International Journal of Language Academy

1-10

Authors: Ayşe İSPİR KURUN

In this article, the developments in teaching of the Arabic language in Turkey after the Arab Spring are examined. Began in Tunisia in 2010, the Arab Spring swiftly spread to other Arabic countries such as Egypt, Syria, and Yemen, and shocked the world. Due not only to the physical proximity of Turkey to the Arab countries but also to the miscellaneous relationships between Turkey and the Arab countries, the Arab Spring made an ineluctable impact on the teaching of the Arabic language in Turkey. This article, which is a qualitative study, reaches to some findings by examining the documents published by various official and non-official institutions. The developments at hand are compiled under three headings: (1) the changes in higher education, (2) the changes in Imam Hatip schools and other schools, be they primary, secondary or high schools, which provide formal education, and (3) other changes. The changes in the higher education are divided into two categories as the changes in the teaching of the Arabic language in universities and the academic changes in the teaching of the Arabic language. As for the changes in the Imam Hatip schools and other schools, the data provided by the Ministry of National Education and other data are examined to understand the transformation of the teaching of the Arabic language. For the other changes in question, the data provided by ÖSYM (Measuring, Selection, and Placement Center) and KPDSYDS (Language Proficiency Test) are analyzed and some deductions regarding the popular demand towards the education of Arabic language are reached. Various general conclusions are given at the end of the study by the overall analyzation of the data.

32-42

Authors: Ayla OĞUZ

When it is considered in terms of humanistic psychology the term self-actualization is mostly used as a humanistic perspective to personality. To grasp and evaluate the psychology of the individual, humanistic psychology is one of the methods that can be practised in the analysis of various characters in literature. As a prominant psychologist Abraham Maslow gives a great importance to self-actualization in one’s education. He deals about a hierarchy of needs including the most fundamental ones beginning from food to social security and acceptance. For him, all is needed in order to constitute a psychological unity in one’s individuation and education process. Maslow emphasizes the importance of the self-actualization in the lives of individuals in his theory. He indicates that these individuals are able to solve the complexities more easily. In this sense, he defines self-actualizers to be highly creative and psychologically powerful individuals. In Maslow’s pyramid basic and higher needs are presented in a hierarchy of five steps. Whereas food, shelter, security and social connections are basic needs, such values like beauty, goodness, and love are in the group of higher needs. In the deficiency of these needs, individuals are subject to ‘metapathology’ for Maslow. In this context, Maslow’s theory is motivational, and both basic needs and higher needs motivate the behaviours of individuals. One can reach the step of self- actualization if he or she is satisfied with the before steps. This process can go on if the individual doesn’t have a failure in the before steps. In this context, Hanif Kureishi’s novel called Gabriel’s Gift, reflects the traces of self-actualization in the analysis of Gabriel, the teenage hero of the novel. Gabriel’s father, Rex is an old rock musician and an exhausted person in his daily life. On the other hand, his mother, Christine works at nights and sleeps during the day. She doesn’t have a respectful occupation. As a couple they don’t have a good relationship. Because of the fact that Rex is always drunken and unoccupied they divorce at last. For Rex, the most important thing in his life is Gabriel. Gabriel has also basic needs and higher needs as a teeneager in Maslowian perspective. Gabriel’s life changes from bad to good when his father introduces him to his old friend Lester Jones, a very famous rock musician. Gabriel talks to Lester about his talent for copying real objects in their meeting and he is praised by Lester. Thus, the dialoque between them urges and motivates Gabriel to find his way of success and to set up his family’s unity again in a hierarchy of needs in terms of Maslowian theory of self-actualization. In this context, that is the important turn as a peak experience to be motivated by a very successful person for Gabriel and it transformes him to a self- actualizer throughout his journey of self-actualization. His artistic ability, belief and hope for future lead him to a favourite future in which he finds himself more confidant and successful. In this sense, it can be said that Kureishi lets Gabriel not only correct his parents’ turbulent relations with each other and also reorganize all the family’s life as a gifted person by experiencing self-actualization in Maslowian perspective. In this context, the purpose of the study is to display the reflections of the self -actualization phase in Kureishi’s Gabriel’s Gift according to Maslow’s theory called hierarchy of needs. Additionally, it can be said that the study is interdisciplinary and has been practised in order to illuminate the importance of psychological approach in the analysis of characters in English literature. Consequently, experiences practised by the characters throughout Gabriel’s self-actualization period in the novel in Maslowian perspective can be examples for other individuals to urge themselves and to make and create something better in their problem solutions in terms of clinging to their own lives in a positive way both as teenagers, young adults, adults and parents, as well. In this sense, the study contributes to the literature in the point that it puts forward the importance of hierarchy of needs in the development of behaviour in one’s self-actualization. Thus, it presents a new and useful perspective to English novel in the analysis of characters.

