u00f6l\u00fcm\u00fc<\/strong>nde, yan dal<\/strong> e\u011fitimini de Psikoloji <\/strong>alan\u0131nda tamamlam\u0131\u015ft\u0131r. Y\u00fcksek lisans <\/strong>e\u011fitimini Alberta \u00dcniversitesi<\/strong>nde (Kanada) linguistics <\/strong>alan\u0131nda, doktora <\/strong>e\u011fitimini ise Radboud \u00dcniversitesi<\/strong>nde (Hollanda) psikodilbilim <\/strong>alan\u0131nda tamamlam\u0131\u015ft\u0131r. Doktora \u00e7al\u0131\u015fmalar\u0131nda iki dilli bireylerde \u00f6ng\u00f6rmeye dayal\u0131 dil i\u015fleme<\/strong>, bireysel farkl\u0131l\u0131klar <\/strong>ve dil deneyimi <\/strong>konular\u0131na odaklanm\u0131\u015ft\u0131r. Bu alandaki \u00e7al\u0131\u015fmalar\u0131, Bilingualism: Language and Cognition<\/strong> ve Language, Cognition and Neuroscience<\/strong> gibi dergilerde yay\u0131mlanm\u0131\u015f ve sunulduklar\u0131 konferanslarda \u00f6d\u00fcle lay\u0131k g\u00f6r\u00fclm\u00fc\u015ft\u00fcr. Figen Karaca<\/strong>, halen \u00f6ng\u00f6rmeye dayal\u0131 dil i\u015fleme<\/strong>, \u00e7ocuklarda dil edinimi, bireysel farkl\u0131l\u0131klar<\/strong> ve dil deneyiminin<\/strong> etkisi alanlar\u0131nda ara\u015ft\u0131rmalar\u0131n\u0131 s\u00fcrd\u00fcrmektedir.<\/p>\n\n\n\n

E\u011fitim 27 A\u011fustos<\/strong>, 3 Eyl\u00fcl ve 10 Eyl\u00fcl<\/strong> Per\u015fembe g\u00fcnleri saat 19:00 \u2013 21:00 aras\u0131nda \u00e7evrimi\u00e7i olarak Zoom uygulamas\u0131 \u00fczerinden ger\u00e7ekle\u015fecek. Toplamda yakla\u015f\u0131k 6 saat s\u00fcrecek. T\u00fcm oturumlar kaydedilmekte ve kat\u0131l\u0131mc\u0131larla payla\u015f\u0131lmaktad\u0131r. Oturumlara e\u011fitim bittikten sonra da s\u00fcresiz eri\u015filebilir.<\/strong><\/p>\n\n\n\n

<\/div>\n\n\n\n

1. Hafta (27 A\u011fustos): Dil i\u015fleme, \u00f6ng\u00f6r\u00fc ve G\u00f6rsel D\u00fcnya Paradigmas\u0131<\/strong><\/p>\n\n\n\n

<\/p>\n\n\n\n

    \n
  • Dil i\u015flemeye giri\u015f<\/li>\n\n\n\n
  • G\u00f6rsel D\u00fcnya Paradigmas\u0131nda g\u00f6z izleme y\u00f6ntemi<\/li>\n\n\n\n
  • Tek dilli yeti\u015fkinlerde \u00f6ng\u00f6rme becerisi<\/li>\n\n\n\n
  • Tek dilli yeti\u015fkinlerde bireysel farkl\u0131l\u0131klar ve g\u00f6rev etkileri<\/li>\n\n\n\n
  • \u00d6ng\u00f6rmeli dil i\u015fleme modelleri<\/li>\n<\/ul>\n\n\n\n

    <\/p>\n\n\n\n

    Bu oturumda, art\u0131ml\u0131 <\/strong>ve \u00f6ng\u00f6rmeli dil i\u015fleme <\/strong>konusuna giri\u015f yapaca\u011f\u0131z. Bu alanda G\u00f6rsel D\u00fcnya Paradigmas\u0131nda<\/strong> g\u00f6z izleme <\/strong>y\u00f6nteminin nas\u0131l kullan\u0131ld\u0131\u011f\u0131n\u0131 inceleyece\u011fiz. Tek dilli <\/strong>yeti\u015fkin bireyler \u00f6zelinde, \u00f6ng\u00f6r\u00fc becerisini <\/strong>ve bu beceriyi <\/strong>yordayan bireysel <\/strong>ve g\u00f6rev temelli farkl\u0131l\u0131klar\u0131 <\/strong>ele alaca\u011f\u0131z. Son olarak, \u00f6ng\u00f6rmeli dil i\u015fleme <\/strong>konusunda kaynak (resource), fayda (utility), \u00fcretim (production)<\/strong> ve \u00e7a\u011fr\u0131\u015f\u0131m (association)<\/strong> temelli a\u00e7\u0131klamalar\u0131 de\u011ferlendirece\u011fiz.<\/p>\n\n\n\n

    2. Hafta (3 Eyl\u00fcl): \u00d6ng\u00f6rmeli dil i\u015flemeye geli\u015fimsel bak\u0131\u015f, bireysel farkl\u0131l\u0131klar ve okuryazarl\u0131k<\/strong><\/p>\n\n\n\n

