{"id":69269,"date":"2026-07-20T10:42:53","date_gmt":"2026-07-20T07:42:53","guid":{"rendered":"https:\/\/www.englishcentral.com\/blog\/?p=69269"},"modified":"2026-07-20T10:42:53","modified_gmt":"2026-07-20T07:42:53","slug":"ingilizce-gramer-hatalari-cocuklarin-yaptigi-yanlislar-ve-dogrulari","status":"publish","type":"post","link":"https:\/\/www.englishcentral.com\/blog\/ingilizce-gramer-hatalari-cocuklarin-yaptigi-yanlislar-ve-dogrulari\/","title":{"rendered":"\u0130ngilizce Gramer Hatalar\u0131: \u00c7ocuklar\u0131n Yapt\u0131\u011f\u0131 Yanl\u0131\u015flar ve Do\u011frular\u0131"},"content":{"rendered":"
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\u0130ngilizce \u00f6\u011frenme yolculu\u011funda \u00e7ocuklar\u0131n dil bilgisini kavrama s\u00fcreci, yeti\u015fkinlerden \u00e7ok daha farkl\u0131 ve sezgisel ilerler. \u00c7ocuklar yeni bir dili ke\u015ffederken, \u00f6zellikle T\u00fcrk\u00e7edeki mant\u0131\u011f\u0131 \u0130ngilizceye uyarlamaya \u00e7al\u0131\u015ft\u0131klar\u0131nda s\u0131k s\u0131k gramer hatalar\u0131 yapabilirler. Bu hatalar \u00f6\u011frenme s\u00fcrecinin tamamen do\u011fal bir par\u00e7as\u0131 olsa da, erken ya\u015fta fark edilip do\u011fru pratiklerle d\u00fczeltilmesi kal\u0131c\u0131 ve ak\u0131c\u0131 bir dil becerisi i\u00e7in kritik \u00f6nem ta\u015f\u0131r. \u00c7ocuklar\u0131n dil \u00f6\u011frenirken en \u00e7ok tak\u0131ld\u0131\u011f\u0131 noktalar\u0131, kurallar\u0131n mant\u0131\u011f\u0131n\u0131 ve do\u011fru kullan\u0131m formlar\u0131n\u0131 anlamak, hem ebeveynler hem de e\u011fitmenler i\u00e7in rehber niteli\u011findedir.<\/p>\n\n\t\t<\/div>\n\t<\/div>\n<\/div><\/div><\/div><\/div>

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EnglishCentral Kids ile \u0130ngilizce \u00d6\u011fren<\/strong><\/h2>\n

\u00c7ocuklar\u0131n gramer kurallar\u0131n\u0131 s\u0131k\u0131c\u0131 form\u00fcller halinde ezberlemek yerine, e\u011flenceli ve interaktif bir ortamda \u00f6\u011frenmesi kal\u0131c\u0131 ba\u015far\u0131y\u0131 getirir. EnglishCentral Kids, \u00e7ocuklar\u0131n ilgi alanlar\u0131na uygun haz\u0131rlanan binlerce \u00e7izgi film, oyun ve video i\u00e7erikleriyle dil \u00f6\u011frenimini bir e\u011flenceye d\u00f6n\u00fc\u015ft\u00fcr\u00fcr. \u00c7ocuklar bu platform sayesinde kelimeleri ve dil bilgisi kurallar\u0131n\u0131 do\u011frudan konu\u015fma dilinin i\u00e7inde, en do\u011fal ba\u011flam\u0131yla duyar ve taklit eder. Yapay zeka destekli telaffuz ara\u00e7lar\u0131 ve \u00e7ocuk dil e\u011fitiminde uzman e\u011fitmenlerle yap\u0131lan canl\u0131 dersler, \u00e7ocuklar\u0131n hata yapma korkusunu yenerek \u0130ngilizceyi severek konu\u015fmalar\u0131n\u0131 sa\u011flar.<\/p>\n\n\t\t<\/div>\n\t<\/div>\n

