Ercan Alkaya: Kuzey Grubu Türk Lehçelerinde Edatlar
Review of: Ercan Alkaya "Prepositions in the Turkic Dialects of the North", Manass Yayıncılık / 17, Elazığ 2007, 759 p by: Birol Ipek
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Review of: Ercan Alkaya "Prepositions in the Turkic Dialects of the North", Manass Yayıncılık / 17, Elazığ 2007, 759 p by: Birol Ipek
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Grammaticalisation is an umbrella term for a set of partly unrelated processes that share a common result, namely the emergence of grammatical units. Although the Turkic languages represent a relatively homogeneous family of closely related languages, they are highly variegated in terms of how they express modal categories. The multitude of expressions stems from a restricted set of developments that can be empirically documented. This paper investigates heterogeneous specimens of expressions of modality in the Turkic languages and identifies the mechanisms that underlie the diachronic and synchronic variation that can be observed in Turkic modal constructions.
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The aim of this study is to search the activities in Turkish language coursebooks about creative drama in Turkish language’s basic skills called reading, speaking, writing and listening. The search was carried out Turkish language teachers’ guidebooks and coursebooks between 2006-2018 which was published by Ministry of Education after the curriculum in 2005. In this study, document analysis used. Findings show that in 6th class Turkish language courses, all the dramatic activities prepared by creative drama utilized totally 10,1%. According to the findings, the most used tecnique is dramatization but the less used are gossip circle, drawing picture together and station. Also there’s no sample of telephone tecnique, forum theatre, photo frame, dull image, hall of consciousness and inner sound tecniques in the activities. This search was prepared as a guide for the writers of Turkish language course books and the other researchers.
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Inthe Turkish language words, in terms of their roots, can be divided into two groups. Verb roots and noun roots. Thes eroots have been identified as noun roots and verb roots from the moment they emerged. As a result, it has been concluded, that no root in theTurkish language can be used both as a name and a verb root, in short, that there is no common roots. Despite this, we can see that in Turkish there are morphological units in the form of name and verb roots like boya / boya-, aç / aç- etc, which can be explained by the phonetic phenomena that developed between Old Turkic and Western Turkic. Again, it has been stated, that such morphological units as barış / barış-, savaş / savaş- etc. Have different constructive suffixes attached to the roots of the verb. Although in a small number, there are also studies showing the existance of common roots in theTurkish language. In this article we claim that some words in Old Turkic and modern Turkish share common roots and we focus on the methods of detecting common roots.
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In this study, it is aimed to determine the teaching strategies of proverbs and idioms in B1 level textbooks and workbooks used in teaching Turkish as a foreign language. In this research only case pattern interwoven has been used that has been run by case study which is one of the qualitative research methods. The study shows the characteristic only case pattern interwowen pattern. Examination objects of the research are İstanbul Turkish for Foreigners (B1) textbook, workbook; Institute of Yunus Emre Yedi Iklim Turkish (B1) texbook, workbook and teacher guide book. After proverbs and idioms in the books had been identified, they were transferred to digital media and data collection tool was created. As a result of the research, it was seen that direct teaching strategies were used in books and that the proverbs and idiom teaching strategies were limited to the results in the literature.
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This present research aimed to adapt “The Writing Attitude Survey” into Turkish language. The data for factor analysis and Cronbach’s Alpha internal consistency reliability was obtained from 289 second grade elementary school students. The scale, which is consisted of 18 items, revealed one factor model and explained %32 variance. Factor loading of the scale ranged from .41 to .72. Item total correlation were from .42 to .70. Beside this, the internal consistency (α) .86. Additionally, factor analysis resulted good and high fit indices. In conclusion this showed that “The Writing Attitude Survey” adapted into Turkish language was acceptable.
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The tools used in the course have an important place for language learners to recognize the learning strategies. The activities in the textbooks play a crucial role for the learner’s using the strategies in the language learning process and selecting them according to situations. Therefore, in this study, it was aimed to determine which language learning strategies were employed in speaking activities at A2 level. For this purpose, Oxford's classification was utilized. In the study, document analysis method was used and A2 level textbook speaking activities were examined in terms of memory, cognitive, compensation, metacognitive, social and affective strategies. As a result of the research, it was seen that the strategies were used unbalanced in the textbooks, and there was a proportional difference in the use of other strategies despite the predominant use of cognitive strategies at all of them. Besides, it was determined that the activites of textbooks look weak in terms of affective strategies, and also are insufficient in terms of all aspects of the strategies. For this reason, it can be said that the learning activities and tasks in the textbooks should revise in terms of teaching the learning strategies to learners.
