![Ercan Alkaya: Kuzey Grubu Türk Lehçelerinde Edatlar](/api/image/getissuecoverimage?id=picture_2007_34639.jpg)
Ercan Alkaya: Kuzey Grubu Türk Lehçelerinde Edatlar
Review of: Ercan Alkaya "Prepositions in the Turkic Dialects of the North", Manass Yayıncılık / 17, Elazığ 2007, 759 p by: Birol Ipek
More...We kindly inform you that, as long as the subject affiliation of our 300.000+ articles is in progress, you might get unsufficient or no results on your third level or second level search. In this case, please broaden your search criteria.
Review of: Ercan Alkaya "Prepositions in the Turkic Dialects of the North", Manass Yayıncılık / 17, Elazığ 2007, 759 p by: Birol Ipek
More...
Grammaticalisation is an umbrella term for a set of partly unrelated processes that share a common result, namely the emergence of grammatical units. Although the Turkic languages represent a relatively homogeneous family of closely related languages, they are highly variegated in terms of how they express modal categories. The multitude of expressions stems from a restricted set of developments that can be empirically documented. This paper investigates heterogeneous specimens of expressions of modality in the Turkic languages and identifies the mechanisms that underlie the diachronic and synchronic variation that can be observed in Turkic modal constructions.
More...
There are hundreds of scientific studies about Old Anatolian Turkish which is the first period of historical Oghuz language and its texts, in Turkology of Turkey. On the literature of these studies this period has been examined in the light of changing perspectives. Previously, it was thought that it had already been arised from the writing language of Karakhanid, but now it has become almost clear that the Oghuzes always have a spoken language, even languages, beginning to be written in the 13th century. Until now, the reasons of the language situation which appeared in the opuses of the first period and which showed mainly bidialectic features but became widespread as 'mixed language' in Turkology literature have been evaluated differently. Despite such differences in views and evaluations, the almost unchanging view to date is that Old Anatolian Turkish is a writing language.Until today, the results of the researches carried out on Old Anatolian Turkish reveal that the language of this period does not have the standards in terms of phonetics, morphology and spelling. So, even in different lines or strings on the same page of the same text, the use of this non-standard language and spelling is often visible. These multi-characterized language features, which are rarely seen in other historical periods of the Turkish language, quite separates this period known as Old Anatolian Turkish from other Turkic written languages. In this article, after the concepts and phenomena such as 'written language', 'standard language', 'literary language' and 'writing language' determined by general linguistics were discussed, the sociological, political and military conditions and situation of Old Anatolian Turkish period were evaluated and the language situation of this first period between the 13th-15th centuries and whether the language of that period is written or not is questioned and discussed.
More...
Albanian and Turkish belong to two different language families and their different language structures make these two languages different in regard to their syntactic structure. Albanian is a flexible and analytic language with diversity, while Turkish is an agglutinative language extensive and morpheme accumulation (often with different syntactic functions) within the word makes these two languages more interesting to compare. The syntactic feature of Turkish language is leftbranching generation of sentences. The predicate is the first pattern located at the end of the sentence and then the other patterns of the sentence precede it. This norm has also been referred to as the ‘basic syntactic law of the Altaic languages’ (the determining element precedes the element which it determines) (Johanson, 2002: 25). Greenberg (1966) classified Turkic as ‘the rigid subtype’ of the so-called SOV languages, meaning the order of determining elements (complements and determinatives) within the phrase of the Turkish syntax is chained (successive); therefore quite harmonized. Johanson argues that during its use in practice these iterative capsular rules divert to the natural use of the language.
More...
The present research aims at comparing whether teaching vocabulary by the help of audio-visual materials or through traditional ways is a better option in EFL settings. The differences between audiovisual materials and traditional ways have been remarked in the current study. The experiment lasted 3 weeks and was carried out with 36 secondary school students (control and experiment groups). Each group consisted of 18 participants. Firstly, the predetermined target words were taught to both groups by audiovisual materials or traditional ways such as writing, repeating, and translation. Secondly, a vocabulary quiz was applied to the experimental and control groups. When the scores were compared, there wasn’t any significant difference. However, the experimental group was relatively more successful than the control group. Thirdly, a questionnaire and an interview were applied to the participants by the researcher. The results showed that participants prefer to use audiovisual materials in vocabulary activities. Also, it was observed that audiovisual materials make the lessons more interesting and promote the motivation of the learners.
More...
