Doğumunun 100. Yılında Türkçenin Yurttaşı NÂZIM HIKMET
Hüseyin Atabaş (ed.), Türkçenin Yurttaşı Nâzım Hikmet, TÖMER Yayınları
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Hüseyin Atabaş (ed.), Türkçenin Yurttaşı Nâzım Hikmet, TÖMER Yayınları
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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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Therefore, lexical items of a given vocabulary are expected to obey specific morphological and syntactic criteria. For instance, it is known that the aspectual suffix {-(I)yor}, which marks the progressive aspect, is only attached to verbs. falan as the research object has been searched in Turkish National Corpus (TNC), and it has returned 3901 distinct results among 47.641.688 words and 846 texts. As we search this lexical item, whose frequency value in TNC is 81.88 in one million words, in modern reference studies, it is seen that it has not been comprehensively described in terms of its distributional properties yet. The aim of this study is shaped along these lines. To this end, we aim to describe the categorical and distributional properties of this word. In this sense, first, we have explained the categorical and distributional properties of this word and showed that it bears a number of common properties of both postpositions and nouns. Then, we have argued that this lexical item may also belong to a class of word which is referred to as clitics as described in Zwicky (1985). Last, we have shown that it also does not fully reflect the properties of a clitic; thus, concluded the study in a way which suggests that this word strongly exhibits proform features as well.
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This study compares the segments involved in the harmony processes with those that are excluded from the harmony in Turkey Turkish and Northwest Karaim, and argues that the target feature in the harmony process, a type of phonological agreement, is [front] in both dialects. The study distinguishes [palatal], [palatalized], and [fronted] from each other, and aims to show that what is targeted in the Turkic harmonies is [front], which platalization (and [palatalized]) is also involved in. As is known, Turkish backness harmony requires that all vowels in a word agree in terms of the backness/frontness dimension (e.g. Yavaş, 1980; Kardeştuncer, 1983; Ergenç, 1995; Kabak, 2011). Interestingly however, some consonants can also change the target feature from [back] to [front] in the harmony (cf. Levi, 2002). On the other hand, the Turkish /j/, which is claimed to be identical to /i/ in terms of articulation, is not involved in the harmony: It is transparent. This implies that /j/ and /i/ must not have identical features completely. The study, therefore, revisits the view that /j/ is a glide which differs from /i/ concerning the syllable structure only (e.g. Clements and Sezer, 1982), and investigates the interaction between palatalization and harmony by considering the behavior of /j/ in the Turkish and Karaim harmonies. The study provides an analysis in the line of V-place Theory (Clements and Hume, 1995) and highlights the need for distinctive fetaures in order to account for phonological processes such as harmony. The conclusions of the study are as follows: (i) Turkish /j/ is a true consonant, a liquid, whereas the Karaim /j/ is a glide, (ii) both Turkish vowel harmony and Karaim consonant harmony target [front], a V-place feature, (iii) Turkish consonants including this feature are involved in the harmony, (iv) phonological processes show that palatal, palatalized, and fronted are three distinct phenomena, and (v) phonological processes may refer to phonetic features.
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This study is aimed to describe the acoustic phonetic aspects of consonant gemination formed in the word-medial position and the relation of the three-dimensionality of consonants in Turkish. The study, which investigates the acoustic properties of consonants with the perspective of the consonant gemination model in Turkish by Ergenç and Bekâr (2013), seeks answers to the following questions: (i) Are there any acoustic differences in terms of the phonation durations of the geminated consonants in Turkish? (ii) Is there a distinctive difference in terms of the F2 formant frequency based on the differences in the sonority characteristics of the consonant pairs? (iii) Is there an acoustic phonetic compatibility between the geminated consonant pairs and the consonants grouped in the consonant gemination model in Turkish? (iv) Do the acoustic features of the geminated consonants display similarities or differences according to the consonants’ threedimensionality in Turkish (see e.g., Selen 1979; Ergenç, 1989). The sample group of the research in this study consisted of 20 healthy and monolingual native speakers of Turkish. The oral language data, collected in a silent room isolated from external sound, is examined with formant frequencies, phonation durations and intensity values. The statistical data is analyzed with Linear Mixed Effect Model in R Program. The findings reveal that the acoustic phonetic differences in consonant pairs need to be re-evaluated and the model needs to be reanalyzed by the three-dimensionality factor.
