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Prof. Dr. Aydın Köksal - YABANCI DİLLE ÖĞRETİM Türkiye’nin Büyük Yanılgıları, Öğretmen Dünyası, Eylül 2002, 217 sf.
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Prof. Dr. Aydın Köksal - YABANCI DİLLE ÖĞRETİM Türkiye’nin Büyük Yanılgıları, Öğretmen Dünyası, Eylül 2002, 217 sf.
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There is a necessity of massive investigations of Turkish literary language’s oral speech in the point of view the codification norm and the use. This is very important for obtaining reliable data in comparative investigations. On the basis of auditory and acoustic analysis there have been written many peculiarities in the speech norm - Ankara variant , but they have not been marked up to now in orthoepic dictionaries and phonetic literature.
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This study aimed to determine the effect of interactive teaching strategy on speaking skills. The participants of the study included freshman students of Turkish Education Department of Ahmet Kelesoglu Education Faculty at Selcuk University in 2011-2012 education year. It was patterned according to pretest-lastteset control group which is one of the experimental research models. Both experimental and control groups had 40 students. Speaking skills of the students were evaluated by using the scale of effective speaking. The researcher did applications by using speech activities according to interactive teaching strategies in experimental group and direct teaching strategy in control group during 10 weeks. According to the results obtained from data and evaluations of teaching staff, compeer and self assessment, it was concluded that speech activities which had been prepared with interactive teaching strategy improved speaking skills of the students.
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A causal relation is considered as the most important element which provides coherence in both written and oral texts. In complex sentences which are constructed by the use of particular converbs may there be a closer subjective relation –to what extent the speaker/writer involves himself/herself to the causal relation- than other converbs which also have causal implications. In this study, three Turkish converbs, –IncA, - DIĞI için and –DIĞINA göre, which can convey volitional causal relations are taken into consideration in terms of the subjectivity levels observed in the complex sentences. Nearly 600 complex sentences –obtained from WebCorp- are analyzed with regards to the propositional content of the main clause, the type of causal relationship, the type of conceptualizer and the linguistic realization of the conceptualizer. Frequency distributions of these converbs highlight that the converbs can be scaled according to the subjectivity level of the complex sentences that they are used in.
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Idioms, which are one of the most beautiful ways of expressing a lot with few words, add vitality and harmony to expression. A vast majority of these linguistic unions, which are composed of at least two words, come in the form of sentences that end with an infinitive verb. The words from which they are made of are unable to exist solely on their own, and they often carry metaphorical meaning by moving away from their lexical meanings. Turkish is a very rich language in terms of idioms. In this respect, idiomatic studies are of great importance. In recent years, the studies on idioms have gained great importance in order to minimize the problems of transference between Turkish dialects. Numerous studies have been conducted on idioms involving words for organs among Turkish dialects. They have focused mainly on organ terms such as baş [head], göz [eye], kulak [ear], and burun [nose], etc. Beyond these, the word 'yürek' [heart] holds a particularly important and special place as it expresses a person's inner world. This study addresses idioms themed around the word 'yürek' both in the Kazakh Turkish, which is a Northwest - Kipchak dialect of the Turkic language family, and Turkish of Turkey, which is a Southwest -Oghuz dialect in terms of their meaning and tries to their common, similar or different aspects. The Kazakh equivalent of the Turkish of Turkey 'yürek' is 'jürek'. The analysis section of this study examined Kazakh Turkish idioms featuring the word 'jürek' as a lexical entry. The meaning of the idiom in Kazakh Turkish and the equivalent idiom in Turkish of Turkey and its meaning were mentioned and it was determined whether or not the idioms were corresponding to each other.