53-77

Authors: Fatma ÖZTÜRK DAĞABAKAN & Davut DAĞABAKAN

Die vorliegende Arbeit ist über die Emotionalität in der Erzählung „Die Verwandlung“ von Franz Kafka. In dieser Arbeit sollen die verbalen Emotionsausdrücke in „die Verwandlung“ festgestellt und untersucht werden. Es wird auch eine Kategorisierung dieser verbalen Ausdrücke beabsichtigt. Das Hauptanliegen dieser Arbeit ist zuerst festzustellen, ob es in dieser Erzählung verbale Emotionsausdrücke vorhanden sind, wenn ja, dann wie und in welcher Art diese Ausrücke darin zu sehen sind. Also wie sind die Emotionen versprachlicht worden? Dann ist es festzustellen, welche Emotionen in dieser Erzählung besonders vorkommen. Und zuletzt werden die festgestellten Ausdrücke der Emotion kategorisiert und klassifiziert. Diese Arbeit besteht aus zwei Teilen. Am Anfang dieser Arbeit wird eine allgemeine Definition der Emotion als theoretischer Teil der Arbeit beabsichtigt. In diesem theoretischen Teil wird eine Untersuchung der Emotionen als verbale Äußerungen gemacht. Zugleich ist auch der gegenwärtige Forschungsstand zu erwähnen. Dabei sind auch die Phänomene der Kodierung emotionaler Zustände zu erklären. Am Ende der Arbeit soll, wie erhofft, ein klares Bild der Emotionalität in der Erzählung „die Verwandlung“ erhalten werden. Diese Arbeit wird in der deskriptiv-analytischen Methode verlaufen.

92-102

Authors: Safa ÇELEBİ & Fazilet TAŞDEMİR

In this research, it is aimed to evaluate the text animations of teacher candidates in terms of body language and prosody. In the research in which descriptive method was used, scanning model “aiming to describe an existing state as it has existed” was used. The research group was determined by using criterion sampling method, one of purposeful sampling methods. In order for teacher candidates to be involved in the study, they have to take the "Theater and Drama Practices" and "Oral Expression" courses. In line with this basic criterion, the study group of the research constitutes 30 students who study at departments of Elementary School Teaching and Turkish Language Teaching in the 2016-2017 academic year. The data of the study were obtained in two stages. In the first stage, the participants who acted a Nasrettin Hodja joke, which has different emotions, were recorded by the researchers using tape and video recorders. The text was acted by three specialists in the field of theater and they were recorded with tape and video recorders in order to evaluate participants in terms of body language and prosody. Audio recordings were obtained using a 16-bit quantization level MXL USB.006 capacitive microphone at 44100 Hz sampling rate by means of the Audacity audio recording program. A professional video camera that shoots at HD level was used for Video recordings. "Body Language Analytical Evaluation Scale" was used to assess the participants' ability to reflect body language. On the other hand, audio recordings of specialists and participants were analyzed and compared using Praat 6001 audio analysis program in the assessment of prosody. In the study, participants’ body language and prosody states were determined as percentage and frequency. Internal consistency coefficient among the experts was determined by intraclass correlation coefficient. The relation between body language and prosody was determined by the Pearson Moments Multiplication Correlation Coefficient on the basis of sentence.

111-126

Authors: Mehmet CANBULAT, Özhan GÜVEN & Mustafa Çağrı ÇAĞLAR

In this study, the usages of youth language have been studied according to the levels of education and the genders of the secondary school, high school and university students. Youth can be defined as a critical process in which the young undergo versatile changes. Language is also influenced by this period when many changes are experienced in many aspects. The young produce an enjoyable, popular, sincere and informal language spoken among themselves to draw attention and show that they are different due to the period in which they live. Apart from standard language, youth language which we can sociolinguistically regard as a language variation are special language usages which the young produce among themselves. This study carried out to identify the students’ youth language examples of usage is a descriptive study in which cross-sectional approach is used. The study group of the research consists of twenty secondary school students, twenty high school students who study at the central districts in Antalya Province in the academic year of 2016-2017 and twenty students who study at Akdeniz University. The study group contains totally sixty volunteer students, thirty of whom are males and thirty of whom are females. The participants in the study group have been equally selected according to the levels of education and genders. When choosing the study group, maximum variation sampling technique that is one of the purposive sampling methods has been used. The survey data have been collected by using the method of interview. Content analysis technique has been utilized during the analysis of data. When the research findings are studied, it has been observed that the usage of youth language have differed according to the levels of education depending on age. As a result of the survey, most of the students have acknowledged that they use youth language, this language variation does not pose a threat to Turkish Language and it is a popular language used frequently on social media. Additionally, as a result of the research it has been observed that the young apply to abbreviations in spoken and written language, neologize and use stereotyped expressions which only their social groups can understand.

