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The aim of this study is to analyse vocabulary teaching in Turkish course books, to specify the deficiencies of these books, to indicate the types of vocabulary activities in a native language course-book and to provide related suggestions. In the study 6 of the Turkish course-books that have been chosen from various levels from the 2003-2004 academic year have been anaylsed.
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Vor etwa zehn Jahren wurde an der Universität Duisburg-Essen mit dem Türkisch Studium ein neuer Studiengang eröffnet, der als Zielgruppe speziell Studierende mit türkischer Migrantenherkunft vor Augen hatte. Diese sollten nicht nur in ihrer Bilingualität und Bikulturalität gefördert werden, sondern auch als zukünftige Lehrer eine Vermittlerrolle für weitere Generationen mit Migrantenherkunft spielen. Die übergreifende Zielsetzung dieses Faches ist die Integration der dritten und vierten Generation mit Migrantenherkunft. In diesem Artikel werden im Bereich der Lehre innovative, kreative Projekte vorgestellt wie z.B. kreatives Schreiben, szenisches Interpretieren, interkulturelle Theaterpädagogik, die in diesem Studiengang erfolgreich durchgeführt werden.
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Writing skill is one of the language skills students have the most difficulty due to the psychological, grammatical and cognitive problems faced by the students in writing process. Additionally, writing activities performed in teaching-learning processes in Turkish courses cause students both develop negative attitudes and perceive writing as a difficult skill. It is thought that the creative writing approach, which is accepted as a process based approach, could be an option in solving problems faced in writing activities in Turkish courses. In this study, creative writing approach’s certain characteristics such as facilitating active and creative usage of the language, keeping students active in every stage of the teaching process of writing and necessitating usage of other language skills we reintroduced briefly.
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There are several studies that aim the calculation of formant frequency values in Turkish vowels. In these studies, vowel formant frequency values were calculated for different reasons. In this study, formant frequency range and averages for standard Turkish will be calculated by comparing the values from standard Turkish male and female speakers obtained in this study with values from the other mentioned studies. Additionally, standard Turkish vowel quadrilateral will be drawn by using the formant values obtained in this study. This vowel quadrilateral will be compared with the Bark value-based vowel quadrilateral from a study that seems to be the only Turkish vowel quadrilateral study and it will be examined if use of formant frequencies or Bark values will constitute a difference according to articulatory vowel positions within the mouth.
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This research investigated the extend of English Language Teaching students and Turkish Language Teaching students’ use of the structural features of academic writing in their academic writing. First of all, the structure of academic writing was handled in the paper. Information about thesis statement, topic sentences including the topic of the paragraphs, the structure of introductory paragraph, the structure of concluding paragraph, and coherence-cohesion all which provide the structure of academic writing were given. 43 participants consisting the students from English Teaching students (20) and Turkish Teaching students (23) took part in the study. The academic writings written by those students were evaluated in terms of their structural features. According to the results of the evaluation, it can be stated that the success rate of both groups was not satisfying even though the rate of applying the structural features of academic writing by English Teaching students was more than Turkish Teaching students.
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This study focuses on the subject position of adverbial clauses and how it is formed with respect to the agreement features. The possible empty categories in subject position and their features are also presented. Discussing the subject position and its features, I want to underline the possible diffuculties that language learners may face in the learning of adverbial clauses in Turkish and provide basic principles for teaching them.
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The aim of this study is to describe the ancillary antonymy in Turkish, which is observed in the discursive realization dimension of antonymy and is assumed to be widespread in all languages, and aims to form a methodological tool in determining the non-canonical relations. Ancillary antonyms (B-pairs), depending on the semantic power of canonical antonms (A-pairs), occurs in the unit of sentence or discourse in which A-pair is involved. In order to observe the examples of this formation in Turkish, the use of canonical pairs determined in accordance with the coexistence hypothesis are examined in Turkish Natioanal Corpus (TNC) and a ancillary antonymy database was created. The organisations in which the pairs A and B ara located are considered as cognitive contstructions and these constructions are classified. In the study is also determined the semantic productivity of ancillary pairs and typology of relations between the concepts forming these pairs. Within this framework, It seems that ancillary pairs are formed by nouns and verbs, although the canonical antonyms are typically made up of adjectives. At the same time, it has been shown that the examples of ancillary antonyms established with concepts belonging to different domains are based on both intellectual creativity and primitive oppositions.