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T\u00fcrklerin \u0130ngilizce \u00d6\u011frenirken Yapt\u0131\u011f\u0131 Yayg\u0131n Hatalar ve Do\u011frular\u0131<\/h2>\n

T\u00fcrk\u00e7e ve \u0130ngilizce dil yap\u0131lar\u0131n\u0131n birbirinden tamamen farkl\u0131 olmas\u0131, \u00e7ocuklar\u0131n ve gen\u00e7lerin baz\u0131 temel kavramlar\u0131 birbiriyle kar\u0131\u015ft\u0131rmas\u0131na neden olur. \u0130\u015fte kaynak materyalde en \u00e7ok \u00f6ne \u00e7\u0131kan yayg\u0131n hatalar ve do\u011frusunu \u00f6\u011frenmenin yollar\u0131:<\/p>\n

“Make” ve “Do” Kullan\u0131m Kar\u0131\u015f\u0131kl\u0131\u011f\u0131<\/h3>\n

T\u00fcrk\u00e7ede her iki eylem i\u00e7in de tek bir “yapmak” fiili kullan\u0131ld\u0131\u011f\u0131 i\u00e7in bu iki kelime s\u0131k\u00e7a kar\u0131\u015ft\u0131r\u0131l\u0131r. “Make” genellikle yeni bir \u015fey \u00fcretmek, in\u015fa etmek veya fiziksel bir sonu\u00e7 yaratmak durumlar\u0131nda tercih edilirken; “do” bir eylemi, i\u015fi veya g\u00f6revi yerine getirirken kullan\u0131l\u0131r.<\/p>\n

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Yanl\u0131\u015f:<\/strong> I will make my homework.
Do\u011fru:<\/strong> I will do my homework.<\/p>\n<\/blockquote>\n

“Listen to” ve “Hear” Fark\u0131<\/h3>\n

\u0130ngilizcede duymak ve dinlemek eylemleri bilin\u00e7 durumuna g\u00f6re ayr\u0131l\u0131r. “Listen to” bir \u015feyi dikkatle ve bilin\u00e7li olarak dinlemek anlam\u0131na gelirken, “hear” irademiz d\u0131\u015f\u0131nda kula\u011f\u0131m\u0131za gelen sesleri duymak demektir.<\/p>\n

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Yanl\u0131\u015f:<\/strong> I like to hear music.
Do\u011fru:<\/strong> I like to listen to music.<\/p>\n<\/blockquote>\n

“Borrow” ve “Lend” Ayr\u0131m\u0131<\/h3>\n

T\u00fcrk\u00e7ede “\u00f6d\u00fcn\u00e7” kelimesi hem almak hem vermek i\u00e7in kullan\u0131labildi\u011finden bu kavram da s\u0131k\u00e7a hata yap\u0131lanlar aras\u0131ndad\u0131r. “Borrow” birinden \u00f6d\u00fcn\u00e7 almak, “lend” ise birine \u00f6d\u00fcn\u00e7 vermektir.<\/p>\n

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Yanl\u0131\u015f:<\/strong> Can you borrow me your pen?
Do\u011fru:<\/strong> Can you lend me your pen? (Alternatif olarak: Can I borrow your pen?)<\/em><\/p>\n<\/blockquote>\n

“Go” Yerine “Come” Kullan\u0131m\u0131<\/h3>\n

T\u00fcrk\u00e7ede bir yere gitme eylemini ifade ederken bazen kendi a\u00e7\u0131m\u0131zdan “gelmek” fiilini kullan\u0131r\u0131z (\u00d6rn: Okula geldim). Ancak \u0130ngilizcede “come” sadece konu\u015fmac\u0131n\u0131n bulundu\u011fu yere yakla\u015fmay\u0131, “go” ise bulunulan noktadan uzakla\u015fmay\u0131 ifade eder.<\/p>\n