Mawlid as a term comes to mean ‘the birthplace and the birthday’. Mawlid, which is evaluated as a poetical type during Old Anatolian Turkish, is the name given to the works that are mostly written in verse and in the form of a mathnawi and it has the characteristics of Prophet Muhammad's birth, his ascension and his miracles. Mawlid texts begin with the poetry of God’s oneness and greatness, invocation, and the poem praising the Prophet Muhammad. These chapters are followed by the poetries on Prophet Muhammad’s birth, his ascension, his diverse miracles and his death respectively. Mawlid texts are completed with the prayer chapter. The tradition of Mawlid writing found in almost all of the Islamic world has an important place in Islamic history, literature, art and music. This paper aims to present in Latin alphabet transcription, the orthographic characteristics and linguistic analysis of the mawlid text written by Emīrī, who is accepted as a 15th century poet in various anthologies. The only known copy of Mawlid by Emīrī is currently located in the Süleymaniye Manuscript Library in Istanbul and carries the identification number of Ayasofya 3821/3. This mawlid text is among the folios 31b-45b of the work in which it is bound and is composed of 15 folios. It was written in naskh style with vowel point of the Arabic script, each of the page contains 13 lines. The mawlid text in question consists of 345 couplets and 4 poetries composed of three verses written in the ramal meter. Since another copy could not be determined, this manuscript for the transcription of the text is taken as a basis. Although the text has no date regarding when it was copied, it is determined that the manuscript has linguistic characteristics of Old Anatolian Turkish in the light of linguistic points.
More...
The Telafar Turkmen dialect, upon which no known research exists beyond one fifty-year old paper by Sadettin Buluç, is unique among other Iraqi Turkmen dialects. It has preserved features both from Old Turkic and from Southeastern Turkic languages (e.g. ağrığverduğuy, “what you gave”, köŋül>göyül “heart, soul”, soŋra>soyra “later, after”). This paper will examine haplology, vowel mutation, consonant change(s), germination, consonant assimilation, the use of the word “bile” as a personal and reflexive pronoun, and different morphological varients within noun and verb inflection. This paper will also take a look at how Anatolian Turkish is re-shaping the Telafar Turkmen dialect because of reasons such as in-creased contact between the two languages and migration. Interviews conducted with Iraqi Turkmens living in Ankara comprise of the primary linguistic resource for this study. Two additional resources, including Rıza Çolakoğlu’s Telafer Folkloru (Talafar Folklore) (İstanbul 2017), as well as Ahmet T. Tiryaki and Füsun Menşure’s Muhaceretteki Telaferli Türkmen Şairler Antolojisi (The Anthology of Displaced Talafar Turkmen Poets) (Istanbul 2018) have also been drawn from.
More...
Music, when considering the forms of performing it, its functions and its effect on people, is a very difficult branch of art to define. As music can be performed with instruments, it is also possible to perform it vocally. In addition to the music itself, the verbal elements that accompany it carry the traces of the culture, as well as the emotions, thoughts and dreams of the person who makes it. When considered from the viewpoint of intertextuality, no text comes into existence independent of the culture in which it is created; the one who creates the text, adds cultural elements to the text consciously or unconsciously. These cultural elements may be faith, belief, value judgment, or a phrase. In the introduction of this study, intertextuality is emphasized in the theoretical framework.It is pointed out that cultural values, as a way of continuing their existence, should be included in the intertextual process and they should be used in new contexts as needed.
More...
The aim of this study is to search the activities in Turkish language coursebooks about creative drama in Turkish language’s basic skills called reading, speaking, writing and listening. The search was carried out Turkish language teachers’ guidebooks and coursebooks between 2006-2018 which was published by Ministry of Education after the curriculum in 2005. In this study, document analysis used. Findings show that in 6th class Turkish language courses, all the dramatic activities prepared by creative drama utilized totally 10,1%. According to the findings, the most used tecnique is dramatization but the less used are gossip circle, drawing picture together and station. Also there’s no sample of telephone tecnique, forum theatre, photo frame, dull image, hall of consciousness and inner sound tecniques in the activities. This search was prepared as a guide for the writers of Turkish language course books and the other researchers.
More...
Inthe Turkish language words, in terms of their roots, can be divided into two groups. Verb roots and noun roots. Thes eroots have been identified as noun roots and verb roots from the moment they emerged. As a result, it has been concluded, that no root in theTurkish language can be used both as a name and a verb root, in short, that there is no common roots. Despite this, we can see that in Turkish there are morphological units in the form of name and verb roots like boya / boya-, aç / aç- etc, which can be explained by the phonetic phenomena that developed between Old Turkic and Western Turkic. Again, it has been stated, that such morphological units as barış / barış-, savaş / savaş- etc. Have different constructive suffixes attached to the roots of the verb. Although in a small number, there are also studies showing the existance of common roots in theTurkish language. In this article we claim that some words in Old Turkic and modern Turkish share common roots and we focus on the methods of detecting common roots.
