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ODNOSNE REČENICE SA ZAMJENICOM KI U TURSKOME I EKVIVALENTI U BOSANSKOM JEZIKU

Author(s): Mirza Bašić / Language(s): Bosnian Publication Year: 0

Complex sentences with a relative attribute clause in Bosnian are semantically equivalent to Turkish phrases with participles and proparticiples in the function of the extended attribute supplements. The analysis of concrete examples enables to determine when and why these sentences are being used in literary texts, and contrastive comparison attempts to resolve the dilemma of how these examples should be transposed into Bosnian.

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TÜRKİYE VE BOSNA-HERSEK’TE KREDİ KARTI ADLANDIRMALARI VE SLOGANLARI

Author(s): Yavuz Kartallıoğlu / Language(s): Turkish Publication Year: 0

In the present paper, the denotations and slogans used mostly for credit cards in Turkey and Bosnia-Herzegovina are analyzed in a comparative way, and strategies of denotations for the addressed mass are debated.

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Turkish-language ability of children of immigrants in Germany

Author(s): Oliver Klein,Nicole Biedinger,Birgit Becker / Language(s): English Publication Year: 0

In the 1960s, German industry was in need of low-skilled labour and started to recruit ‘guest workers’ (Crul and Vermeulen 2003: p. 970). Many of these labour migrants came from Turkey. In 2011, about 1.6 million individuals of Turkish origin lived in Germany, constituting that country’s largest migrant group (Statistisches Bundesamt, 2011). Several studies report that on average, the socioeconomic status of Turkish immigrants is lower than that of native Germans. Furthermore, they are the least well integrated migration group in Germany (Diehl & Schnell, 2006). Research in Germany mainly focuses on the German language ability, but knowledge of the heritage language can help to maintain the immigrants’ ties to their ethnic culture, which in turn can facilitate their psychological adjustment. The stronger roots in the ethnic culture may facilitate their social and cultural adjustment through the ethnic community and may also facilitate their adjustment to the host culture (cf. Park et al., 2012). In the following paper we seek to answer the question of how children of Turkish immigrants in Germany are able to learn their heritage language (language retention/maintenance).

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Alfabeden Alfabeye Zorunlu Göç: Türk Edebiyatında Bir “Sözde Transkripsiyon” Vakası

Author(s): Fırat Caner / Language(s): Turkish Publication Year: 0

Türkiye’de Osmanlı alfabesinin değiştirilmesine ilişkin tartışmalar bu değişikliği uygulamaya koyan 1928 tarihli yasanın çıkartılmasından çok uzun süre önce başladı. Tartışmalar özellikle 1923-1928 tarihleri arasında yoğun bir şekilde devam etti (Korkmaz, 2009, s. 1974). Latin alfabesinin kabulünü uygun görenler olduğu gibi, böyle bir değişikliğe karşı çıkanlar da vardı. Latin harflerinin kabulünü savunanlar, nüfusun önemli bir kısmının okuma yazma bilmeyişi ve Latin harflerinin eski alfabeye kıyasla daha kolay öğrenilebildiği vb. savları öne çıkarttı (Ülkütaşır, 1998, s. 48). Bu köklü değişikliğe karşı çıkanlarsa, böyle bir değişikliğin mevcut yazılı kültür birikimiyle okuryazar kesim arasındaki bağın kopmasına sebep olacağı vb. savları kullandı.

