Additive Enclitic Suffix -Da In Turkish As A Cohesive Device
This study aims to throw light upon the focusing and continuative functions of-dA at the intersentential and intrasentential level focusing on the study by Kerslake (1992).
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This study aims to throw light upon the focusing and continuative functions of-dA at the intersentential and intrasentential level focusing on the study by Kerslake (1992).
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Although Mustafa Kemal Atatürk's thoughts about language in general and specifically about the Turkish language are dealt with in detail in many studies, despite all efforts, it was unable to find a compact study which includes his thoughts about foreign languages, what languages he spoke and how he made use of these languages. This article focuses on a) His widely known thoughts about language in general and specifically about the Turkish language, which are sometimes perceived very ethnocentric in some sources should not be perceived ethnocentric at all; b) What languages he studied and which of them he used effectively; and c) How learning a foreign language at an early age affected his philosophy and his life in general.
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This article focuses on diachronical descriptive studies of Turkic written languages and dialects, both confrontative and contrastive. These studies, which have commenced in 11th century and increased in number from the 19th century forth, are described and reviewed here. These languages, for which we coin the term 'modern Eurasian Turkic languages', are re-described according to written dialects and sociolinguistic spoken languages.
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Turkish, which is spoken by 5 million people in many West European countries, is the largest minority language. After English, Turkish is the most commonly spoken language by European citizens in Western Europe. Even though Turkish appeals to a large group of people, it does not have the status that it deserves in educational institutions. In line with language rights provisions of European Union, Turkish needs to be taught to millions of primary and secondary school students in Western Europe but there are limited resources and facilities. In most European countries, Turkish is taught either after school hours in primary schools, or as part of regular school program in secondary schools in the form of mother tongue or as a foreign language. In this article, in addition to the problems of Turkish teaching in Western Europe, the measures which need to be taken to improve Turkish education will be presented in line with the results of a survey study.
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This article offers ways to teach Turkish grammar consistent with modern linguistic studies on Turkish and contemporary theory in the field of Second Language Acquisition. The article aims to show that in teaching Turkish as a second / foreign language we need to focus on a grammar point within a meaning-based approach and to design grammar teaching materials based on inductive consciousness-raising activities where learners’ awareness is raised towards how a Turkish grammatical structure works in real discourse.
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One of the demanding and time-consuming tasks in foreign language teaching is to prepare and develop class materials. There are various views in the literature regarding the preparation of a class material. This study is an attempt towards the methods of the preparation of a class material. Before the presentation of this material, a summary of the cognitive approaches to grammar instruction has been presented, and a short information regarding the task-based learning model has been given. Afterwards, a class which could be prepared within the framework of those two theoretical bases has been given. In the last section, a material for speaking skills has been developed.
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The aim of this study is to prove whether the activities proposed in the literature which is aimed at improving the listening skill, one of the four basic skills in Turkish education, improve the listening skill or not. For this purpose; listeningrestructuring, listening-fiiling in the blanks, listening-notetaking, listening-watching, listening-music and listening-news activities among those proposed in the litterature are determined. The suggested listening activities being applied in the new programme and to the control group by the traditionel method, it is tried to determine whether ther is a difference between two groups in term of listening performace. A different text is selected for each activity (End of activity tests are exactly applied to the experiment and control groups). The data obtained from the end of activity tests being transfered to computer, arithmethic means, standart aviations, independence levels and the t-test data are counted to reach a conclusion. At the end of the study, when the subject’ achievement results of the pretest and posttest are compared, it is seen that the achievement results of the experiment group are higher than those of the control group, and there is a significant difference between them.
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Hüseyin Atabaş (ed.), Türkçenin Yurttaşı Nâzım Hikmet, TÖMER Yayınları
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The aim of this study is to examine how the temporal adverbials affects the determination of the lexical aspects of the verbs taking in a sentence by classifying of the temporal aspects in the adolescents’ written narrative texts according to the Smith’s two component theory of aspect. And also this study aims to analyse what kind of situation types are used with the types of the temporal adverbials in these texts. Moreover, the study aims to reach the descriptions about the temporal adverbials’ inherent appearances in Turkish and also within in the boundaries of this study to generate the concrete data about how the interaction between verbs and adverbs takes place in the adolescents’ language usage with the observation, finding and judgements reached by the qualitative and quantative analysis.
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This study aims at discussing if there is a significant difference between male and female students’ comprehension skills of humorous texts. Therefore, six Nasreddin Hodja’s jokes in Turkish books for the first graders in Turkey have been given to 120 students in Samsun, Turkey. Both reading and listening comprehension skills of the first graders have been tested through 41 questions about the six jokes. The data have been analysed by SPSS. It has been indicated that the comprehension competence of both female and male students can be said to be insufficient for humorous texts.
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This research study aims to find out the experiences of Turkish EFL teachers in the United States regarding the differences between their understanding and use of personal space and that of Americans,’ and to discuss how the issue is closely related to foreign language instruction. The study will center around a brand new term that I have coined, ‘culture-oriented distance,’ as an important part of non-verbal communication. However, in this paper, other forms of non-verbal communication as a general phenomenon will be referred to only briefly. The results will be followed by the implications of culture-oriented distance in foreign language teaching, and specifically Turkish EFL teachers will be presented with many possible ways to incorporate this cultural phenomenon in their language classrooms. Although there will be no attempt to generalize the findings beyond the participants of this study and EFL teaching in Turkey, some results might well be applicable to other contexts.