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In teaching Turkish to foreigners, it is necessary to benefit from the facilities of the İnternet and computer technologies which affect all domains of life. In this context, one of the technological materials to be used in teaching Turkish to foreigners are podcasts. Podcasts are audio recordings that can be easily deployable to mobile devices and used in teaching. Using podcasts in language teaching can yield more effective and faster results. In this study, which aims to reveal the necessary characteristics of the podcast to be used in teaching Turkish to foreigners, the data was obtained using the descriptive screening method. The study which was carried out on the İnternet was limited with the "Turkish teaching podcast, "teaching Turkish to foreigners podcast", and “learn Turkish podcast” key words and studies at these domains were benefited from. In addition, podcasts on the “British Council” and“ello.org” websites that are prepared for English teaching on the İnternet were examined. Podcasts were analyzed based on content, culture transfer, incorporation of different activities, and learning by playing etc. to determine the necessary characteristics of the Turkish podcasts to be prepared. A structured podcast to be used for teaching Turkish to foreigners should consist of dialogues reflecting the natural development of the language and scenarios tailored according to the students' levels, should be transferred through servers, organized in a way that covers the cultural richness of the language to be taught, take use of the intriguing effect of tales and myths, rendered funny through jokes, riddles, and games, developed by field experts, and include vocabulary, grammar and meaning exercises after listening studies. In order to make Turkish a taught and learned language, students may benefit from up to date and structured podcast records. In this context, websites with the podcast contents can be created which enable students to reach easily an listen to.
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Simple sentences are modelled according to certain structural patterns linked to typical situations they represent — propositions. We consider an elementary simple clause (ESC), i.e. a clause containing only obligatory components of the situation, to be the main entity on the syntax level. ESCs can be represented by their structural schemes. Although the systems of ESCs are language specific, they also have universal core structures. This allows for comparing syntax systems of languages and dialects. Nominal simple clauses form a separate subsystem, different from that of verbal ones, due to the nature of nominal predicates themselves — they establish relations between two or more entities or notions or encode static situations. The present questionnaire was worked out in order to collect language material on main structural and semantic types of Turkic nominal sentences; it should ensure comparability of syntactic systems of Turkic languages and dialects. Here, we present our first results of research on nominal sentences obtained using the questionnaire.
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Complex verb forms in Turkish language are compound verb forms consisting of an auxiliary or full verb with a noun complement. The primary objective of this paper is to analyze morphological, functional and semantic aspects of complex verb forms used in Atabetu’l-Hakayık which was written in Karakhanid Turkish. Considering the fact that Karakhanid Turkish is a link between Old Turkish and Middle Turkish, an analysis like this should emphasize the fact that complex verb forms were used in Old Turkish and Middle Turkish periods of the development of Turkish language. Also, the analysis should show which complex verb forms are still in use in Modern Turkish language. In fact, it should answer the question whether certain complex verb forms have kept the same function and meaning in Modern Turkish language.
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Demonstrative pronouns may function as deictic or anaphoric pronouns. The demonstrative pronoun ʾulāʾika in Arabic is the focus of this paper. It is argued that in the Qurʾān, besides being an anaphoric/resumptive pronoun, which primarily functions as the syntactic subject, it has three additional functions: (1) as a resumptive pronoun of the left-dislocation construction, helping in retrieving the predicate, which usually consists of a short clause following a ‘heavy’ subject. (2) Possibly it has the same function as ḍamīr al-faṣl, ‘separation pronoun’—namely, ʾulāʾika occurs in a simple sentence where it separates a definite subject and a definite predicate. It also occurs between subject and predicate, while both are constructed as relative clauses, and between a ‘heavy’ subject and indefinite predicate. (3) As a number marker in conditional clauses that are headed by the conditional particle man, and two kinds of number agreement are exhibited in the clause: singular and plural.ʾulāʾika in this case marks the transition from the grammatical-number feature associated with man to the notional number of man.