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Divan Şiirinde Göç Eksenli Söyleyiş Kalıpları

Author(s): İlyas Yazar / Language(s): Turkish Publication Year: 0

Göç kavramı sözlükte ekonomik, toplumsal ya da siyasi sebeplerle bireylerin veya toplulukların bir ülkeden başka bir ülkeye, bir yerleşim yerinden başka bir yerleşim yerine gitme işi anlamıyla tanımlanmakla birlikte aynı zamanda zengin söz varlığımız arasında sefer, hicret ve muhaceret sözcükleriyle de eş anlamlı kullanılmaktadır (TDK, 2017). Göçle ilgili söz dağarcığımız içinde göç, göçebe, göçer, göçmen, göçmenlik gibi türetmeler yoluyla elde edilen kullanımlar yanında, iç göç, beyin göçü, kültür göçü, ruh göçü, göç etmek gibi birleşik yapı ve deyimlerle birlikte diyar, gurbet, hicret, rıhlet, sefer, yol ve yolculuk gibi göçle ilgili çağrışım alanı oluşturan kavramların varlığı, göçle ilgili söyleyiş kalıplarının söz varlığımız arasındaki kapsamını göstermektedir.

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Türkçe, Yunanca, Farsça ve Ermenice Dillerinde Masallar Bağlamında Dil Göçü

Author(s): Serli Seta Nişanyan / Language(s): Turkish Publication Year: 0

Toplumsal olgular ve yaşanmışlıklar, toplumsal psikolojiyi derinden etkilemektedir. Bu nedenle, yapılan araştırmalarda görülmektedir ki; en eski edebi türlerden biri olan masallar, toplumsal hafızanın yeni nesillere aktarılma yollarından en güçlü olanıdır. Bu çalışmada, dinamik olan ve sürekli etkileşime maruz kalan masalların, göç ile ilişkilendirilerek edebiyattaki etkisi irdelenmektedir. Böylelikle, masalların dil ve yaşanmışlıklar açısından gösterdikleri farklılık önemsenmekte, kıyaslanmakta ve dilin, göç ile birlikte nasıl evrim geçirdiği ve fiziksel olarak yaşanan göç esnasında aslında dil göçünün de yaşandığını göstermek amaçlanmaktadır.

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Language and Identity Problems

Author(s): Neriman Hocaoğlu Bahadır / Language(s): English Publication Year: 0

Migration, language and identity are three interrelated concepts. These concepts have important effects on the lives of moving families, as their lives are social realities. In this research, it is aimed to focus on the 1989 migration from Bulgaria to Turkey in order to determine the problems especially language related problems, which people who immigrated in 1989 and afterwards to Turkey came across and their effects on their identities. To be able to find proper results qualitative method was used in this study. In-depth interviews were conducted to understand the difficulties in relation to language inabilities, adaptation problems, perceptions, acceptance or exclusion. So the research questions are: What were the problems of immigrants who moved from Bulgaria to Turkey? and How did these problems affect their identities? The novelty of this research is that it is focused on not only to people who emigrated but also their children who were born either in Bulgaria or in Turkey. So, it is possible to make comparison among the people who lived the act of moving and their children whom may also have lived or just felt it in their lives. This also makes it possible to determine changes in time.

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Turkish Migration Conference 2015 Selected Proceedings

Author(s): / Language(s): English

This volume brings together a selection of papers presented at the 3rd Turkish Migration Conference held at Charles University Prague, 25-27 June 2015. This selection of papers presented at the conference are only a small portion of contributions. Many other papers are included in edited books and submitted to refereed journals in due course. There were a total of about 146 papers by over 200 authors presented in 40 parallel sessions and three plenary sessions at Jinonice Campus of Charles University Prague. About a fifth of the sessions at the conference were in Turkish language although the main language was English. Therefore some of the proceedings are in Turkish too.