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This study deals with the productive N-N-(s)I(n) compounds in Turkish (so-called indefinite noun phrases, traditionally) within a Process-Morphology approach (cf. Zwicky, 1986; Aronoff, 1994; Pounder, 2000), and presents a structural and a semantic analysis, which includes a new function for the -(s)I(n) suffixation in the compounds. Assigning a derivational and barely morphological function to the -(s)I(n) in compounds, which is stem formation, the study proposes a derivational paradigm where -(s)I(n) is involved in a paradigmatic relation with a group of derivational suffixes. Importantly, the paradigm structure explains not only the existence but also the absence of the compound marker in contexts where it would be expected to occur semantically. Theoretically, the study (i) assumes that the morphology (and morphological operations) is not manipulated by either the syntax or the lexicon, but an autonomous subsystem of the grammar, (ii) supports the Separationism Hypothesis (Beard, 1995) with Turkish data showing that form and meaning are separate levels, as is highlighted in other process approaches exploring other languages. The study also offers an insight into the descriptive and theoretical status of the inputs of morphological operations, i.e. stems, which gain prominence both in derivational and inflectional morphology.
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This study deals with the semantic features of Turkish speaking parents’ infant/child directed speech uses in the framework of conceptual domains. These parents use both direct love expressions and expressions of agression while addressing to their children. This case is in accordance with agressive behaviour towards cute stimuli as identified by Aragon et al (2015). Every verbal expression in I/CDS can be explained by metaphorical conceptual domains (Lakoff and Johnson, 2003; Kövecses, 1986; 1990; 2004; 2010). 100 parents were interviewed by the researcher and they answered a questionnaire which includes three open-ended questions. The findings obtained from the questionnaire were analyzed quantitatively. The results indicate that direct expressions of love can be explained by LOVE and CONTAINER conceptual domains; dimorphous verbal expressions related to the act of ‘eating’ can be explained by EMOTIONAL DESIRE, HUNGER and CONTAINER conceptual domains; and lastly, dimorphous verbal expressions of agression can be explained by CONTAINER and INSANITY conceptual domains.
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Metadiscourse are the tools the authors use to contact the reader. They help organize discourse, include the reader into the text, and convey the attitude of the author to the reader (Zarei, 2011). Metadiscourse is the linguistic sources used by a discourse or author to regulate the distance to the content of the text or the reader (Hyland 2000). In doing so, the author uses a number of metadiscourse tools. These tools, called metadiscourse markers which show that the author aims to communicate with the recipient of the text and is aware of the needs of the text recipient in understanding the semantic content of the text, even though it is not directly related to the content of the text that the author has revealed. Matadiscourse markers hav two sub-category: interactive and interactional. One of the sub-title of the interactive tools is hedges. Hedges are the reflection of the author's comments on a decision and a proposal by perceiving alternative sounds and perspectives. Boosters are the tools that the author closes alternative ideas, opposing perspectives and expresses his own certainty. In this context, the subject of this study is to determine hedges and boosters used in Turkish academic texts written in the field of Social Sciences based on the Hyland (2005)’s Metadiscourse Model. The data is randomly chosen from the periodicals (Sosyoloji Dergisi, Eğitim ve Öğretim Araştırmaları Dergisi, Türk Psikoloji Dergisi, Tarih İncelemeleri Dergisi, Felsefe Dünyası, Turizm Araştırmaları Dergisi, Dilbilim Araştırmaları Dergisi) in the ULAKBİM Social Sciences Database and has been published between 2010-2015. A database of 145,448 words in total was examined. The hedges and boosters were detected were evaluated by frequency and chi-square analysis.