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Graphic design is a human adventure for the thousands years. This communication language initially started with the images and symbold painted on the cave walls. Subsequently, it continued with tablets, papyrus, pictograph, sounds and lettering. Lettering acted the quantitative and qualitative indicator of the Community, and was used to direct and pay the attention of the community by the skilled masters. The objective of this study is to make a comparative analysis of poster and book covers from Constitutional and Republican periods. The Latin alphabet is one of the most important Social and Educational reforms. Our study is a key to understanding the impacts of the Turkish alphabet reform on graphic design. Therefore, political, theatre-cinema and entertainment poster designs as well as consumption (poster and book cover) poster designs from the Constitutionalism and Republican periods were selected, and exposed to a comparative analysis qualitatively based on a series of the evaluation criteria from the art products. This study has three hypotheses, respectively; Turkish alphabet reform impacted the graphic design concepts of the Constitutionalism period; the alphabet reform made the folk masses bring the graphic design together, and the Republican graphic designs became effective much more than those conducted in the Constitutionalism period. The comparative analyses revealed that the Latin alphabet significantly affected the graphic design concepts more than the Constitutionalism period, and the folk masses brought together with the graphic design products. In conclusion, the contemporary graphic design studies should be continued, whereas the graphic design products created before the Republican period should be investigated and protected accordingly.
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Hamza Name heroic story is half legendary and realistic, was written by Hamzavi was shaped in the first half of Islam history as a folk epic. Although Hamza Name was written in classical period, it has folk and oral literature genres. Not only folk and oral literature motifs, but also there are folk narrates genres in the work. Folk narrates genres are work's feature, to. Idioms are phrases which are made up one or two words, makes narration and telling more strong, effective, interesting, rich with their musicality and are use figurative heaps of time. Idioms brings national Turkish culture and values from past to present. Variety of idiom's form and meanings make a language different. The are crystallized, standardized, stereotyped language forms. Because of the fact that idioms protect their shapes, having messages, meaning values since their occurring times to present, they help to diffuse to understand the age and it's features. When Hamzavi wrote his compound work with Ottoman Turkish, he benefited from folk literature, narrations and tales. Writing language and oral language concrete as ıf they are blended. Islam history and literature is a collection of civilization which has a common and rich literature is blended with Arabic, Persian,Turkish and the other cultures. The meeting and blending make up more rich and quality literature, epic, mytology, legend, folk and a compound language in Islamic civilization. The ıdioms and folk tales in this work has been evaluated according to shape and meaning in work' s sentences It was observed how much the functional and intensive use of the idioms that make up the vocabulary of the Turkish language in the 72. volume of Hamza name.
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The study of the semantics of the Turkish lexeme yer with the main meanings ‘place’, ‘ground’ and a number of secondary meanings aims to get as close as possible to understanding all the information that a native speaker subconsciously has when using it. The meanings and features of the use of yer are determined by naive notions, the need to express modern scientific knowledge and the peculiarities of the nomination process in modern Turkish. In the Turkish language, it is legitimate to specify ‘place’ as the first meaning of yer, since only for it there are no synonyms or substitutes, a greater number of secondary meanings are formed from it, and it is more widely represented as a derivational base.
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The purpose of the current study is to determine the effect of concept maps on the development of middle school students’ speaking skills. To understand the level of the efficiency of the concept map technique used to develop the students’ speaking skills, the students’ opinions were elicited with an interview form. The study employed the pretest-posttest control group design; one of the qualitative research methods. The study was conducted with the participation of 7th-grade students attending a middle school in a city located in the Central Western Anatolian region in the 2018-2019 school year. The application period of the study lasted for 12 weeks. While the pre-prepared speaking activities were performed by using concept maps in the experimental group, they were conducted by using the methods and techniques proposed in the Turkish curriculum in the control group. As the data collection tool, ‘The Speaking Skill Evaluation Scale” and a semi-structured interview form were used. The findings obtained in the study have revealed a significant difference in favour of the experimental group while no significant difference in favour of the control group was found. The data obtained from the interviews conducted with the students to elicit their opinions about the concept map have revealed that the students positively approached the concept map technique used while they were conducting their speaking activities. In light of all these findings, it was concluded that the concept map technique is influential in the development of speaking skills.