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Interregional Migration and Language Shift Among Turkey’s Ethnic Kurds

Author(s): Yaprak Civelek,Ibrahim Sirkeci,Sinan Zeyneloğlu / Language(s): English Publication Year: 0

Analysing population patterns and behaviour of ethnic groups in Turkey is a challenge due to paucity of reliable data drawn upon representative samples as well as overall very sensitive political context. However, the ethnic differences in Turkey’s demography are significant as in many other multi-ethnic countries. Due to rapid urbanisation and violent ethnic conflict in the second half of the 20th century, Turkey has seen a major geographic shift of population which has also resulted in changes in ethnic mix of populations across regions. In this study, we aimed at mapping out these shifts. Nevertheless, finding the appropriate proxy to measure ethnic patterns is difficult as there has been no census or major survey data detailing language use published since the 1965 Turkish census while ethnic identity, as such, has been never been openly asked for in any census or major survey. Historically, mother tongue in surveys and censuses have been used as a proxy of ethnicity. However, we have first analysed a relatively recent survey data to raise concerns about the use of language as ethnic marker. Hence, we opted to utilise second language use as well as parental language besides birth-region as ethnic markers instead of mother tongue/main language as over the years Turkish has become the most commonly used language among the Kurds in Turkey.

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Language and Identity Perception in Nazım Hikmet's Poetry during Exile Years

Author(s): Hülya Bayrak Akyildiz / Language(s): English Publication Year: 0

In this paper, Nazım Hikmet’s poetry in exile years, from 1951 to his death in 1963, is examined in terms of identity projection and the role of language in this. Nazım Hikmet is one of the greatest poets of our age. His greatness lies in his ability to meet universality and the search of novelty with the contemporary and universal interpretations of the conventional. His poetry, meeting futuristic effects with socialist realistic, Marxist art and then with the voice of folk poems, gets the final touch by the poet’s distinctive sensitivity. This is why “earth”, “land” and “Turkish” are the key concepts in Nazım Hikmet. Before examining his language and identity perception, let’s take a global look on the relation between language and identity/culture.

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トルコ語母語話者に対する「ノカ」形式の指導にむ けて

Author(s): Taiki Yoshimura / Language(s): Japanese Publication Year: 0

本研究では、日本語のノダ形式、特にその疑問形式であるノカ 形式についてトルコ語との対照を試みる。先行研究で指摘されてい るとおり、ノダ・ノカ各形式は疑問のスコープの拡大、またある文 と先行する背景や文脈との関連付けを行う機能を有している。この ことは、トルコ語でも疑問文に見られる現象であるということを本 稿では指摘する。したがって、ノダあるいはノカは、トルコ語を母 語とする日本語学習者にとっても習得が困難であるということを必 ずしも意味しない。しかし、実際の指導においては「なぜ（どうし て）」疑問詞を伴う際にノダを伴わないという誤用が見られるため、 文法指導においては上述の疑問詞とノカ形式が呼応関係にあること を強調する必要があると本稿では主張する。また本論文では、「なぜ（どうして）」とノカ形式の呼応関係を先に導入しておき、日本 語学の先行研究の知見で指摘されている関連付け等の機能について は日本語の疑問詞を導入し終えたのち改めて行うことを実践上有意 義であると提案する。

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Türk ve Japon Atasözlerinde Hayvan Metaforları

Author(s): Zeynep Gençer / Language(s): Turkish Publication Year: 0

Atasözleri, deyim ve deyişler bir ulusun dünya görüşünü, yaşam tarzını ve değerlerini nesilden nesile aktaran, onları ait olduğu kültürün kalıcı kavramları yapan en önemli dil araçlarından biridir. Söz konusu bu söz öbeklerinde, dolaylı bir anlatım tarzı hakim olup, genellikle benzetme, kişileştirme, metafor gibi anlatıma zenginlik katan bir söz sanatı olduğu düşüncesi yaygındır. Ancak bu klasik görüşün tersine metafor sadece süslü bir anlatım değil, dilin ve düşüncenin vaz geçilmez bir ürünüdür. Lakoff ve Johnson (2015), fiziksel, sosyal ve kültürel deneyimler sonucu ortaya çıkan metaforların, kültürden kültüre çeşitlilik gösterebildiğinden bahsetmekte ve metaforları yönelmeli ve ontolojik metaforlar olarak ikiye ayırmaktadırlar. Ontolojik metaforlar, aynı dili konuşanlar arasında soyut kavramları veya durumları somutlaştırmaya ve anlatımı kolaylaştırmaya yararlar. Ancak, farklı anadil konuşurlarında bazı durumlarda somutlaştırma ve kolaylaştırma çabasının anlam bulanıklığına sebep verdiği gözlemlenmektedir. Bu durumun sebebi ise, aynı kavramın farklı kültürlerde farklı çağrışımlar uyandırması olarak düşünülmektedir.