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Learner corpus (LC) studies are situated at the crossroads of four interrelated subjects: corpus linguistics, linguistic theory, second language acquisition, and foreign language teaching (Granger, 2009). A LC, like International Corpus of Learner English (ICLE), contributes to these fields with the abundance of hands-on material enabling the researchers to examine various variables that could affect English interlanguage. This study aims at introducing Turkish International Corpus of Learner English (TICLE), which has recently been published by Université catholique de Louvain in Belgium, as a subcorpus of ICLE with samples from the actual corpus.
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In this study; ‘siyah’ and ‘kara’, the two words used in Turkish for the colour name black, have been investigated, in order to determine their synonymy relationship, for their distinctive conceptual and semantic fields. The study endeavoured to illustrate the extent to which the semantic fields of these two colour names signifying the same colour would overlap. To do this, names, coined in conjunction with ‘siyah’ and ‘kara’, for animals, plants, medical issues, diseases, articles, natural events, food, chemical issues, games, onomastics, concrete nouns, metonomical uses, proverbs, expressions, and duplications have been compiled and tallied. It has been illustrated that these two colour names are not true synonyms and their semantic and conceptual properties overlap solely when signifying the colour concept.
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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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Nizamettin UĞUR - ANLAMBİLİM Sözcüğün Anlam Açılımı, DORUK YAYIMCILIK, İMÇ Blokları 6. Blok 6103 Unkapanı, Eminönü - İstanbul Doç. Dr. Cemal YILDIZ - ANA DİLİ ÖĞRETİMİNDE ÇAĞDAŞ YAKLAŞIMLAR VE TÜRKÇE ÖĞRETİMİ, 152 Sayfa, 2003 Mart, 2003, 1. baskı, PEGEMA Yayınevi
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Günümüzde öğretmen yetiştirme, eğitim bilimi uzmanlarının en çok üzerinde durduğu konulardan biridir. Teknolojinin gelişmesine rağmen çeşitli eğitim kademelerinin temel ve vazgeçilmez öğesi hâlâ öğretmen olduğuna göre, eğitim kurumlarının niteliğini artırmak da bir ölçüde öğretmenlerin niteliğini artırmaktan geçer. Acaba ülkemizde öğretmen yetiştirme, özelde ise Türkçe/Türk dili ve edebiyatı öğretmeni yetiştirme düzeni nasıldır? Bunun için ölçütler nelerdir?
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To sustain interest and provide motivation with the young adult learners of English as a second/foreign language at tertiary classroom settings, this paper argues for the inclusion of one teacher-specific motivation factor, namely, INTERACTION. A questionnaire comprising 15 item statements to elicit learners’ views on the efficacy of interaction was administered to 363 participants with an age range of 18-24. Findings indicate, in general, that the phenomenon of interaction is favored as a device for motivation. Certain psychological dimensions are identified for interaction factor. Identifying and quantifying this factor within the teacher-specific motivational area as conceptualized by Dörnyei (1994), the paper finally suggests that appropriately higher level of interaction between teachers and students positively contribute to foreign language learning in varying degrees.
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Art is a powerful means which both enriches creativity and elevates humane qualities among human beings. Literature, a very strong genre of fine arts, helps human beings reach at emotional and rational maturity through oral and written works. Thus, by way of literature, human beings take conscience judgements and develop healthy attitudes toward life and occurences. Nowadays, however, because of the prevailing existence of visual media, TV watching, and "chatting" on the internet, members of our society who need instruction and are currently attending schools are kept from developing reading habits. As a result of the mentioned indifference toward reading, people face difficulty when using punctuation marks appropriately and expressing themselves in oral and written forms of Turkish.
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The following article deals with the text analysis of orthographic mistakes in essays written by school going children of Turkish origin, living in Germany. This article analyses especially the mistakes in using capital letters, phonem-graphem relationship, the vowel system and look into the irregularities happens in the field of the morphological system. The reason for the difficulty in learning German for the Turkish learners lies on the complex structure of the German orthography on one hand and of course the influence of the mother language on the other hand.
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In this paper, based on archival records of the Archive of the Faculty of Humanities and Social Sciences of the University of Zagreb and on relevant literature, the history of individual and institutional Turkology research in Croatia is analyzed. The Oriental Collection of HAZU was formed in Zagreb in 1927 and on the same year HAZU tasked German Turkologist Franz Babinger with collecting Oriental manuscripts in Croatia and Bosnia and Herzegovina. The following year, Russian Turkologist Aleksey Olesnitski took over that task and in the following years he collected 1966 manuscripts, 660 documents and over 500 books for the Oriental Collection, as well as wrote numerous valuable works. Besides that, in 1937, Olesnitski was named lecturer of Turkish language at the Faculty of Humanities and Social Sciences in Zagreb, but his work was stopped by his early death in 1943. Olesnitski’s scientific work in the field of Turkology was preceded by the work of Ćiro Truhelka on the beginning of the 20th century. From the 1970s onwards that work was continued by Muhamed Ždralović, from the 1980s by Nenad Moačanin, from the 1990s by Ekrem Čaušević, Vesna Miović and Tatjana Paić-Vukić, while in the new millennium Kornelija Jurin Starčević, Vjeran Kursar, Dino Mujadžević, Marta Andrić, Barbara Kerovec and Azra Abadžić Navaey joined the Turkology research of their predecessors. On the other hand, the place of the professor of Turkish language at the Faculty of Humanities and Social Sciences, that was suddenly extinguished in 1943, was revived in 1994 with the launch of the Chair of Turkology with Ekrem Čaušević as Head, Marta Andrić, Barbara Kerovec and Azra Abadžić Navaey as lecturers, two foreign language instructors and associates from the Faculties of Humanities and Social Sciences in Zagreb and in Sarajevo.
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