143-168

Authors: Bekir GÖKÇE & Nesrin SİS

In this research, the argumentative text writing skill levels and the differentiation of the argumentative text writing achievements in accordance with certain variables have been questioned. Therefore, the purpose of this study is to determine the argumentative writing skill levels of eighth-grade students and to investigate the differentiation in accordance with certain variables. The universe of the research, which was designed according to the screening model, was formed by the 8th-grade students of 13 different secondary schools in the central district of the Rize province in 2013-2014 Education Year 322 students from this universe were defined as the sample using the stratified sampling method. In the study, students were asked to write antext by selecting one of the topics in the Argumentative Text Writing Form. The texts that the students wrote were scored using “Analytically Graded Scorecard for Argumentative Text Writing” and “Coherence Graded Scorecard for Argumentative Text Writing”. Whether there was a significant difference between the argumentative text writing achievement scores obtained using this way and the demographic characteristics of the participants was questioned. In the analysis of the data, descriptive statistics, t-test, ANOVA, and one-way variance analysis were utilized by making use of SPSS 23.0 program pack. According to the findings of the research, it was understood that the students' achievement levels in writing argumentative texts were at “medium” level and the coherence levels of the texts were identified as “inconsistent”. It was found that there was a significant relationship between students' achievement scores in the argumentative text writing and the coherence scores in these argumentative texts. This demonstrates the function of coherence in writing text. It was determined that the students were successful in constructing the “argument” and “result” sections in writing argumentative texts and unsuccessful in constructing the “data” sections. In the study, the participants had significant differences in the achievement levels of writing argumentative texts according to genders, their mothers 'and fathers' educational statuses, their families' monthly incomes, and having libraries in their homes. These findings indicate that the mentioned variables have decisive characteristics for their achievements in argumentative text writing.

182-198

Authors: Demet SANCI UZUN & Safa ÇELEBİ

Vocabulary has a significant contribution to improve students’ language skills and enhance their academic achievement. Technology changes and diversifies the materials used in the field of "vocabulary development" as it is in every field of education. Instructional environments also need to keep pace with this change. The aim of the study is to determine the Turkish teachers 'use of Turkish Language Association dictionaries, printed dictionaries and the ones on internet in education and training environments during students' vocabulary development process. In order to describe an existing situation, a screening model was used. Interviews were made with 20 Turkish teachers working in Samsun and the obtained data were analysed by the content analysis method. As a result of the research, it has been determined that printed dictionaries are not used in the vocabulary development process due to the difficulty of moving, and inadequate content. Also it was found that Turkish Language Association vocabulary providing services on internet is not well recognized and not used in educational environment

218-245

Authors: İlyas KAYAOKAY

Divan literature is one of the important sources to consider in the Ottoman historical researches. In this respect; It is not possible to say that there is a difference between the terms "tezkire", "gazavat-nâme", "victory-nâme", "sûr-nâme", "şehrengiz", "culûsiyye", "fetih-nâme" “siyaset-nâme” is a historical document which should be taken into account in research studies of Ottoman history, even though it is a literary genre. Again, in the divans of the poets; it is possible to carry important historical information in terms of Ottoman history in "terkib and terci bend", "mesnevi", "kıt’a" and "gazel" "kaside" written for the sultans, grand viziers and important statesmen. In this work, the story of the removal of the Janissary Corps, known as Vak'a-yı Hayriyye (1826) in Ottoman history, will be transmitted with the viewpoint of divan poets. The poets' thoughts, determinations and evaluations about this important event will be expressed with the movement of the identified poems. As will be seen in the case of Vak'a-yi Hayriyye, divan poets are, in fact, secret historians. In some of them, there is little or no information in history books. With this work, it was aimed to attract the attention of the historians to the divan literature, which is rarely used in the Ottoman historical researches.

264-271

Authors: Esra ATMACA & Hasan ATMACA

This study aims to describe the place of the grammar-translation method and the direct method in the teaching of French foreign language. Since they are the oldest methods and no longer used in the teaching of FFL, it is possible to see the traces of these methods in language classes today. The path followed to achieve the objectives of foreign language teaching should be combined with the needs of learners changing according to the new developments of modern society and the production of new knowledge. This necessity put this question in the foreground: How should a good method be? To find the right answer to this question, methodologists have been researching for a long time from antiquity to the present day. To teach basic language skills better, it is impossible to avoid the uses of these methods. Vocabulary is one of the most important components of the four basic language skills in foreign language teaching. As a sub-skill, vocabulary always has an important place in language teaching. First, we aimed to show the objectives and peculiarities of the methods chosen. Then, we analyzed the course books that prepared according to these methods and we gave the example of the one unit in the selected course books. Finally, we have seen that each method has its own techniques and vocabulary teaching develops differently in two methods.

288-303

Authors: Bushra Saadoon Mohammed Alnoori & Sura Abass Obaid

This study is about using blended learning approach in teaching Secondary school students reading skills. The term blended learning means the students learn both from traditional activities in the classroom and from technology based program and instructions creating a blended learning environment for students can become very challenging for a teacher ,using this approach of teaching is very important because it provides instructions that match students skills, it expands learning times it prepares them for real life ,and teachers focus on Human interaction and the most important thing is that this method of teaching considered the way our children learn because they learn many things from using YouTube and they are involved in blended learning in all aspects of their lives, they search the web for information on music they create their own videos and interact with another on liner. We must teach the way they learn. Blended learning is increasingly used to describe the way e-learning is being combined with traditional classroom methods and independent study to create new teaching methodology .Blended learning is an education program that combines online digital media with traditional classroom methods. It requires the physical presence of both teacher and student with some elements of student control over time, place, path and Pac. There are various models available but the researchers have prepared a new method l that incorporates the advantages of technology along with other audio and visual aids as well as traditional face-to-face teaching. The model gives equal weight age to both the methods and maintains a balance, thus overcoming some limitations of online and offline teaching. This study aims at preparing a method for blended learning that gives equal weights to traditional face-to face and technology based method and to implement a new method, then to study the effectiveness on teaching reading skills in secondary school classes.