More...
In this study, it is aimed to determine the teaching strategies of proverbs and idioms in B1 level textbooks and workbooks used in teaching Turkish as a foreign language. In this research only case pattern interwoven has been used that has been run by case study which is one of the qualitative research methods. The study shows the characteristic only case pattern interwowen pattern. Examination objects of the research are İstanbul Turkish for Foreigners (B1) textbook, workbook; Institute of Yunus Emre Yedi Iklim Turkish (B1) texbook, workbook and teacher guide book. After proverbs and idioms in the books had been identified, they were transferred to digital media and data collection tool was created. As a result of the research, it was seen that direct teaching strategies were used in books and that the proverbs and idiom teaching strategies were limited to the results in the literature.
More...
This present research aimed to adapt “The Writing Attitude Survey” into Turkish language. The data for factor analysis and Cronbach’s Alpha internal consistency reliability was obtained from 289 second grade elementary school students. The scale, which is consisted of 18 items, revealed one factor model and explained %32 variance. Factor loading of the scale ranged from .41 to .72. Item total correlation were from .42 to .70. Beside this, the internal consistency (α) .86. Additionally, factor analysis resulted good and high fit indices. In conclusion this showed that “The Writing Attitude Survey” adapted into Turkish language was acceptable.
More...
The tools used in the course have an important place for language learners to recognize the learning strategies. The activities in the textbooks play a crucial role for the learner’s using the strategies in the language learning process and selecting them according to situations. Therefore, in this study, it was aimed to determine which language learning strategies were employed in speaking activities at A2 level. For this purpose, Oxford's classification was utilized. In the study, document analysis method was used and A2 level textbook speaking activities were examined in terms of memory, cognitive, compensation, metacognitive, social and affective strategies. As a result of the research, it was seen that the strategies were used unbalanced in the textbooks, and there was a proportional difference in the use of other strategies despite the predominant use of cognitive strategies at all of them. Besides, it was determined that the activites of textbooks look weak in terms of affective strategies, and also are insufficient in terms of all aspects of the strategies. For this reason, it can be said that the learning activities and tasks in the textbooks should revise in terms of teaching the learning strategies to learners.
More...
Graphic design is a human adventure for the thousands years. This communication language initially started with the images and symbold painted on the cave walls. Subsequently, it continued with tablets, papyrus, pictograph, sounds and lettering. Lettering acted the quantitative and qualitative indicator of the Community, and was used to direct and pay the attention of the community by the skilled masters. The objective of this study is to make a comparative analysis of poster and book covers from Constitutional and Republican periods. The Latin alphabet is one of the most important Social and Educational reforms. Our study is a key to understanding the impacts of the Turkish alphabet reform on graphic design. Therefore, political, theatre-cinema and entertainment poster designs as well as consumption (poster and book cover) poster designs from the Constitutionalism and Republican periods were selected, and exposed to a comparative analysis qualitatively based on a series of the evaluation criteria from the art products. This study has three hypotheses, respectively; Turkish alphabet reform impacted the graphic design concepts of the Constitutionalism period; the alphabet reform made the folk masses bring the graphic design together, and the Republican graphic designs became effective much more than those conducted in the Constitutionalism period. The comparative analyses revealed that the Latin alphabet significantly affected the graphic design concepts more than the Constitutionalism period, and the folk masses brought together with the graphic design products. In conclusion, the contemporary graphic design studies should be continued, whereas the graphic design products created before the Republican period should be investigated and protected accordingly.
More...
Hamza Name heroic story is half legendary and realistic, was written by Hamzavi was shaped in the first half of Islam history as a folk epic. Although Hamza Name was written in classical period, it has folk and oral literature genres. Not only folk and oral literature motifs, but also there are folk narrates genres in the work. Folk narrates genres are work's feature, to. Idioms are phrases which are made up one or two words, makes narration and telling more strong, effective, interesting, rich with their musicality and are use figurative heaps of time. Idioms brings national Turkish culture and values from past to present. Variety of idiom's form and meanings make a language different. The are crystallized, standardized, stereotyped language forms. Because of the fact that idioms protect their shapes, having messages, meaning values since their occurring times to present, they help to diffuse to understand the age and it's features. When Hamzavi wrote his compound work with Ottoman Turkish, he benefited from folk literature, narrations and tales. Writing language and oral language concrete as ıf they are blended. Islam history and literature is a collection of civilization which has a common and rich literature is blended with Arabic, Persian,Turkish and the other cultures. The meeting and blending make up more rich and quality literature, epic, mytology, legend, folk and a compound language in Islamic civilization. The ıdioms and folk tales in this work has been evaluated according to shape and meaning in work' s sentences It was observed how much the functional and intensive use of the idioms that make up the vocabulary of the Turkish language in the 72. volume of Hamza name.