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Yanl\u0131\u015f:<\/strong> I am coming to school everyday.
Do\u011fru:<\/strong> I am going to school everyday.<\/p>\n<\/blockquote>\n

“Affect” ve “Effect” Kar\u0131\u015f\u0131kl\u0131\u011f\u0131<\/h3>\n

Yaz\u0131l\u0131\u015flar\u0131 ve okunu\u015flar\u0131 birbirine \u00e7ok yak\u0131n olan bu iki kelime s\u00fcrekli kar\u0131\u015ft\u0131r\u0131l\u0131r. “Affect” eylemi belirten bir fiil (etkilemek) iken, “effect” bir isimdir (etki).<\/p>\n

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Yanl\u0131\u015f:<\/strong> This will effect your decision.
Do\u011fru:<\/strong> This will affect your decision.<\/p>\n<\/blockquote>\n

“Say” ve “Tell” Kullan\u0131m Kar\u0131\u015f\u0131kl\u0131\u011f\u0131<\/h3>\n

Her iki fiil de “s\u00f6ylemek \/ anlatmak” anlam\u0131na gelse de c\u00fcmle i\u00e7indeki yap\u0131sal kullan\u0131mlar\u0131 tamamen farkl\u0131d\u0131r. “Tell” fiilinden hemen sonra kime s\u00f6ylendi\u011fi (nesne zamiri: me, you, him vb.) gelmek zorundad\u0131r. “Say” fiilinde ise do\u011frudan s\u00f6ylenen s\u00f6z gelir veya y\u00f6nelme ekiyle “say to someone” \u015feklinde kullan\u0131l\u0131r.<\/p>\n

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Yanl\u0131\u015f:<\/strong> She said me that she was tired.
Do\u011fru:<\/strong> She told me that she was tired. (Veya: She said that she was tired.)<\/em><\/p>\n<\/blockquote>\n

\u00c7o\u011ful Kelimelerde Tekrar \u00c7o\u011ful Eki (-s) Kullanma Hatas\u0131<\/h3>\n

\u0130ngilizcede baz\u0131 kelimeler yap\u0131sal olarak zaten \u00e7o\u011fuldur (children, people, teeth, feet vb.). \u00c7ocuklar \u00e7o\u011ful yapma kural\u0131n\u0131 genelleyerek bu kelimelerin sonuna tekrar “-s” tak\u0131s\u0131 getirme e\u011filimindedirler.<\/p>\n

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Yanl\u0131\u015f:<\/strong> The childrens are playing in the garden.
Do\u011fru:<\/strong> The children are playing in the garden.<\/p>\n<\/blockquote>\n

“Lose” ve “Loose” Kelimelerinin Kar\u0131\u015ft\u0131r\u0131lmas\u0131<\/h3>\n

Yaz\u0131l\u0131\u015flar\u0131 ve okunu\u015flar\u0131 birbirine \u00e7ok benzedi\u011fi i\u00e7in hem \u00e7ocuklar hem de yeti\u015fkinler taraf\u0131ndan en \u00e7ok kar\u0131\u015ft\u0131r\u0131lan kelime \u00e7iftlerinden biridir. Tek “o” ile yaz\u0131lan “Lose” bir \u015feyi kaybetmek anlam\u0131na gelen bir fiilken; \u00e7ift “o” ile yaz\u0131lan “Loose” gev\u015fek, s\u0131k\u0131 olmayan anlam\u0131na gelen bir s\u0131fatt\u0131r.<\/p>\n

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Yanl\u0131\u015f:<\/strong> I don’t want to loose my keys.
Do\u011fru:<\/strong> I don’t want to lose my keys.<\/p>\n<\/blockquote>\n\n\t\t<\/div>\n\t<\/div>\n

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\u0130ngilizcede \u00c7ocuklar\u0131n S\u0131k\u00e7a Yapt\u0131\u011f\u0131 Gramer Hatalar\u0131 Hakk\u0131nda S\u0131k\u00e7a Sorulan Sorular<\/h2>\n