316-330

Authors: İrem ATASOY

With the rapid advance of science and technology, texts are no longer seen as monomodal structures, which only include verbal messages, but as multimodal structures, which combine different semiotic resources such as language (written and/or spoken), image (still and/or moving), music, sound and typography (still and/or moving). Therefore multimodal texts offer different resources and potentials for meaning making. Advertisements are one of the most analyzed multimodal text types in the fields of linguistics and semiotics. In linguistics and semiotics advertisements are defined as multimodal texts, which are transmitted by mass media and which use verbal, visual and auditory resources to convince a specific target group to buy a specific product or service. The aim of this paper is to analyze German, Italian and Turkish print advertisements moving towards a multimodal oriented method, which is based on text semiotics and text linguistics. This article also presents the similarities and differences between these multimodal texts in three different languages. The corpus is comprised of cosmetic advertisings of cream and serum products that are produced by Vichy brand. The analyzed advertisements were published in German, Italian and Turkish issues of the women’s magazines Cosmopolitan, Silhouette Donna and Elele. The analysis is based on multimodal oriented text semiotic and text linguistic models.

348-375

Authors: Kürşat EFE

It is called the verbal statute, which defines the boundaries of individual and community behavior from individual relations to social order. There were various laws and rules that spoke orally between people during the periods when the writing did not spread. These rules were the most important rules that kept society together. Some of the rules of the ceremony consisted of behaviors experienced in the public. These types of customs are passed on to prospective generations, especially by proverbs. Decisions taken jointly in large toys, ceremonies, and congresses have also included the ceremony over time. Custom; from the tradition to the custom, from customs to customs and from the rules of individual conduct to the social rules. The custom is the law of creation. The custom, which is the main source of social integration, sets out the rules of this integration. This is socially adopted and based on a long history makes the ceremony powerful and effective. The family comes from saying nature (green), water, planting, martyrdom, holiness of the descendants. There is no deceiving in the Turkish tradition, there is no lying, there is no opposition to the big. These situations have been preserved by transferring the generations from the generation through the daily proverbial proverbs. There are also proverbs that indicate the formation of social events and natural events, moral lessons, giving advice, guiding, beliefs and traditions. In Anatolian nomadic (Yörük) and Türkmen tribes, the expression of “customs, Turkmen customs” in the concept of tradition indicates that the written laws as well as the oral laws continue to exist. The proverbs that resect the ceremony will be revealed with this work.

387-394

Authors: Dilek ÇETİNDAŞ

Şahabettin Süleyman, one of the important names of Fecr-i Âtî, is a remarkable name with his theorist as well as his art. Şahabettin Süleyman, who left many works in his short life, and his theatrical story attract attention because they are still discussed in Turkish literature. The theatrical story can be described roughly as a narrative that progresses through dialogues. This species, whose limits and characteristics can not be determined completely, became fashionable with the period of Fecr-i Âtî and then left its place to radio plays. Reşat Nuri, Yakup Kadri, Osman Cemal and Ercüment Ekrem all make up one of the areas that have not been sufficiently concentrated in Turkish literature and it is understood that the accuracy of the new research will increase. Şahabettin Süleyman named and started this kind of works he gives in the book titled Fırtına. In addition to the work Fırtına, the author also has theatrical story remaining in the magazines. In this article, the historical development of the theatrical story will first be processed. The different definitions on the genre, the boundaries that the literary scientists have determined about the genre will be studied, and the nominations they prefer in the works of authors giving examples of theatrical story will be searched. In the following, Süleyman's theatrical story in the Ottoman Turks, which have not yet been transmitted, will be examined and the author will use the technique and the extent to which he uses the psychological and sociological data. The authors' male and female roles, the sexist perspective directed at women, and the autobiographical influences reflected in the stories will be discussed.

407-419

Authors: Gülnaz ÇETİNKAYA

A tale, one of the verbal translations of cultural memory, is a kind of story-based creativity, lived and narrated, and teachers are set out from the case studies. It is a reminder and value conveyor of social memory with this feature. Cultural continuity is realized through the transfer of value, in the kind of tale that carries traces of the tradition, intuition, life philosophy of the society that it creates. In addition to this social function, the tale is also a guide to the ability of the individual to understand the environment in which he lives, to achieve good, to the right. A lot of emotions and thoughts, person, event, object and space in the connection, especially out of the way is explained by way out. In this context, on the one hand, there are specimen persons and situations which are idealized and desired to be based on good and bad contrast, and on the other side are avoided, unwanted events and persons. One of the emotions associated with evil, especially in the content created on the basis of opposition, is "fear". Fear in tales object, person, and space, and is often used to illustrate and challenge the difficulties and dangers encountered in everyday life, to alienate and alienate others, to exemplify the evils that may arise in life, and to warn others. The value system of cultural content constitutes the content of horror, thus trying to create a behavior of escaping and warning, usually in connection with bad and fear. In this context, the multifaceted socio-psychological meanings of the cultural structure of fear come to light. There is not only psychological dimension of horror in Turkish tales, but also philosophical and sociological meaning sub-structure. The form of expressing fear requires a multidimensional analysis of meaning in this context. In this declaration, the elements of the horror in the Turkish tale will be identified, the symbolic codes and discourses will be analyzed and their function will be discussed.