More...
The study of the semantics of the Turkish lexeme yer with the main meanings ‘place’, ‘ground’ and a number of secondary meanings aims to get as close as possible to understanding all the information that a native speaker subconsciously has when using it. The meanings and features of the use of yer are determined by naive notions, the need to express modern scientific knowledge and the peculiarities of the nomination process in modern Turkish. In the Turkish language, it is legitimate to specify ‘place’ as the first meaning of yer, since only for it there are no synonyms or substitutes, a greater number of secondary meanings are formed from it, and it is more widely represented as a derivational base.
More...
The purpose of the current study is to determine the effect of concept maps on the development of middle school students’ speaking skills. To understand the level of the efficiency of the concept map technique used to develop the students’ speaking skills, the students’ opinions were elicited with an interview form. The study employed the pretest-posttest control group design; one of the qualitative research methods. The study was conducted with the participation of 7th-grade students attending a middle school in a city located in the Central Western Anatolian region in the 2018-2019 school year. The application period of the study lasted for 12 weeks. While the pre-prepared speaking activities were performed by using concept maps in the experimental group, they were conducted by using the methods and techniques proposed in the Turkish curriculum in the control group. As the data collection tool, ‘The Speaking Skill Evaluation Scale” and a semi-structured interview form were used. The findings obtained in the study have revealed a significant difference in favour of the experimental group while no significant difference in favour of the control group was found. The data obtained from the interviews conducted with the students to elicit their opinions about the concept map have revealed that the students positively approached the concept map technique used while they were conducting their speaking activities. In light of all these findings, it was concluded that the concept map technique is influential in the development of speaking skills.
More...
This study has been carried out to identify the attitudes of secondary school students towards improving vocabulary. A descriptive survey model has been used in the research. The study group of the research consisted of 233 students who studied at a secondary school in İstanbul in the academic year of 2018-2019. The quantitative data of the research has been obtained through the personal information form and Attitude towards Improving Vocabulary Scale. In the analysis of the data, t-test and One-way ANOVA test have been used. Following ANOVA test, Scheffe test has been used as a complementary post-hoc analysis to identify the differences. This research scrutinises the relationship between the attitudes of secondary school students towards improving vocabulary and the variables such as gender, school type, the education and economic levels of the family, using social media instruments or not. While the scores for students’ attitudes towards learning words; using a dictionary; and improving vocabulary have shown significant differences by age; class level; having a library at home; and dictionary use, no significant difference has been observed by the parents’ education levels; number of siblings; parents’ jobs; monthly income of the family; and school type. In the light of these results, some recommendations have been made to increase the attitudes of secondary school students towards improving vocabulary.
More...
One of the strategies to understand text recently proposed in language and literature education is close reading. Regarding this strategy, it can be said that there is a theoretical and practical deficiency in Turkish textbooks and Turkish Language Teaching Program (2018). Close reading is a strategy that helps the student become competent in many ways such as critical thinking, examining a difficult text from an academic point of view, and questioning details. Therefore, in Turkish education, teachers and students should be made aware of close reading and opportunities should be created for the internalization of this strategy. The main purpose of this study, which is designed with the descriptive survey model, is to concretize how to use the close reading strategy in Turkish education with an activity draft. For this purpose, a close reading-based activity was prepared about the story called “İhtiyar Çilingir” which is above the level of 8th grade students and needed a guide. The sample activity aimed to improve the student's summarizing skills. A variety of activity drafts, structured by close reading and with different goals (such as understanding the track, understanding the narrative components) can be prepared. Then, these activities can be implemented in the classroom and the effectiveness of the close reading strategy can be evaluated from different perspectives.
More...
The relationship between the verb and complement has been studied as a branch of Valency Grammar by researchers in Turkey. Also complement of verb is used as valency term in Turkey and their studies focused on complement with cases particularly. A database consisting of Orkhon, Uigur and Karahan is determined and ur- verb's complements and the change in the meaning with each one of the complements are the topic of this study. The aim of this study is to determine the ur- verb's, which has thirty different meanings today, count of meanings on those three different time periods. Ur- verb is selected because it has multiple meanings. Logical and syntactic types of valency are taken into consideration. According to this; urverb has seventeen different meanings and in these three periods and it takes mostly two or more obligatory valency except one example. We will first emphasize dependency grammar ve valency subjects then about the studies around this subject in Turkey, about the state of case suffixes on those time periods and we will talk about our method and database before starting of our study.
More...