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According to the Late Adjunction Hypothesis (Stepanov, 2001; 2007; Fox, 2002; Boskovic, 2004; Henderson, 2007), adjuncts merge into the derivation later than arguments. Therefore, it is not possible to move anything out of such structures. The findings of the studies (Gürel ve Çele, 2011, İnce, 2012, Çakır, 2018) that focus on the movements out of relative clause island structures match up with the claims of the Late Adjunction Hypothesis. On the other hand, Hoffman (1995, pp. 56-57) claims that even strong island structures such as the Relative Clause Island Constraint can be bypassed in Turkish in the cases where overt pronouns are used. The present study focuses on such structures. The data of the study were collected from 93 participants through a Grammaticality Judgment Test consisting of 18 items, and a Self-paced Reading Task consisting of 9 items. The findings of the study support the assertions of the Late Adjunction Hypothesis. It is not possible to move anything out of a relative clause no matter the main clause in which it exists contains an overt pronoun or another noun phrase in its subject position. Yet, it is noticeable that the movements out of relative clauses are relatively more acceptable in the cases where an overt pronoun exists in the subject position of the main clause. The reason for this situation might be related with the fact that the overt pronouns are deleted while being processed in the mind. As the findings of the study suggest, the ungrammaticality in such cases becomes more explicit when the overt pronouns are replaced with other noun phrases.
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In the Ottoman Empire, there existed a substantial number of official correspondence handbooks with appendices of sample documents. They usually contained calligraphy exercises for mastering the different Arabic handwriting styles used by the Ottoman authorities, sample expressions used for addressing the officials of various ranks, as well as sample documents written in Ottoman. During the Revival period, the Bulgarian intellectuals also started compiling such handbooks, which were called „pismovniks” `(i.e. „handbooks of sample letters”). This work deals with the „New Turkish-Bulgarian Pismovnik” compiled in 1868 by S. Popov and I. Chorapchiev and printed at the Ruse printing house. The handbook comprises samples of official and business Ottoman correspondence, as well as several samples of personal letters – all translated into Bulgarian. The handbook was intended for the students of the Bulgarian schools who studied Ottoman language, as well as for facilitation of the Bulgarians in their communication with the official Ottoman authorities.
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Addresses, which can be expressed to indicate what the relationships between individuals are and add different values to words, are among the words that almost everyone uses in daily life. An address is a phrase that refers to more people who can give direction to speech, independent of sentences and elements of grammar. Addresses included in Georgian noun cases, in Turkish prepositions, exclamations, etc. are topics that examined within. The degeneration of a person or a country is directly proportionate to the degeneration of the language, and when considered with this logic, it had been revealed that there is an important link between address and politeness. In this study, document analysis had been used as a research method. The study was supported with examples in line with the information that emerged by conducting the necessary literature review. The aim of the study is to reveal the similarities and differences of politeness and addressing styles used in Georgian and Turkish.
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In this research, it is aimed to investigate in depth the thoughts and practices of primary teachers regarding the practice of dialogical teaching. This research is designed as a phenomenological. Within the scope of the study, the researcher examined the conditions under which the experiences of dialogic teaching in the learning-teaching process are realised, focusing on the phenomenon of dialogical teaching. Research data are gathered through interviews and observations. 11 primary teachers participated in the interviews as well as with the observations in the classroom of four teachers. In the analysis of the interview data, Moustakas data analysis technique is used. The findings of the interviews show that teachers care about interaction and try to regulate the learning environment accordingly. On the contrary, the findings obtained from the observations do not support the interviews. It is observed that the learning environment is monologue rather than dialogic.
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Studying animal names provides extremely important data for us to analyze culture in depth. Various animals (horse, mountaingoat, deer, etc.) have a considerable place in Turkish culture. In the vocabulary of the Turkish language, there are many names for wild animals and livestock animals. The Turkish peoples, who spread over a wide geography from the Balkans to Siberia, named animals according to various criteria. Inparticular, the colors, stains, and marks of animals such as horses, sheep, goats, deer, and cattle have been essential criteria in the classification of these animals. In addition to the secriteria, the age of animals is also a significant factor in naming them. The Republic of Tuva has geography suitable for both wild animals and animals such as horses, cattle, deer, sheep, goats, andcamels. Tuvinians gave various names to animals such as bear, marmot, wolf, roe deer, wild goat, horse, sheep, dog, cow, reindeer, goat, yak, deer, and camel. In this study, the names that Tuvinians give to animals according to their ages will be examined. These names will be compared with the Old Turkish period and information will be given about their etymologies.
