DİL VE İLETİŞİM

ÖZET Halk anlatıları da tıpkı dil gibi ortak yaşanmışlığın ürünüdür. Anlatılar, toplumun acısını, hayat tarzını, zevklerini gözler önüne serer, gün ışığına çıkarır ve buna bağlı olarak zenginleşir. Halk anlatıları, dil sayesinde nesilden nesle aktarılır, anlatıların içinde bulunan kültürel unsurların taşıyıcısı yine dildir. Ancak dil, anlatılarda bu işlevlerinden farklı olarak karşımıza çıkar. Çeşitli konuların işlendiği halk anlatılarında kahramanlar arasında iletişimi sağlayan dil unsurları mevcuttur. Bu dil, çeşitli sembolik ifadelerle oluşturulmuştur. Bu çalışmanın amacı, halk anlatılarından verilecek örneklerle kahramanlar arasındaki sembolik iletişim dilini ortaya çıkarmak ve dilin sembolik işlevinin anlatılardaki kullanım şekilleri hakkında genel bilgi vermektir. Anahtar Kelimeler: Halk anlatıları, sembol, dil, iletişim, sembolik dil. AS A SYMBOLICAL LANGUAGE TREASURE: FOLK NARRATIVES ABSTRACT
Folk narratives, as for language, are the products of the common experiences. Narratives ascertain the agony, life style or pleasure of the society and therefore it is also flourished. They are inherited from generation to generation by means of language and above mentioned
language is the main carrier of the cultural elements. However, the language emerges differently from these function. In folk narratives, there are also language functions that communicate the heroes. This language is constituted various symbolical expressions. The purpose of this study is to exemplify the symbolical communication language in folk narratives and give general information about the usages of symbolical functionof language.
Key Words: Folk narratives, symbol, language, communication, symbolical language.

The purpose of this study is to determine the language and communication problems experienced by the Syrian refugee students during their education process and determine the problems that bring others. This qualitative study is a case study. The study group consisted of a total 12 teachers, 8 Turkish Teachers working Temporary Education Center in Fatih, 2 other bransh teachers and school principles working in the public school with Syrian students in the classrooms. The literature related to the topic was searched and the survey form was developed by the researchers to collect the research data. At the end of the research it was found out that the essential problem of Syrian refugee students in schools was the language problem. As a result, the fact that Syrian students do not speak Turkish sufficiently brings other problems such as inability communicate with administrators, teachers and peers, difficulties of school adaptation, unwillingness to come to school, leaving school and academic failure.