426-435

Authors: Ayşe DAĞ PESTİL & Fatih KANA

This study is conducted to find out the language transfers monitored in the process of teaching Turkish as a foreign language. In the study, language transfers of Belarusian university students who speak Belarusian and Russian as the two official languages while they were studying Turkish as a primary foreign language, were studied throughout analyzing the texts systematically written by the students during the learning process. The main focus of the research is mother tongue interference and language transfer. As it is known, the mother tonque interference can occur positively or negatively in language learning process based on the similarities and differences between the target and native languages. Learners native language comes into power and influences the production in the target language when the learners language skills are not developed yet enough. This is the reason why the negative transfer or mother tongue interference occurs in learners target language learning process. This study as an example of comperative linguistic studies involves language interference analysis between the Turkish that resembles the agglutinating languages and supposed to be a member of Altai group and Russian that resembles the fusional languages which supposed to be a member of Eastern-Slavic group.

449-457

Authors: Abdulkadir KIRBAŞ

Rapidly developing science and technology affect individuals in all aspect of their lives. Obtaning information easier than before has established a ground for building an information society. Today, continuously improving and changing technology provide new opportunities for individuals in educational fields as well. One of these opportunities is “distance education” programme in higher education. The purpose of this study is to determine the attitudes of students taking Turkish Language lesson through distance education program. This study was conducted with scanning method, one of the descriptive models. With this method, information required to be learnt is directed to the sample group and their responds and views are received, or their attitudes can be determined. The sample of study consists of 300 students who take Turkish Language lesson through distance education programme in Gümüşhane University from various departments, faculties and vocational schools of higher education in 2016-2017 educational period. In accordance with the purpose of the study, relevant literature was scanned in order to determine the students’ attitudes and by receiving opinions of lecturers and academics in Turkish Language department, 20 items 5-point likert scale “Attitudes of Higher Education Students to Turkish Language” was developed and the points were classified as ‘I strongly agree, I agree, Neutral, I disagree, I strongly disagree’. As a result of the analysis, acceptability and validity level of the scale was determined as 0,84 in Cronbach’s Alpha and 0,651 in KMO (Kaiser-Meyer-Olkin). At the end of the study, it was determined that most students who take Turkish Language lesson through Distance Education programme in survey have negative attitudes to Turkish Languge lesson as ‘I disagree, I strongly disagree’

478-489

Authors: Sunay AKKAYA

Persuasion has always existed in humankind. Because people try to persuade special circles ranging from their own mother, father, wife and friends to larger circles such as voters or consumers. In the world, it is necessary to persuade people in order to sell a product, vote for a leader, quit smoking or end a blood revenge. Thus, since persuasion is a term that should be studied by many disciplines, it is also included in folklore. In this framework, numerous strategies presented by West-oriented communication theories try not only to deteriorate the cultural codes in peoples’ lives but also to redesign the consumption tendency through media. That’s why, it is thought that west-oriented communication theories are not effective in practice and in behavioural reflection since they are not compatible with Turkish cultural codes. The purpose of this study is to detect, based on Dede Korkut Tales, persuasion strategies of women who undertake the work of persuasion or negotiation in behavioural way in peoples’ lives and to contribute to the communication studies performed in Turkey and to present persuasion strategies which are practicable and compatible with Turkish cultural codes. In this study, it was obtained a conclusion that persuasion strategies of women protagonists in Dede Korkut tales could be used in communication sciences.

1-16

Authors: Nesrin SİS & Naciye BAŞPINAR YÖRÜK

This study is an experimental investigation evaluating the degree of contribution of musical creative listening activities on listening success and listening attitudes of seventh grade secondary school student. The research was conducted as pre-test and post-test with control group. The period of investigation was 6 weeks, as 4 weeks of activities and application of each test for one week. The study group comprises seventh grade students attending Seyhan Sakarya secondary school in Adana city in 2015-2016 academic year. Comparibility between the experimental and control groups was deduced in terms of Turkish language and cumulative grade point average. The Expository Text Achievement, Narrative Text Achievement and Listening Attitude Scale tests were administered to evaluate the listening comprehension of the students. For this purpose, Narrative Text Achievement, Expository Text Achievement and Attitude Scale towards listening tests were applied as pre-test/post-test to the experiemental and control groups students. SPSS program was utilized in the analysis of numerical data obtained as a results of applied tests. In the research, due to non parametrical data, Mann Whitney U Test was utilized to determine the relation between the success and listening attitude pre-test/post-test of experimental and control groups students (the comparison of two groups). On the otherhand, Wilcoxon Test was applied to figure out the relation between pre-test/post-test points of experimental and control groups. At the end of the study it was determined that the experimental group students, subjected to musical creative listening activities, had higher points in listening comprehension tests than the control group students and the difference was statistically meaningful. Additionally, a meanlingful difference in listening attitude scale between experimental and control groups students was detected in the favour of experimental group. Finally it was found that the musical creative listening activities resulted in the developement of listening success and listening attitude scale of secondary school students.