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Discourse markers are frequently used units in verbal and written discourse and perform important functions in communication (Schiffrin, 1987, 2001). Discourse markers are linguistic particles such as well, now, yes, but and okay that reflect parts in the flow of speech and ensure consistency between these different parts (Özbek, 1998). Discourse markers play an important role in the classroom discourse along with many other linguistic structures. Through these structures, teachers can direct students in the classroom, keep their interest alive, and draw attention to changes in the phases of the course. In other words, discourse markers can reveal changes in classroom interaction or learning cycle. In this respect, the aim of this study is to determine the use of discourse markers in teacher-student interaction and their functions in classroom discourse. Schiffrin's (1987) discourse model constitutes the theoretical framework of this study. This cross-sectional study focused on the use of discourse markers in Turkish classes. To examine the use of discourse markers, 8 teachers (4 male and 4 female) teaching Turkish to seventh graders at different schools were video recorded in their classes. In the fall semester of 2012-2013 Academic Year, 16 course hours were recorded. These recordings have been fully transcribed verbatim into scripts and analyzed in term of discourse markers. The findings of the research revealed that the deployment and distribution of discourse markers differentiate depending on teacher gender, age and experience.
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Open and distance learning programs have been widely used recently. These programs provide learners with flexible, effective and learner-centered learning environments. Especially in language learning, very productive results are obtained. However, when planning these programs, it is also possible for the user to think about content and hardware, etc. need to prepare. In this study, it is aimed to determine the aims of primary and intermediate distance Turkish learners to use asynchronous teaching environment and to classify and examine the contents of messages in the system. For this purpose, the contents of the learner message included in the asynchronous consultancy system of the Distance Turkish Teaching Certificate Program were analyzed. The study sought to answer the following questions: 1. What are the aims of learners to use the asynchronous counseling system? 2. What is the distribution of the message contents of the learners? 3. Do the objectives of the learners use the asynchronous counseling system and the distribution of the message contents differ according to the level? Data were collected from the messages in the asynchronous consultancy system in Turkish Certificate Program (TSP) of Turkish learners at A1, A2 and B1 levels as foreign languages. A total of 429 messages were examined, 164 at A1 level, 45 at A2 level, 131 at B1 and 89 at B2 level. By reading the messages one by one, the aims of the learners to use the system were determined and the contents of the messages were analyzed and determined. As a result of the findings, main and sub-headings were created and classified. Learners system; to ask questions, to express the problem, to check the information, to respond, to wish success, to upload homework, to ask for help, to make an experiment, to make suggestions, to ask permission, to use feedback and to share the Internet address. Maximum intended use; to ask questions (40%). Language-related questions, counseling-related questions, homework-related questions, exam-related questions, system-related questions; technical problem, internet problem, system problem, e-course problem; checking language knowledge; It was seen that there were message contents such as reply to friend, feedback about homework, internet address or resource sharing. It was found that the most distribution was in grammar questions. The aims of the students to use the system and the distribution of the message contents vary according to the levels. It is thought that this study will contribute to what needs to be paid attention when preparing open and distance education programs.
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The aim of the study was to develop a scale to determine the ability of educational partners including teachers, teacher candidates and academicians in using Turkish language teaching methods and techniques and examine the Turkish language teaching methods and techniques of Turkish teachers according to different variables. The study group of the research consisted of a total of 233 Turkish teachers, 148 of whom were female and 85 of whom were male, who worked as Turkish teachers in secondary schools across Turkey during the fall semester of the 2018-2019 academic year. Exploratory factor analysis and confirmatory factor analysis were performed for construct validity of the scale. The scale was developed as a 5-point Likert type and consisted of four factors (cooperative teaching, teaching through invention, teaching through presentation, teaching through research-examination) and 26 items. There were five items in the cooperative teaching factor of the scale and the factor load values of these items ranged between .832 and .689. There were 12 items in the teaching through invention factor of the scale and the factor load values of these items ranged between .770 and .489. There were five items in the teaching through presentation factor of the scale and the factor load values of these items ranged between .735 and .644. There were four items in the teaching through research-examination factor of the scale and the factor load values of these items range between .701 and .532. The Cronbach’s α reliability coefficient of the scale was determined as .802 and a high internal consistency was established. Correlation values between the factors of the scale were found to be positive and moderate. This situation shows that the methods and techniques included in the factors of the scale are related to each other. In the scale development process, Turkish teachers' skills in using Turkish teaching methods and techniques do not show statistically significant differences in terms of gender, age, education level, school type and graduated department variables; in terms of working year variable, there is a statistically significant difference in cooperative teaching factor, teaching through invention factor and teaching through research-examination factor. As a result, it can be said that the Ability to Use Turkish Teaching Methods and Techniques Scale is a valid and reliable scale that can be used to determine the method and technique using skills in Turkish teaching.