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Ottoman Turkish or Ottoman –as a mumpsimus – is basically Turkish language, over time it has been substantially influenced by Arabic and Persian. Its alphabet is based on Arabic letters. It has borrowed letters from Persian as well. Its vocabulary is essentially Turkish; however, it has borrowed words from Arabic and Persian at a substantial level. Arabic language attracted attention in mosques because it was the language of the religion, and in madrasahs because it was the language of science. As for Persian, it spread in Turkish states as the literary language and this lifted its effectiveness especially in Seljukian palaces. Arabic writing, which is the common writing form for both languages, became the writing form for virtually the entire Islamic world, and thus, Turks employed Arabic writing form to be able to write in their own languages. According to resources, the first written Turkish language grammar book is Muyassiratu’l-ulum by Bergamalı Kadri. Apart from this book, the earliest sources on Ottoman Turkish grammar and principles were started to be written after 1840. While writing activities about Ottoman Turkish grammar increased in late 19th and early 20th centuries, they have gained further acceleration nowadays. In fact, the statement about a generation who cannot read the grave stones of their ancestors has been influential. After providing education on Ottoman Turkish as a compulsory or elective course as part of high school syllabus by the Ministry of National Education, and due to the natural increase in the numbers of students in Theology and Literature Faculties of universities which are, nowadays, almost in every city, writing activities about Ottoman Turkish have become desirable and a sector has been formed in this field. Many researchers who teach this course started to write an Ottoman Turkish grammar book to use in their own lessons, and this caused the number of Ottoman Turkish publications to increase in the market. According to our findings, grammar books of Turkey Turkish were also written in foreign languages, in late 19th and early 20th centuries. Through writing Turkey Turkish grammar work in German, French, English, Italian, Latin, Hungarian, Russian and Greek, foreign authors aimed to teach Turkish to their own nations. Although all of these works were produced in order to contribute teaching of Ottoman Turkish, efforts to generate solutions for certain problematic issues became a lot more complicated. To illustrate, when case about kaaf (ك) letter, which is the subject of this study, is examined either in grammar books written after 1840s, or in the books written by contemporary researchers, two aspects are noteworthy. One of these is the change in the number of letters forming the alphabet, the other one is the classification and nomenclature regarding kaaf (ك) letter, which effects this number. That Ottoman Turkish consists of three languages and uses Arabic alphabet and vocabulary from three different languages resulted in problems like difference in the number of letters in the alphabet and problems in the articulation of certain letters. It has been determined that one of the reasons why the number of letters in the alphabet is different is directly letter kaaf and that there are problems in both articulation and classification of the letter kaaf used in Arabic, Persian and Turkish words. When the books written on Ottoman Turkish grammar starting from the 19th century until today are analysed, no studies have ever been done either about the changes in the numbers forming the alphabet, or about the classification and articulation problems of letter kaaf (ك) and about the solution offersed to these. In this article, by attracting attention to both the number of letters in the alphabet, and to the classification and articulation problems of letter kaaf (ك), findings regarding the solutions of these problems are presented. The study consists of three main chapters. In the first chapter, the function of various letters is presented and especially the effect of kaaf on the number of letters in Ottoman Turkish alphabet is elaborated and after the analyses, the number of letters is determined. In the second chapter, triplet, quartet and quintet classifications of letter kaaf are examined and its nomenclature and articulations are analysed. In the last chapter, problems about classification and articulation of kaaf are evaluated and a new classification is suggested. Yet, it is obvious that either this classification or the previous ones do not contribute to the question of which sound to use while pronouncing kaaf. Therefore, at the end of the study, some determinations have been made for solving the problem of kaaf’s articulation.