30-42

Authors: N. Feyza ALTINKAMIŞ

Fully acquiring a language is concerned with both linguistic and communicative competence. In order to be able to conclude that a child has learned his mother tongue, what he has acquired in the domain of linguistic competence, should be supported by language use in appropriate contexts, called as social competence (Semrud-Clikeman, 2007). As children, especially in the early period, are primarily surrounded by their caregivers, the languge they are exposed to is characterized by the properties of child-directed speech (CDS) which are different from those of adult-to-adult speech. According to Peccei (2006), some modifications in CDS when talking to their children are shorter MLU, more content words but fewer function words and more repetitions. Through CDS, parents also provide social opportunities to their children so they will develop a social and cultural understanding of their first language. This research is concerned with the role of Turkish CDS in children’s acquiring the pragmatic functions of their native language, specifically politeness. Specifically, the aim of this research is to investigate linguistic politeness frames in Turkish CDS, so we will be able to keep a track of politeness in the language children mostly hear. To achieve this overall goal of our study, we analysed longitudinal data of video-recordings based on 9 Turkish mothers’ natural interaction with their children aged nearly 01;04-03;06. In an overall manner, the results indicated a paralellism between Turkish children’s order of politeness acquisition markers and Turkish CDS.

51-66

Authors: Atiye NAZLI

Long folk stories taking root from the past of a nation and shedding light to its future, telling the life of a hero, his heroism, his battles and loves are known as myths. However, the myths that are not put into a written form become stories according to the conditions of their era. This newly formed category is called a “mythical folk story” by the researchers. Stories of Köroğlu is one of them. One of the Turkish World’s common heritages is Köroğlu Stories. Numerous versions of stories of Köroğlu who is an epic hero have been narrated in the west and east of the Caspian Sea. Geography of Köroğlu Stories, which have just three variants in our country as Erzurum, Maraş and Istanbul variants of the integrity of the work, is quite wide. The dates on which the stories were put down in paper are after XVIII. century and folktale elements are seen in their narrations as well. Especially poetry sections of its versions, which have poetry and prose properties, and its six poems evaluated by Eşref Ertekin and published in Çorumlu Journal. Çorumlu Journal is a quite rich source in terms of Çorum’s culture, traditions and folk literature. In our study, equivalents between six Köroğlu poems seen in Çorumlu Journal and other Köroğlu variants will be analyzed, if any, their similarities and differences will be elaborated. Its compiled and transcribed the poems move from Corum transferred Koroglu and Koroglu, which tells a story with this and over time we also have been forgotten, but it is believed that this can be achieved partly by extensive field work

81-98

Authors: Erol BARIN - Önder ÇANGAL & Umut BAŞAR

Teaching Turkish as a foreign language is gaining importance day by day. Therefore, there is a rising need for Turkish teachers to work in this field and it is clear that the short - term certification programs opened by a lot of universities in teaching Turkish as a foreign language is trying to fulfil this need. However, there is not any standard in the contents of these certification programs. Since there is no separate undergraduate program of the profession of teaching Turkish as a foreign language and the research studies related to this discipline are limited to postgraduate programs, some problems about the implementation process can happen. It affects the quality of education in the Turkish courses negatively. The teachers working in the field of teaching Turkish as a foreign language should have the knowledge of the special field and the general culture as well as the pedagogical formation. It is known that the special field qualifications for teaching Turkish as a mother tongue have been established by the Ministry of National Education but the special field qualifications for teaching Turkish as a foreign language have not been established by a governmental organization yet. In this study which is a descriptive research, ‘the Special Field Qualifications for Teaching Turkish as a Foreign Language’ were created in accordance with the present special field qualifications prepared by Ministry of National Education. It is hoped that this research should also provide a basis for the undergraduate program of the profession of teaching Turkish as a foreign language.

107-118

Authors: Murat Hismanoglu & Rasit Colak

The purpose of the present study was to investigate the reading strategies of Turkish ESP students when they read academic texts in English. To achieve this purpose, 286 university sophomore students studying Economics, Business Administration, Public Administration, Finance, Econometrics at the Economics and Administrative Sciences Faculty of a state university located in the West part of Turkey participated in the study. The Survey of Reading Strategies (SORS) (Mokhtari & Sheorey, 2002) was used in this study. The findings revealed that the participants were high level users of reading strategies. The findings also revealed a statistically significant relationship between individual variables such as age, gender, academic field, success and students’ use of reading strategies. Lastly, some pedagogical implications were made for students, teachers and materials developers in the field of teaching/learning English for specific purposes.

131-151

Authors: İlker AYDIN - Ali DİZMAN & Ayşe KARACA

Human as a social being needs to transfer what s/he sees, feels, thinks or dreams and his/her various experiences to other people. In doing so, he either uses written or verbal communication. For effective communication, individuals need to know and comply with the rules of communication types. Both in native language education and in foreign language education, the individual is expected to use the language accurately and effectively and to improve his/her narrative skills. As narrative skills, there appear two subskills. These are speaking and writing skills. The individual is offered a variety of opportunities to improve these basic skills throughout his/her entire education and training life and language lessons are scheduled. The activities prepared in parallel to the curricula play an effective role in the acquisition of these skills. There are various rules and difficulties in transferring feelings, thoughts and dreams to the other side with accurate fluency in writing. Problems of textualization appear as the most important difficulties in writing activity. Writing rules and principles of textualization are instructed to students and various environments are prepared for their activities. The written narration skills of first grade graduates who have taken sufficient Turkish language courses (oral narration, written narration, language and narration) in primary education or secondary education processes are expected to be sufficiently developed even whichever graduate program they have ever replaced. The purpose of this research is to measure written narrative skills of first grade graduate students who take the course ‘Turkish Language I: Written Expression’ at Ordu University in 2016-2017 academic year by using the analytical scoring directive developed by Arı (2008). The directive evaluates the texts in terms of external structure, language and narration, editing features. In this study, descriptive survey method was used and the narrative texts written by the students using keywords were evaluated by four field experts. In the study, in addition, the problems of textualization in written narration process have been tried to be mentioned.