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Mood is an unspecified phenomenon whose distinctive features of tense and aspect have not been analyzed so for in traditional grammar books. Therefore, tense, aspect and modality categories are intervowen with mood. -yor was analyzed as a tense morpheme in indicative mood in studies. In this article, we tried to exemplify that this morpheme is an aspectual morpheme with a progressive meaning and which can be used in different moods other than indicative. Sample sentences were examined in terms of their modal properties to show that -yor has a neutral function on the modality value of sentences.
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This study aims at describing the disambiguation of modal meanings in terms of the semantic roles assigned. The basic claim of this work is that the morpheme -mAlI is polysemious in the deontic domain when there is an agent as the subject that one can impose an action. There are two deontic interpretations with agent subjects: Obligation and suggestion. However, the morpheme -mAlI becomes monosemious with ‘obligation’ when there is an indirect subject. This morpheme becomes ambigious between deontic and epistemic interpretations when it is attached to complex and nominal predicates with the verb ‘ol’. The meaning is disambiguated in relation to the semantic role assigned to the subject. The deontic interpretation is forced when the subject is assigned to ‘patient role’.
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Functional approach is based on human interaction and it attempts to describe the function and the role of the language in different communication contexts. The functional theory investigates how language enables people to make meanings in interactional contexts. However, it is not easy to comprehend the meaning as a whole in the language. Thus, “the Theory of Functional Grammar” we adopt investigates “states of affairs” which refer to everything around us in a functional perspective without neglecting the form. In this study, Subject, the referent which is taken as a point of departure for determining the perspective from which the state of affairs is described, is studied as a linguistic phenomenon realized in both syntactic and semantic level. We attempt to determine the rules for “Subject Marking” and “Subject Assignment” in Turkish.
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This study explores the interactions between Case-marking and scrambling in Turkish with respect to lexical features of NPs in the framework of copy-theory-of-movement. Previous studies propose that non-Case-marked and/or [-specific] NPs cannot be scrambled in Turkish. In this study, the interactions between Casemarking, specificity, and scrambling is explored in regard to immediately preverbal bare object NPs, due to both non-Case-marked and [-specific] properties of these lexical items. As opposed to what has been proposed before, the results show that [-specific] bare object NPs are free to scramble into the post-verbal field when they have Topic-features. This reveals that the interplay between Case-marking and scrambling is not that ironclad as opposed to the pre-assumptions in the literature.
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Subordinate clauses, although it is a sentence with its structure, meaningly bound to main sentence without being autonomous gramatically. Some subordinate clauses like if clauses, wish clauses and verb clauses don’t explain the true meaning of sentences. A subordinate clause can be a component of main sentence as well as taking part in another subordinate clause. Subordinate clauses in their main sentences are always bound to an upper sentence with some syntax functions. Briefly, subordinate clauses strengthen, explain and complete the idea of main sentence and bound to it with some ways. Subordinate clauses in Turkish are two types as subordinate clauses with finite verb forms and with infinite verb forms. Wish – if clauses, that clauses and subordinate clauses which are structured with some prepositions and repeats are finite verb forms. These are also called as fully equipped subordinate sentences and are few in Turkish. Main forms of subordinate clauses are infinite verb forms in Turkish. These kinds of sentences are structured with both noun and nonfinite verbal forms (nonverb, pronoun verb, subordinate verb form) which are functioning as verbs. They are not fully equipped subordinate sentences. Subordinate sentences function as noun, adjective, subject, complement and adverb in sentences. This study is very useful for those who teach and learn Turkish language because it tries to determine principles of Turkish language syntax and bring up the structure of Turkish sentence especially by analyzing compound sentences.
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This article aims at analyzing imperatives in Turkish within the framework of pragmatics. The concept of an imperative sentence is defined, Speech Act Theory, Relevance Theory, Grice’s maxims and Imperative Sentences Relations are expounded and various discourse functions related with imperative sentences are exemplified. That imperative sentences in Turkish do not always reflect a directive force is especially emphasized. In this context, that Speech Act Theory falls short in explaining the pragmatics of Turkish imperatives is claimed.
