خلاصة:
یقوم المنهج التقابلی علی دراسه ومقابله لغتین او لغه ولهجه ضمن مستویین لغویین معاصرین، فهو یقوم باثبات الفروق بین المستویین وتفسیر صعوبه تعلیم اللغات، وهو بمثابه الاساس الذی تقوم علیه اللغه، یعتمد هذا المنهج علی تفسیر وتوضیح الفروق بین اللغتین وصعوبه تعلم کل منها للاخر من خلال الکشف عن اوجه الشبه والاختلاف بینهما. بما ان اللغه العربیه تکون لغه تصریفیه اشتقاقیه و اللغه الترکیه لغه التصاقیه ذات لواحق؛ قام البحث بالدراسه التقابلیه حول اسماء الاشاره فی هاتین اللغتین لابراز مواطن التشابه والتفارق من حیث القواعد النحویه وانواعها ومواقعها فی الجمله. من اهم نتایج الدارسه ان اسماء الاشاره قد تعد فی اللغه الترکیه من الضمایر ولکن ادوات الاشاره فی العربیه لا تعد من الضمایر الا عند بعض اللغویین المحدثین. و کذلک ان اللغه العربیه تفرق بین التذکیر والتانیث، بینما اللغه الترکیه لا تفرق بین التذکیر والتانیث. و تتفقان فی قبول کل حالات الاسم و فی رتبه ادوات الاشاره. تبرز اهمیه هذه الدارسه فی انها تفتح الطریق امام الباحثین والدارسین والمعلمین من الاتراک فی هذا الحقل لتعلیم العربیه للطلبه الناطقین بغیر العربیه، وعسی ان تکون مفیده لمعلمی العربیه الذین لا یعرفون اللغه الترکیه وهم یدرسون العربیه للاتراک.
A contrastive method is based on examining two simultaneous language levels, that is, a confrontation between two languages or a language with a single accent. This method proves the differences between the two language levels and expresses the problems of language teaching and is a pillar on which the language relies. The contrastive method, by discovering the commonalities and differences between the two language levels, expresses the differences and difficulties of teaching each of the two languages to the other. Since Arabic is an adjective and derivational language, and Turkish is an adjective-suffix language, the scholars therefore studied the contrasts of demonstratives in these two languages in order to find similarities and differences in terms of grammar, types and examined their position in the sentence. One of the most important findings of the present study was that sometimes nouns in Turkish are considered as pronouns, but in Arabic they are considered as pronouns only by some modern linguists. Similarly, Arabic distinguishes between males and females, while in Turkish there is no difference between males and females, and all nouns and punctuation are used equally for males and females. The importance of the present study was that it can provide a platform for Turkish researchers, scholars and teachers in teaching Arabic to non-Arabic speaking students. It is also hoped that this research will be useful for Arabic teachers who are not familiar with Turkish but are learning Arabic for Turkish.