160-180

Authors: Neşe CABAROĞLU & Stefan RATHERT

Even though there is a body of research on functions of teacher and learner first language (L1) use in foreign language (L2) teaching, studies examining deliberate implementation of activities designed to benefit from the learners’ first language are scarce. This paper reports on a case study in which a principle-based implementation of bilingual activities in teaching English as a foreign language to a group of 26 young adult learners at a Turkish state university was examined. The learners’ perceptions of first language inclusion were studied through minute papers in which the participants immediately responded to particular bilingual activities and an overall course evaluation at the end of the 14-week course. Furthermore, a semistructured interview with six participants was conducted to gain a deeper understanding of the learner perceptions. The results show that bilingual activities were perceived as conducive to language learning, multifunctional, enjoyable and activating. The participants also expressed concerns indicating that deliberate L1 use should be restricted in order not to lose the focus on the target language. Another concern was directed to the inappropriateness of bilingual activities for exam preparation. The results indicate the potential of bilingual activities but also call for due consideration in implementing them in instructional practice.

222-229

Authors: Refika ALTIKULAÇ DEMİRDAĞ & ALİ ALTIKULAÇ

In 1930's, there are short plays written for the purpose of "to take advantage of the theater performance’s discipline" in schools. There are also plays written by Resat Nuri Güntekin who is an important writer of Turkish Literature. These works which is written by Arabic alphabet, some of which are still forgotten on the library shelves today. His short games called Ümidin Güneşi, Gazeteci Düşmanı, Şemsiye Hırsızı, İhtiyar Serseri, Yıldızböceği, Bir Köy Hocası, Ümit Mektebinde and Vergi Hırsızı were undoubtedly written to contribute to the training of the students. We can say that the concept of "discipline" will be more accurate to meet the concept of "values education" today. Considering that the children's theater is associated with education from the Tanzimat to the Republics, the issue of which values are tried to be acquired with theater plays gains importance. In this work we will examine what values contains in the plays written by Reşat Nuri to be exhibited at the schools. For this, we will examine a play called Bir Köy Hocası. Thus, we will try to show why these values are important in education for Reşat Nuri Güntekin.

230-265

Authors: Nurullah ULUTAŞ & Murat KEKLİK

Bosnia Herzegovina had a special importance for Balkans both before and after it was conquered by Ottomans with its geographical location, special alphabet and cultural structure. Since Mehmet the Conqueror's conquest of Bosnia-Herzegovina in 1463, Bosnia has met Turkish-Islam identity which consequently led Bosnian people to steer towards Turkish language willingly. Hasan Kâfi’s Usûlü –hikem fi nizâmi’l-âlem, Mollâ Mustafa Başeski’s Rûz-nâme, Salih Sıdkî’s Tarih-i Bosna are important works in this scope. 128 Divân poets are reported to be raised in Bosnia Herzegovina. A good number of periodicals, particularly Behar, Bosna, Bosnjak, Bosnjak Kalender, Djulistan, El-Hidaye, Gajret, Gajret Kalender, Hikmet, Misbah, Jenji Misbah, Mearif, Nada, Narodna Uzdanica, Neretva, Nova Behar, Rehber, Takvim and Vatan newspapers are the indicator that Bosnia was active in cultural sense. One of the most important of these newspapers is Vatan. Although Austria-Hungary Empire occupied Bosnia Herzegovina upon Yeşilköy / San Stefano Agreement signed in Berlin in 1878, Bosnian people stood against this occupation. The publication of the newspaper Vatan was supported with the leader writer Mehmed Hulusi in order to attract the sympathy of people in a sense. Turkish poems and abjad calculations were published in this newspaper along with social and political news. This paper aims to analyze poems published in Vatan newspaper between 12 October 1884 and 2 April 1897 in terms of structure and content.

300-311

Authors: Şahin ŞİMŞEK

The course book is learning-teaching material that consists of texts prepared in accordance with the developmental characteristics and level of the student, prepared in line with the principles of the curriculum and presenting information on students. The course book, an integral part of the teaching process is an important tool that used teachers and students most frequently enabling the achievements of the curricula. Course books are prepared in order to ensure that students learn on their own in an orderly and accurate way. Especially course books that play an important role in learning from texts also make the implementation of teaching programs considerably easier. It is expected that they will give positive messages from texts in Turkish course books. The purpose of this study is to determine the positive messages given by the texts in the 8th grade Turkish course book and to determine whether the activities are aimed at finding these messages. This study is a descriptive study in the screening model. Documentary screening method was used in the research. Documentary screening involves finding, reading, grading and evaluating resources for a specific purpose. Identification of positive messages in texts is important for students to gain positive behaviors. Positive messages in Turkish course books should be reinforced with questions and activities. The required activities should be done in and out of the classroom so that the child can internalize these messages.