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Japoncadan Türkçeye Yapılan Çevirilerde Ortaya Çıkan Sorunlar: Dilbilimi Açısından Farklılıklar Üzerine

Author(s): Ümmühan Çiftçi / Language(s): Turkish Publication Year: 0

Japoncadan Türkçeye yapılan çevirilerde, Japoncada sıklıkla kullanılan fakat Türkçeye aktarımı sözkonusu olduğunda çeviri sorunlarına sebebiyet verebilen çeşitli sözcük, ifade ve gramer kalıpları karşımıza çıkmaktadır. Dilbilimci Berke Vardar tarafından çeviribilim1 alanındaki çeviri sorunları “Biçimsel-Sözdizimsel, Sözlüksel-Anlamsal ve Deyişbilimsel” olarak gruplandırılmakta, Japoncayla Türkçe karşılaştırıldığında da dilbilimi açısından bu sorunlar “Biçimsel, Sözdizimsel ve Anlamsal” farklılıklar şeklinde kendini göstermektedir. Bu unsurlara Dilbilgisel farklılıkları da ekleyebiliriz. Kaynak dil ve hedef dil benzer gramer yapısı özelliklerini taşımasına rağmen, Japoncadan Türkçeye yeniden yapılandırmalarda çeviri sorunları, sadece bu iki dil arasında karşılığı bulunmayan kavramların çevrilemezliği ile sınırlı kalmayıp, dillerin farklı kültür yapısına sahip olmaları sebebiyle de daha belirgin bir şekilde ortaya çıkmaktadır. Bu çalışmada, Japoncayla Türkçe arasındaki çeviri sorunları dilbilimi açısından ele alınıp, 2016 yılında Türkçeye çevirisi yapılmış Aya KİTO’nun “İchi rittoru-no namida” (Bir Litre Gözyaşı) adlı eserinin Japoncadan Türkçeye aktarımı süreci sırasında ortaya çıkan sorunlar başta olmak üzere, eserin örneklerine dayanılarak bu iki dil arasındaki sözcüksel ve yapısal farklılıklar ortaya konulacaktır.

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Japoncadaki Ettirgen Yapılar ve Türkçeye Aktarımları

Author(s): Ümmühan Çiftçi / Language(s): Turkish Publication Year: 0

The causative structure, which is seen as a complex, difficult to explain and understand grammar topic, shows itself in various forms in Japanese as well as in Turkish. In Japanese, the causative structure is called shieki and the auxiliary verb -(s)aseru is the affix which makes an action causative structurally. The causative structure is created with this affix addition to the unconjugated root part of transitive or intransitive verbs. However, when transferred into Turkish, the causative structure in Japanese which is created with the auxiliary verb - (s)aseru may not have one-to-one correspondence in terms of structure and meaning. In addition, as a result of comparing causative structure in these two languages morphologically, different Japanese causative forms appear. Apart from the basic structure of causative meaning in Japanese, there are also examples of causative structure that the auxiliary verb -(s)aseru is combined with the form of (te + yaru). In this study, Japanese phrases with causative meaning were analyzed in both structural and semantic framework. And though -(s)aseru auxiliary verb is used as the key of causative, structures with different meanings other than causative have also been given. Besides, utilizing example sentences from Minna no Nihongo (Japanese for all) and various other grammar books, how these structures exist in Japanese has been elaborated on, and semantic features encountered when transferred into Turkish have been categorized.