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In this study, the effect of Nasreddin Hodja in Turkish vocabulary is mentioned. Idioms and sayings whic were derived shortening his anecdotes are emphasized. By this way, how idioms and sayings were originated is explained.
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This paper deals with the Turkic background of the English ornithonym terek ‘Tringa cinereus’. Despite a large number of works devoted to different aspects of bird names, the origin of the English ornithonym terek or terek sandpiper ‘Tringa cinereus’ has not been studied sufficiently. The English name of the bird terek originates from the name of the Terek river in the Caucasus, which, in turn, is a Turkic word meaning ‘tree’ and ‘poplar’. The etymology of the word terek is expounded along the lines of linguistic, historical and geographical data as well as the role of mythology.
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This article presents eighteen glosses and emendations borrowed from Turkic dialects into the Slavonic-Russian Pentateuch edited according to the Hebrew Masoretic Text (in manuscripts from the 15th–16th centuries). The first group of these words – including proper names – has Arabic or Persian origins; they came into East Slavonic with obvious Turkic mediation (Skandryja ‘Alexandria’, Bagadad ‘Baghdad’, Misurʹ ‘Egypt’, Šam ‘Damascus’, Isup ‘Joseph’, sturlabʹ ‘astrolabe’, soltan ‘sultan’, olmas ‘diamond’, ambar ‘ambergris’, and brynec ‘rice’). The second group is proper Turkic: saigak ‘saiga antelope’, ošak ‘donkey’, katyrʹ ‘mule’, kirpič ‘brick’, talmač ‘interpreter’, čalma ‘turban’, and saranča ‘locust’. The author agrees with the hypothesis that this glossing/emendation was made for the East Slavonic Judaizers. Furthermore, the author suggests that there was participation of a group of merchants interested in a new and mysterious knowledge promulgated by learned rabbis.
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The suffix "gil", which is used to show possession and to make home or family names in Turkish, a rich agglutinative language, is one of the most interesting suffixes. A semantic and functional study of this suffix, which is an exception to the phonetics vowel and consonant harmony rules and which is used in only one form, shows that it seems to have been derived from the possessive suffix "-ki" and the noun making suffix "-l". The fact that the suffix "-ki" gives the meaning of possession to the word it is affixed and that the suffix "-l" makes nouns of similitude strengthens this impression. However, the fact that the suffix "gil? is not stressed and that it violates the vowal harmony rule strengthens the possibility that it was derived from another word from Old Turkish.
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Language is a means of communication.The meanings of words which we use as a means of communication, arise when they are in use. There are various forms of speech for an exact and complete understanding of statement. One of them is intensification. Intensification is made for strengthening the meaning or attracting more attention to a certain component. The meaning of an intensified expression is more comprehensible. This expression style which is called as "tekit" in Arabic and "intensification" in English, is met by the concepts of “tekit, berkitme, kuvvetlendirme, pekiştirme” in Turkish. Turkish has a very rich expressive power in terms of intensification. In this study it is focused mainly on the intensification formed with word types. In Turkish, the main headings of intensification formed with word types can be classified as follows: 1. Intensification in adjectives. 2. Intensification formed with pronouns. 3. Intensification formed with adverbs 4. Intensification in verbs 5. Intensification formed with particles. 6. Intensification formed with conjunctions. 7. Intensification formed with interjections. The subject of intensification takes part disorderly under the heading of word types in grammar books. In this study, all kinds of intensification formed with word types are evaluated all together.
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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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In today’s world, second language/foreign language has gained a great importance. Whatever sector people work in, they feel the need to learn one or even a second foreign language. The importance of the foreign language teaching has increased in our time in which knowing a foreign language has deviated from being a specialty and become a feature that everyone must have. In language teaching, variables such as the pedagogical competency of the teacher, strategies and methods implemented throughout the process, and making the environment interesting for the students hold great importance. The more the activity environment has stimuli, the more lasting the learning become. For that purpose, teachers must know the characteristics of the learners very well and must enrich the learning environment with different techniques and materials in accordance with the environment facilities. In this study, it is aimed to determine the language teaching strategies and class practices of the teachers who teach students of foreign origin in Turkey Turkish as a foreign language. To that end, interview and observation forms have been prepared. The content analysis of the data obtained with interview and observation forms has been conducted in the scope of qualitative research approach.
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