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This study has been carried out to identify the attitudes of secondary school students towards improving vocabulary. A descriptive survey model has been used in the research. The study group of the research consisted of 233 students who studied at a secondary school in İstanbul in the academic year of 2018-2019. The quantitative data of the research has been obtained through the personal information form and Attitude towards Improving Vocabulary Scale. In the analysis of the data, t-test and One-way ANOVA test have been used. Following ANOVA test, Scheffe test has been used as a complementary post-hoc analysis to identify the differences. This research scrutinises the relationship between the attitudes of secondary school students towards improving vocabulary and the variables such as gender, school type, the education and economic levels of the family, using social media instruments or not. While the scores for students’ attitudes towards learning words; using a dictionary; and improving vocabulary have shown significant differences by age; class level; having a library at home; and dictionary use, no significant difference has been observed by the parents’ education levels; number of siblings; parents’ jobs; monthly income of the family; and school type. In the light of these results, some recommendations have been made to increase the attitudes of secondary school students towards improving vocabulary.
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One of the strategies to understand text recently proposed in language and literature education is close reading. Regarding this strategy, it can be said that there is a theoretical and practical deficiency in Turkish textbooks and Turkish Language Teaching Program (2018). Close reading is a strategy that helps the student become competent in many ways such as critical thinking, examining a difficult text from an academic point of view, and questioning details. Therefore, in Turkish education, teachers and students should be made aware of close reading and opportunities should be created for the internalization of this strategy. The main purpose of this study, which is designed with the descriptive survey model, is to concretize how to use the close reading strategy in Turkish education with an activity draft. For this purpose, a close reading-based activity was prepared about the story called “İhtiyar Çilingir” which is above the level of 8th grade students and needed a guide. The sample activity aimed to improve the student's summarizing skills. A variety of activity drafts, structured by close reading and with different goals (such as understanding the track, understanding the narrative components) can be prepared. Then, these activities can be implemented in the classroom and the effectiveness of the close reading strategy can be evaluated from different perspectives.
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The relationship between the verb and complement has been studied as a branch of Valency Grammar by researchers in Turkey. Also complement of verb is used as valency term in Turkey and their studies focused on complement with cases particularly. A database consisting of Orkhon, Uigur and Karahan is determined and ur- verb's complements and the change in the meaning with each one of the complements are the topic of this study. The aim of this study is to determine the ur- verb's, which has thirty different meanings today, count of meanings on those three different time periods. Ur- verb is selected because it has multiple meanings. Logical and syntactic types of valency are taken into consideration. According to this; urverb has seventeen different meanings and in these three periods and it takes mostly two or more obligatory valency except one example. We will first emphasize dependency grammar ve valency subjects then about the studies around this subject in Turkey, about the state of case suffixes on those time periods and we will talk about our method and database before starting of our study.
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The problem of transcription signs used in dialect studies has been discussed in our country for many years. In 1999, Turkish Language Institute created a transcription system to solve this problem. Many studies on dialects have been prepared since then, but this system has not been fully followed. In this study we prepared, the transcription signs (vowels) in 56 dialects study between 1999-2019 were compared with the transcription marks in the system created by the Turkish Language Institute. In the introduction part, in these studies, why the system in question is not complied with, the studies for the solution of this problem and some studies that draw attention to this problem are mentioned. Then, the transcription signs for vowels in the system created by the Turkish Language Institution and the vowels' signs in the current studies were compared by means of some graphics and charts. In addition, this section also includes other vowel signs that are not included in the system in question, but are used in current studies. Information about the number of signs detected in the conclusion section, whether these signs are in the "Turkish Language Institution Transcription System" is given. In addition, some conclusions have been made in this section about which signs researchers have/ haven't difficulty in determining, why some signs are used more / less.