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The aim of this research is to determine the cultural elements in the C1 level textbooks (Gazi Yabancılar İçin Türkçe ve İstanbul Yabancılar İçin Türkçe) which are used as the main material in teaching Turkish as a foreign language. The study was conducted with a basic qualitative research design, one of the qualitative research models. Within the scope of the research, Gazi Yabancılar İçin Türkçe C1 and İstanbul Yabancılar İçin Türkçe C1 textbooks of Turkish teaching textbooks for foreigners were determined as study material. Data were collected by document analysis method and analyzed by content analysis method. The most commonly used cultural element in the Gazi Yabancılar İçin Türkçe C1 level textbook is proverbs and idioms; the least used cultural element was interpersonal relations. In the İstanbul Yabancılar İçin Türkçe C1 level textbook, the most commonly used cultural elements are literature, art and music; the least used cultural element is interpersonal relations. When the findings were taken into consideration, the usage rates of cultural elements were placed in accordance with the levels of the learners.
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Along with the qualitative description of phonemes which is presented in Tatar grammars, their quantitative description is often required. Such a research should be performed on a sufficient volume of text data which would contain lexical items in their natural surroundings and reflect basic regularities of the language system. This paper analyzes the distribution of phonemes and phoneme combinations in the story by Amirkhan Yeniki “Äytelmägän vasɪyät” (“The unspoken testament”). The research material was the text converted to a phonologically relevant form. The absolute and relative frequencies (using the quantiles of the standard normal distribution) are provided for each of the 34 phonemes distinguished in the text. The approach to data normalization (z-statistics) is based on information about both the number of phonemes depending on their position (wordinitial, wordfinal or wordmedial), and the total number of occurrences of each phoneme in the text; this allows us to retain information about positional features of low frequency phonemes and to find individual tendencies for each cell in the contingency table. The deviation of the z-statistics from the quantiles of the standard normal distribution (-1.96, 1.96) indicates the character of phoneme sequences in the language. It is shown that for the absolute majority of Tatar phonemes, the z-statistics are far beyond the interval (-1.96, 1.96), with the exception of borrowed phonemes |ц| and |щ|, as well as the low-frequency phoneme |ж|, which indicates the random nature of the distribution of these phonemes in Tatar. The syntagmatic component of the phonological system, just like the inventory of phonemes, is unique for each language, so without such study the phonological description would be incomplete. That is why a special section examines Tatar phoneme sequences using the example of two and three phoneme combinations. Since there is often a gap in grammar books between the descriptions of the phonological and morphological levels, quantitative information on phonemes is complemented with grammatical interpretation; in particular, the author shows that high frequency combinations of phonemes are associated with affixes and stems, which is determined by the agglutinative structure of the Tatar language.
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Verbs in the language are basically evaluated in two categories in terms of entity relevance: process and action. This is also a requirement of the fact that verbs are the equivalents of process or action in the language. In this respect, some of the verbs in the language need a doer to take place while some do not. This is actually related to the basic meaning of verbs. However, the situation may not be the same with the connotations that emerge over time. In other words, while a verb in the sentence with its basic meaning is the action verb when it is used with one of its connotations, it can be a process verb, and also it can be an action verb even though it is a process verb. This shows that the meanings that appear in the syntax of the language determine whether the verbs are process or action. In this context, the verb “git-”, which has a high frequency of use in Turkish, has been evaluated in terms of being a process verb or an action verb, based on its meanings in Turkish. As a result of the evaluation, it was revealed that the verb “git-” has the feature of a process verb in some meanings and an action verb in some meanings.
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In this paper, a new restriction on adjective ordering is proposed and it is shown that this restriction can be explained by the Final-over-Final Constraint. First, the Finalover-Final Constraint is described with examples exhibiting its explanatory power. Later, various observations about adjectives are made and two analyses for adjectival syntax are presented: (a) adjunction analysis and (b) functional head analysis. Furthermore, it is suggested that adjectives obey a word-order restriction to be dubbed the Adjective Ordering Generalization. In the last section, it is shown that the Adjective Ordering Generalization can be explained by the Final-over-Final Constraint if we assume that adjectives are introduced via functional heads. The paper comes to an end with a brief discussion of a syntactic aprroach to the Finalover-Final constraint.