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The purpose of this correlational study was to explore the relationship between writing anxiety and writing self-efficacy levels of international students learning Turkish as a second language. Data were collected from a convenience sample of 204 international students through “Writing Anxiety Scale for Learners of Turkish as a Foreign Language Scale”, “Writing Self-Efficacy Scale for Students Learning Turkish as a Foreign Language” and a personal information form. In the analyses of the data, descriptive statistics, Mann-Whitney U test, Kruskal-Wallis-H test, Spearman's Rank-Difference Coefficients of Correlation were used. In this study, international students were found to have medium levels of writing anxiety and high levels of writing self-efficacy. Analyses indicated that male students had higher levels of action-oriented writing anxiety than female students. It was also found that doctoral students had higher levels of action-oriented writing anxiety than undergraduate students. Lastly, it was determined that there was a low and positive correlation between international students' writing self-efficacy and action-oriented writing anxiety.
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This paper analyses grammatical and semantical structures of derivative adjectives in Dîvânü Lügâti’t-Türk. Therefore, the analysis of the grammatical and semantical structures of the derivative adjectives is based on concrete contextual examples from this encyclopedia which encompasses all the features of Turkic languages in the 11th century. Therefore, an analysis like this should contribute to the study of Turkish language from a diachronic perspective. Besides, the analysis should contribute to a better understanding of grammatical and semantical structures of Turkish language, considering the fact that the paper analyzes the linguistic characteristics of derivative adjectives. The results obtained from the analysis should contribute to better knowledge and understanding of suffixal word formation in Turkish language.
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This topic presents pragmatics as a science, which exclusively deals with language usage in communication and presents the strategy of positive politeness, which includes expression of good wishes. In Turkish language, as language of society which is prone to positive politeness strategy, phrases expressing nice and good wishes are very often found and used in almost every situation in life, because with them closeness with other party is achieved. The body of paper consists of Turkish series, films and private conversation with native speakers of Turkish language via e-mail or any other social network. This topic presents the phrases which indicate good wishes for celebration and they are classified according to the following circumstances: expressing good wishes on wedding celebration, child birth celebration, birthday celebration, holiday celebration and thanks phrases for good wishes. Expresses too the possible problems in finding the suitable equivalent in translation into our language, and presents the differencies in culture and ways of expressing between Turkish and Bosnian language, and this is the unit which completed this topic.
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Language is the element that provides communication between people basically. With the developing of the conversation between people, variations are observed in the language. The main effective factors in the increase of this interaction are religion, trade, education and wars. For these and similar reasons, people who met each other exchanged words. Although it is desired to make language simplification studies today, the use of familiar and stereotyped words could not be stopped. Turkey has been a home to many civilizations due to its geographical location. Due to this cosmopolitan historical structure, the place of foreign words in Turkish vocabulary is undeniable. There are transitions to Turkish from Arabic, as well as from French and Persian. With Islam, there has been an interaction between Arabic and Turkish languages and word transitions have been experienced. The aim of the study is to classify and examine similar words related to human characteristics that have been transferred from Arabic to Turkish. In line with the purpose, word transitions between the two languages were investigated and the basis for the study was prepared. In addition, the transition between words was structurally attached to the grammar rules and caused sound events. In the study, the sound events in question are given in detail in tabular form. The study was conducted with a holistic approach and descriptive method. As a result of the study, 139 words with human characteristics, which were transferred from Arabic to Turkish, were determined. These words are classified into 16 different categories. During the transition, 31 words have undergone sound changes. 108 words are exactly the same. The study is unique at the point of classification of human words and determination of structural changes, and it is a source for later researchers.
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Idioms are one of that elements which are the part of the language. Usually, it plays an important role in linguistics as metaphors and short expressions. These idioms are shaped by the way of thinking and living of the society in which they came from, have some aspects which differs from society to society, just like proverbs. It is not always easy or even possible to transfer proverbs and idioms to another language, especially in translation activities. Idioms, which are concrete indicators of the accumulation of centuries, such as the fertile alluvial lands accumulated at the mouth of a river, have also been accepted as the criterion of wealth of languages. This article will focus on the common idioms in Turkish, Hindi and Urdu along with the characteristics of the idiom concept. In our examination it has been seen that the number of common idioms in the mentioned languages are very high. In addition to the historical relationship between these languages and nations, it can be also said that the common idioms reflect a similar worldview. Some of the common idioms in the mentioned languages are the subject of this article.
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