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In terms of containing both religious and non-religious works, Old Uyghur represents an important branch of historical Turkic languages. Its religious works are translations of texts related to diverse religious environments such as Buddhism, Manihaism and Nestorian Christianity. The largest share in terms of literary sources among these religions belongs to Buddhism. Buddhism has an important place in Old Uyghur literature with its many schools and many works related to Buddhist literature. This paper is about the edition of three fragments related to Old Uyghur of a commentary of Cheng weishi lun. Fragments edited here are preserved at the Turfan Collection, in the Berlin Brandenburg Academy of Sciences under the archive numbers Mainz 802-1 (fragment b) (T I D 1), Mainz 802-2 (fragment b) (T I D 2) and U 1342. These fragments form the 2nd and 3rd leaves of Old Uighur translation of a commentary of Cheng weishi lun, which is the 21st chapter of an Old Uyghur handwritten manuscript consisting of at least thirty chapters in the Berlin Turfan Collection. In this paper, it will be presented the transcription and transliteration of Old Uyghur text, translation into Turkish, textual notes, and a glossary with analytical index.
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Some vocabulary pointing to geography, technology, culture etc. are usable in defining homelands of peoples, thus of language families and their sub-groups. Recent scholarship has tended to refer words concerning wheel and cart, among others, since they are related to some Neolithic technological innovations visible through archaeological surveys, especially in searching for Indo-European homeland and in defining chronologies of early steps. Those studies are within Eurasian context at all. Turks and Turkic belong to the true Eurasian continent, and should not be exempted from such studies. This paper deals with the concerning Turkic vocabulary and its historical comparison with other Eurasian languages and families, and suggests that Turkic words for wheel and cart are as old as the words of other families (mainly Indo-European). Regarding possible loanings of those Turkic words to some other languages, Turkic homeland is set to the west of Central Asia. On the other hand, the author rejects the idea of relating the concerning vocabulary to innovations. Rather, it seems, suitable verbs or adjectives present in languages were applied to new tools and acts. Thus, the concerning vocabulary may exhibit some Nostratic or Eurasiatic characters, which may be misleading in detecting relationships.
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Some of the anthroponyms of Turkish origin, used in folklore texts of Nakhchivan, were selected and involved into the investigation. İn the article in front of each of these anthroponyms selected from folklore texts, was given the meaning shown in the dictionary. Of these anthroponyms we may show as sample - Emrah, Chingiz, Gullu, Bayim and others. Based on the analysis, we can say that the anthroponims named above are of the high frequency of usage in Turkish language today. In the article we have also confirmed our view by giving examples from Turkish literature. At the end of the article it became clear that our people have always paid tribute to their own surname and Turkish identity, and have often used and protected such words. Anthroponyms of Turkish origin, used in folklore texts, had proved once more that no matter how many anthroponims are there in the language, the anthroponyms of Turkish origin are different.
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The aim of this study is to examine the curriculum of Turkish Language and Literature 9-10-11 and 12th grades taught at the secondary education level within the framework of 21st century skills among all the curriculum renewed between 2018-2019. In this context, the secondary education program of the Turkish language and literature course was analyzed in accordance with 77 skills. These 77 skills are among themselves; thinking, affective domain, psychomotor skills field, learning, literacy, self-realization, self-management, citizenship, language, communication, administrative and social-cultural skills. After all the sentences related to the target acquisition in the secondary education program examined were included in the required category, their subthemes and their codes were removed. In line with the categories, themes and codes, it has been reached which 21st century skills stand out in the Turkish language and literature curriculum and which 21st century skills are in the background. As a result, 21st century skills, which were left missing in the said curriculum, were reached and the program's lack of skills was determined. After the deficiencies in the examined Turkish language and literature curriculum were identified; It is hoped that this study will be beneficial in terms of making the 21st century skills more concrete in teaching programs and making them more concrete and making them life skills.
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In Turkish, some suffixes specifying a person are used to make noun clauses. These suffixes are called as noun verb suffixes, predicative verb or ore verb in Turkish. Predicative verb that is used for the third person is called the indicative suffix. A structure quite similar to these structures is encountered in Sumerian, which is known with its agglutinative language structure. Some word equivalencies between Sumerian and Turkish have been previously investigated. In Sumerian, the verb me 'to be' was added by suffixation to create a noun clause, it indicated possessive and it was used as an predicative verb. In this study, examples of the use of predicative verbs in two different languages were identified and examined. It was seen that there are structural similarities besides semantic similarities in both languages. Studies comparing Sumerian and Turkish languages have been done before. However, these studies remained within the framework of Word equivalence. Such studies of the structural working of the two languages may help to increase the accuracy of judgments between possible relations of these languages.
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