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In this study, it is argued and supported by the evidence that the +lAt morpheme as a suffix whose function is to verbalise nouns directly, should be evaluated separately from +lA-t. The study will focus on whether +lAn, +lAş and +lAt and +lA-n, +lA-ş and +lA-t should be considered in a compound structure or as separate suffixes, and it will be discussed whether CAUSATIVE verbs can derive directl from nouns by means of the suffix +lAt-. The relations between these suffixes will be tried to be explained through the phenomenon of CAUSATIVE / INCHOATIVE verb pairs. The question of why diachronic methods are not an appropriate way to explain the derivational relations between these suffixes will be answered. The study will be based on Martin Haspelmath’s (1993) classification of the derivational relations between the CAUSATIVE / INCHOATIVE pairs.
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This study consists of two parts. In the first, variable assumptions and applications related to age calculation are mentioned. The use of "...yaşında(...)" and "... yaşımda(...)", which are ways of expressing age with numerical words, were evaluated together with their oldest written equivalents. As seen in examples such as bėş yaşımta, yėti yaşıŋa, yeti yaşta, the phrase was also used in historical texts to indicate the possession of the person concerned. When there is no possessive suffix, it has a direct case. This number (group) // age + case suffix structure, which is not seen in the standard language, is available in dialects. Although age is countable, the number word is a naming element in these phrases and the accusative/definiteness suffix in today's structure clearly shows that these are noun phrases. Considering the changing appearances of non-affix contruction in the historical course, it seems possible to consider the number words // age structures, which are referred to as adjective phrases in many related studies, as non-affix phrase. The second part of the study will present the examples of the differences in age-related acceptance and naming in the Paris and Yozgat copies of Muqaddimat Al-Adab. The Turkish translation of the same Arabic word and phrase that expresses the age of an animal differs so as one age in the Paris and Yozgat copies. This situation was interpreted as the variability of age determinations in two copies.
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In parallel with the change in the understanding of diplomacy during the reign of Selim III, the Ottoman Empire started to use diplomatic cryptography. For nearly half a century, simple-level "Single Alphabetic (monoalphabetic) Substitution" ciphers have been used. Over time, extensive Nomanculators (namers) have been created. It became the basis of communication in Codeencryption both in Ottoman external and internal bureaucracy. In this study, as a variant of the Ottoman general correspondence level, assigned (special purpose) ciphers are discussed.
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The present research investigates the psychometric properties of the Need for Sense-Making Scale (Cantarero et al., 2021) with the purpose of adapting it to Turkish sample. Study sample consists of 282 female and 88 male participants, in total of 370. Regarding the linguistic equivalence of the scales, it is found that there is no significant difference between the English and the Turkish forms. For criterion validity of the scale, the relationship with the Sense-Making Scale is examined and significant positive correlation is found (r=0.52, p=0.00). Structural validity of the scale is analyzed through confirmatory factory analysis (CFA) and found the fit indices were found to be within the acceptable range. The unidimensional structure of the NSM was confirmed, and item loads ranged between .31 and .77. The scale is found to be highly reliable (r=0.88). Discriminant validity of the NSM was analyzed through item-total correlation and comparison of the upper 27% and lower 27% groups and yielded satisfactory results (p<.05). Present research shows enough evidence to use NSM in Turkish samples as a valid and reliable tool.
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The dictionary Dîvânü Lügâti’t-Türk is a linguistic treasure of almost all Turkic peoples, not only in the eleventh century but today as well. The goal of this paper is to illuminate the multilingual context of Dîvânü Lügâti’t-Türkand to analyze the influence of Arabic and Persian languages on its author Mahmud al-Kashgari. The paper also discusses dilemmas regarding the interpretation of the lexeme tıl / tīl (tongue) and its use in this work by al-Kashgari. The analysis also considers words used to name Turkic tribes and Turkic languages. Such an analysis contributes to the easier comprehension and better understanding of Dîvânü Lügâti’t-Türk and make an important contribution to the classification of Turkic languages. The basic sources of the analysis are the manuscript of the work and its translations into the contemporary Turkish language. All the translations into Bosnian are by the authors of this paper.
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