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Osmanlı Devleti Son Dönem Dil Politikası ve Türkçe Eğitimi

Author(s): Tuğba Şimşek / Language(s): Turkish Publication Year: 0

Language is one of the unifying elements of societies. The Ottoman Empire also became aware of this feature of the language, especially in its last periods. Intellectuals and statesmen developed language policies; They pioneered the conduct of studies related to Turkish. In this study, descriptive analysis method, one of the qualitative research methods, was used and content analysis was also used. Archive documents and printed and electronic resources related to the subject were scanned. By making use of the studies in the literature, the language policy of the last period of the Ottoman Empire and the parts related to Turkish education in the 1869 Maarif-i Umumiye Nizamnamesi were examined. In conclusion; The administrators of the Ottoman Empire saw Turkish as a unifying element in order to ensure the unity and peace of the people. As a result of the long Turkish discussions, the official language was Turkish with the first constitution, Kanun-ı Esasi, and many regulations were made in this regard. Teaching Turkish to the new generation has been the primary goal. Especially in schools, Turkish lessons have been made compulsory. Turkish had an important place in the Ordinance of General Education in 1869. However, financial inadequacies and shortage of teachers made the implementation of the legislation difficult. It has been tried to spread Turkish through measures such as the simplification of the language, the increase of translated works, the encouragement of copyrighted works, the training of Turkish teachers, the fact that those who do not speak Turkish are not allowed in schools and cannot be civil servants, posters and announcements are in Turkish.

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Soru Sorma Stratejileri ve Türkçe Öğretiminde Kullanımı

Author(s): Remzi Can / Language(s): Turkish Publication Year: 0

As an indispensable element in learning-teaching process, asking question is one of the most frequently used techniques in almost all classes. Questions are used at all stages of a class such as to introduce the subject, to deepen the thought and reach a conclusion, to summarize and evaluate the subject. The questions, which act as a bridge between the student, the subject, and the teacher, are used not only for teaching purposes but also for evaluation purposes. Turkish language teachers definitely use the questioning technique in the teaching of four basic language skills (reading-listening-speaking-writing). Both for teaching and evaluating what is learned at every stage of the Turkish class, questioning technique is used to prepare the student to teach the text with preparatory questions, to measure the level of students' understanding of the texts after reading and listening texts are taught, to make the students speak and to improve their speaking skills. Turkish teachers should improve themselves on questioning strategies. It would be beneficial for Turkish language teachers to know question types and how questions are classified to have a good command of cognitive levels and to consider them while preparing questions.

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The Use of Turkish Legends to Develop Reading and Writing Skills in Teaching Turkish as a Foreign Language

Author(s): Müjgan Bekdaş,Kudret Altun / Language(s): English Publication Year: 0

In this study, it is aimed to investigate the effect of using Turkish legends in teaching Turkish as a foreign language on reading and writing skills. In addition, the opinions of the experimental group students about the Turkish legends practices were examined. Explanatory design of the mixed research method was used. The study was carried out with 100 C1-level students who are learning Turkish as a foreign language. Experimental and control groups were used in the quantitative process. In the experimental groups pretest and posttest were used and lessons were taught with activities prepared with Turkish legends for five weeks. In the qualitative process, semi-structured interviews were conducted with 12 students. The data were analyzed through content analysis. It was determined that there was a significant difference (p<0.05) in favor of the experimental group in terms of academic achievement. In the qualitative findings, it has been determined that the Turkish legends activities are different, interesting, entertaining, useful, instructive and reflect the cultural and historical realities of the Turkish society. It has been suggested to use Turkish legends as a unique and entertaining course material in terms of reading and writing skills, to plan legend-based lesson activities and to include such activities frequently in lessons.