\u0130ngilizce gramer kurallar\u0131 ve s\u0131k yap\u0131lan hatalar hakk\u0131nda en \u00e7ok merak edilen sorulara, ebeveynlerin ve \u00f6\u011frencilerin zihnindeki soru i\u015faretlerini giderecek net yan\u0131tlarla gelin hep birlikte g\u00f6z atal\u0131m.<\/p>\n

\u00c7ocuklar\u0131n \u0130ngilizce gramer hatalar\u0131n\u0131 d\u00fczeltirken nas\u0131l bir yakla\u015f\u0131m sergilenmelidir?<\/h3>\n

\u00c7ocuklar\u0131n yapt\u0131\u011f\u0131 hatalar\u0131 s\u00fcrekli “Yanl\u0131\u015f yapt\u0131n” diyerek do\u011frudan y\u00fczlerine vurmak, onlar\u0131 konu\u015fmaktan so\u011futabilir. Bunun yerine \u00e7ocuk hatal\u0131 bir c\u00fcmle kurdu\u011funda, do\u011frusunu kendi c\u00fcmlenizde do\u011fal bir \u015fekilde kullanarak (\u00d6rn: “Evet, \u00f6devini yapt\u0131n \/ You did your homework”) kulak a\u015final\u0131\u011f\u0131 kazanmas\u0131n\u0131 sa\u011flamak en etkili y\u00f6ntemdir.<\/p>\n

“Fun” ve “Funny” kelimeleri aras\u0131ndaki fark nedir?<\/h3>\n

“Fun”, keyifli, e\u011flenceli zaman ge\u00e7irilen aktiviteler ve durumlar i\u00e7in kullan\u0131l\u0131r (\u00d6rn: Oyun park\u0131). “Funny” ise insan\u0131 g\u00fcld\u00fcren, komik olan \u015feyler veya ki\u015filer i\u00e7in tercih edilir. Bir filme komik oldu\u011fu i\u00e7in g\u00fcl\u00fcyorsak “funny”, o filmi izlerken iyi vakit ge\u00e7iriyorsak “fun” kelimesi uygundur.<\/p>\n

Neden \u0130ngilizce \u00f6\u011frenirken T\u00fcrk\u00e7e d\u00fc\u015f\u00fcnmek gramer hatalar\u0131na yol a\u00e7ar?<\/h3>\n

\u0130ngilizce ve T\u00fcrk\u00e7e tamamen farkl\u0131 dil ailelerine mensuptur. C\u00fcmle dizilimleri (\u00f6zne-nesne-y\u00fcklem s\u0131ralamas\u0131) ve kelimelerin mant\u0131\u011f\u0131 birebir uyu\u015fmaz. C\u00fcmleleri kafam\u0131zda T\u00fcrk\u00e7e kurup kelime kelime \u0130ngilizceye \u00e7evirmeye \u00e7al\u0131\u015fmak, yap\u0131sal ve anlamsal olarak hatal\u0131 c\u00fcmlelerin ortaya \u00e7\u0131kmas\u0131na sebep olur.<\/p>\n

Yard\u0131mc\u0131 fiiller olan “Do” ve “Does” \u00e7ocuklara en kolay nas\u0131l anlat\u0131l\u0131r?<\/h3>\n

Bu yard\u0131mc\u0131 fiillerin birer “kural koruyucu” oldu\u011fu ve \u00f6znelerle arkada\u015fl\u0131k yapt\u0131\u011f\u0131 anlat\u0131labilir. “Does” fiilinin sadece He, She, It \u00f6zneleriyle; “Do” fiilinin ise I, You, We, They \u00f6zneleriyle bir araya geldi\u011fi, oyunla\u015ft\u0131r\u0131lm\u0131\u015f kartlar veya tekerlemeler yoluyla \u00e7ocuklar\u0131n zihnine \u00e7ok daha kolay yerle\u015fir.