    <\/p>\n\n\n\n

      \n
    • Y\u00f6ntem parantezi: \u00e7ocuklarla G\u00f6rsel D\u00fcnya Paradigmas\u0131 \u00e7al\u0131\u015fmas\u0131 y\u00fcr\u00fctmek<\/li>\n\n\n\n
    • \u00d6ng\u00f6rme<\/strong> becerisinin geli\u015fimsel boyutu<\/li>\n\n\n\n
    • Tek dilli \u00e7ocuklarda bireysel farkl\u0131l\u0131klar<\/li>\n\n\n\n
    • Okuryazarl\u0131\u011f\u0131n s\u00f6zl\u00fc dil i\u015flemeye etkisi:
      • \u00c7ocuklarda okuma becerilerinin s\u00f6zl\u00fc dilde \u00f6ng\u00f6rmeye etkisi<\/li><\/ul>\n
          \n
        • Okuryazar olan ve olmayan yeti\u015fkinlerden bulgular<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n

          <\/p>\n\n\n\n

          Bu oturumda \u00f6ng\u00f6rmeli dil i\u015fleme <\/strong>s\u00fcrecini tek dilli <\/strong>\u00e7ocuklar \u00f6zelinde inceleyece\u011fiz. \u00d6nce G\u00f6rsel D\u00fcnya Paradigmas\u0131n\u0131n <\/strong>\u00e7ocuklarla nas\u0131l kullan\u0131ld\u0131\u011f\u0131n\u0131 ele alacak ard\u0131ndan tek dilli <\/strong>\u00e7ocuklar\u0131n \u00f6ng\u00f6r\u00fc s\u00fcrecinde <\/strong>hangi ipu\u00e7lar\u0131n\u0131 nas\u0131l kulland\u0131klar\u0131na ve bu s\u00fcre\u00e7te bireysel farkl\u0131l\u0131klar\u0131n <\/strong>rol\u00fcne odaklanaca\u011f\u0131z. Bireysel farkl\u0131l\u0131klar <\/strong>kapsam\u0131nda, \u00e7ocuklarla <\/strong>ve okuryazar olmayan yeti\u015fkinlerle <\/strong>y\u00fcr\u00fct\u00fclen \u00e7al\u0131\u015fmalar\u0131n bulgular\u0131ndan faydalanarak \u00f6ng\u00f6rmeli dil i\u015flemede <\/strong>okuma becerisinin <\/strong>rol\u00fcn\u00fc irdeleyece\u011fiz. <\/p>\n\n\n\n

          3. Hafta (10 Eyl\u00fcl): \u0130ki dilli bireylerde \u00f6ng\u00f6rmeli dil i\u015fleme ve bireysel farkl\u0131l\u0131klar<\/strong><\/p>\n\n\n\n

          <\/p>\n\n\n\n

            \n
          • \u0130ki dilli zihinde <\/strong>\u00f6ng\u00f6rme<\/strong> becerisi<\/li>\n\n\n\n
          • Diller aras\u0131 benzerlik ve farkl\u0131l\u0131klar\u0131n etkisi <\/strong><\/li>\n\n\n\n
          • Yeti\u015fkin ikinci dil konu\u015fucular\u0131 ve iki dilli olarak b\u00fcy\u00fcyen \u00e7ocuklar<\/li>\n\n\n\n
          • Bireysel farkl\u0131l\u0131klar ve g\u00f6rev etkisi<\/li>\n\n\n\n
          • Kuram parantezi: <\/strong>\u00d6ng\u00f6rmeli dil i\u015fleme modellerinin iki dilli bireylere g\u00f6re tekrar incelenmesi<\/strong><\/li>\n<\/ul>\n\n\n\n

            <\/p>\n\n\n\n

            Bu oturumda \u00f6ng\u00f6rmeli dil i\u015flemeyi iki dillilik ba\u011flam\u0131nda <\/strong>yeti\u015fkin ikinci dil konu\u015fucular\u0131 ve iki dilli olarak b\u00fcy\u00fcyen \u00e7ocuklar \u00f6zelinde ele alaca\u011f\u0131z. Diller aras\u0131 benzerli\u011fin ve farkl\u0131l\u0131\u011f\u0131n bu s\u00fcre\u00e7te nas\u0131l rol oynayabilece\u011fini tart\u0131\u015faca\u011f\u0131z. Bireysel farkl\u0131l\u0131klar kapsam\u0131nda, dil yeterli\u011finin, dil deneyiminin ve okuma becerilerinin rol\u00fcne odaklanaca\u011f\u0131z. Son olarak, <\/strong>\u00f6ng\u00f6rmeli dil i\u015fleme modellerini iki dilli bireylerle y\u00fcr\u00fct\u00fclen \u00e7al\u0131\u015fmalar\u0131n bulgular\u0131 \u0131\u015f\u0131\u011f\u0131nda tekrar inceleyece\u011fiz.<\/p>\n\n\n\n

            <\/div>\n\n\n\n

            Etkinli\u011fin \u00fccreti ki\u015fi ba\u015f\u0131 KDV dahil 1500 TL\u2019dir.<\/strong><\/p>\n\n\n\n

            \u00d6deme bilgileri, kay\u0131t formunu dolduran kat\u0131l\u0131mc\u0131lar ile en k\u0131sa zamanda payla\u015f\u0131lacakt\u0131r.<\/p>\n\n\n\n

            <\/div>\n\n\n\n

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