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Türkçe İşaret Sıfatlarının Metne Bağlı Kullanımlarında Gösterimsel İzler

Author(s): Metin Balpınar / Language(s): Turkish Publication Year: 0

According to the criterion of whether the referent is linguistically textualized or not in the universe of discourse, the usages of modern Turkish demonstratives can roughly be divided into the text dependent use and the non-text dependent use. Also, according to the criterion of repetition or deletion of the antecendent noun, the text dependent use of the demonstratives can further be subdivided into the anaphoric use and the non-anaphoric use. This study primarily focuses on some deictic properties preserved in the usage of the (text dependent) non-anaphoric bu, which are specific to the non-text dependent use, and reveals that all instances of the non-anaphoric bu can be treated as an intermediate form between the non-text dependent use and the anaphoric use, which is closer to the non-text dependent use. The following are the points argued in the text: (i) the non-anaphoric bu has the property of asymmetry which cannot be observed for the non-anaphoric o, (ii) the distribution of bu may vary depending on whether the referent is treated from the common perspective of the speaker and the hearer or not, (iii) o is a distance-sensitive demonstrative while bu is not, (iv) the difference between bu and o mentioned in (iii) can be explained by Balpınar's (2012) concept of controllability, (v) a referent is always accessible for the writer/reader as long as it remains within the controllable domain of the writer/reader. In this sense, it serves as a visual/situational referent reflecting the topic of the text. Besides, on the basis of the observations in (i)-(v), this study suggests that the non-anaphoric demonstrative bu has stronger deictic properties compared to the non-anaphoric o, and this account can be regarded as a consequence of the reflection of the deictic properties seen in the non-text dependent use on the (text dependent) non-anaphoric use.

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Türkçede “Kara” ve “Siyah” Sözcüklerinin İşlevleri: Türkçe Ulusal Derlemi Eşdizim Görünümleri

Author(s): Furkan Koca,Mukadder SEYHAN YÜCEL / Language(s): Turkish Publication Year: 0

Eş anlamlılık farklı sözcüklerin aynı kavrama işaret etmesi olarak açıklanabilir: “İki ya da daha çok sayıda göstergenin aynı anlama gelme, ayrı gösterenlerin aynı gösterileni belirtme özelliği” eş anlamlılık olarak ifade edilir (Vardar 2007: 94). Eş anlamlılık dilbilimciler arasında tartışmalı bir konuma sahip olsa da genel olarak farklı sözcükler arasında tam eş anlamlılığın mümkün olmadığı ve sözlüklerde eş anlamlı olarak sınıflandırılan sözcükler arasında kullanıldıkları bağlamlara göre küçük veya büyük anlamsal farklılıkların ortaya çıktığı söylenmektedir (Akçataş & Arı 2018).

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STIHOVANI RJEČNICI U OSMANSKOJ KULTURI

Author(s): Kerima Filan / Language(s): Bosnian Publication Year: 0

Versed dictionaries in the Ottoman literary tradition are smaller dictionaries, typically containing several hundred words of one language interpreted with semantic matches in another language. The words are arranged according to the metrical feet of Arabic metrics and principles of rhyming in a specific poetic form. The most numerous are those featuring lexicons of two or all three languages of Ottoman culture: Arabic, Persian and Turkish. Words are listed in a sequence so that those that are mutually interpreted in terms of meaning stand next to each other and only one meaning is given. The lexical material is divided into several units, or longer stanzas, each in a different poetic meter, with varying poetic forms.. They are intended for learning by heart with the aim of acquiring the basic lexicon of a second language and for getting to know the metrics and characteristics of poetry. The originality of versed dictionaries lies in the author’s choice of vocabulary and the poetic skill of composing verses with words from different languages. They represented basic literature at a lower level of language learning. They were used in both public and private education throughout the Ottoman period. The paper provides an overview of the tradition of writing versed dictionaries in the Ottoman period. It refers to Uskufi’s 17th-century Turkish-Bosnian verse dictionary Makbûl-i ʿÂrif as part of that tradition. The structure of versed dictionaries is described as their common characteristic exemplified by verses from various dictionaries, including Uskufi’s Turkish-Bosnian dictionary.

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