345-358

Authors: Bahir SELÇUK

The love that exists in human nature is the name of a universal phenomenon. Love, the name of extreme love that takes the will of man, and thoughts about love differs from society to society. Love is blessed in some societies, while in others it is excluded. But in many cultures and literatures of nations, thought of love merges with religious and mystical elements and creates colorful and vibrant paintings. Gasset, one of the most important Spanish thinkers of the 20th century, in his book translated into Turkish by the name of Sevgi Üstüne, explored the concepts of affection and love in various ways and found important and interesting findings. Among determinations about love and affection In Gasset’s Sevgi Üstüne and love thought expressed in love-oriented classical Turkish poetry, striking similarities and relations are attract the attention. For this reason, Gasset's determinations about love and the comprehension of love thought expressed in classical Turkish poetry are important. In this scope of work, intersection points of thought of love that Gasset expressed in Sevgi Üstüne and conception of love in Fuzûlî (Dîvân and Leylâ vü Mecnûn) with a system of mystical thought will be emphasized.

383-422

Authors: Üzeyir SÜĞÜMLÜ

This research is done to identify the relation of learner autonomy with the attitude towards writing and motivation in writing skills. Another purpose of this research is to gain a new perspective for writing skills with learner autonomy. Activity applications for gaining learner autonomy skills and writing skill exercises based on learner autonomy are fulfilled with the students in the study group. The research is done by qualitative investigation designs concerning action research. Action research is a kind of research which is often used in research related to practice and duration in qualitative research design. The study group of this research consists of 25 students from 7th grades of a state school called Kazım Karabekir Secondary School who were voluntarily chosen by the random sampling method in Kadıköy, İstanbul, in 2014-2015 educational year. The data of this research consists of activity appliances, pupils’ compositions, researcher’s observation, and pupil’s diaries. The qualitative data was gained by content and descriptive analysis techniques. The compositions for obtaining data on learner autonomy skill were analyzed by content analysis. In this research, category analysis was used amongst the kinds of content analysis. This research was sorted out through researcher’s observation and pupil’s diaries and descriptive analysis in qualitative analysis techniques. With activity applications for gaining learner autonomy skill and writing skill exercises based on learner autonomy, learner autonomy skills of students increased, attitude towards writing of students increased, students’ motivation for writing increased, writing skills of students increased and it is determined that there is an existence of positive relationship between writing skill and learner autonomy for motivation and attitude of writing.

423-436

Authors: Yusuf SÜLÜKÇÜ

Muizzuddin Aybeg, who took control from the Ayyubids in 1250 as a result of the assassination of AlMuazzam Turanshah, established the Mamluk Dynasty, ruling Egypt and surrounding area for 267 years. However, the fact that the Dynasty did not speak Arabic and the citizens were Arabs who did not speak Turkish caused problems in communication. Thus, many books of Turkish teaching were written to teach Turkish to the public and especially the officials who would take part in the government. Today, only six of these books have reached the present day. In this study, existing books were examined comparatively in terms of date of writing, language materials used, number of pages, Turkish teaching techniques and methods, and so forth. As a result of the examination, it was seen that it was not accurate to generalize all the books written in the field of Mamluks by defining them as a “Dictionary-Grammar Book”. It was determined that harekes (vowel points) were used for vowels, and an alphabet with 21 and 23 consonants were used for the works in Turkish. There were 2943 words in Et-Tuhfetu'z-Zekiyye, 2650 in Kitabu’l-Idrak, 1597 in Tercuman-i Turki, 1135 in Bulgatu'l-Mustak, 1027 in Ed-Durretu'l-Mudiyye, and 898 words in ElKavaninu'l-Kulliyye. It was understood that the works in the field of Mamluks were different from each other in terms of titles, division and sorting. In terms of foreign language teaching approaches, methods and techniques, it was determined that an inductive approach was used, except for Ed-Durretu'l-Mudiyye, and that all of the works contained more than one method and technique.

433-440

Authors: Engin ÇETİN

Idioms are very important for every language in terms of reflecting the viewpoints and ideas of the nations to life and actions. The Idioms which its most important resource is nation can be settled as translated elements from a language into another language. This situation is mostly valid for the societies which have familiar relations regarding cultural effects. There are also idioms which are formed the same words and have the mutual or similar expressions between the different cultures. The appearances of these sort of idioms are explained as the definition of the different societies for the familiar actions in the same way, not as translations. The idioms are extremely important materials for a culture which is handled in this work. The idioms which include the words “agız”, “köz” and “yüz” in the Uigur texts translated from Chinese are examined as comparatives. The situations of the idioms in Chinese which have the words “agız”, “köz” and “yüz” were located in Uigur were handled and it was examined whether another words could be used during the translations. The determination of the idioms in the translated texts and the discovery whether the idioms were gained to the language by translation or adaptation are important when it is given a thought that the idioms are values which belong to the societies at issue. The translation of the idioms are not an easy work. If the different cultures at issue, a direct translation cannot always give the meaning which is expected. For example the frequency of using the relativity names like mother, father etc. and the animal names like horse, camel etc. which are important in Turkish culture and used in idioms are not same in every culture. By the way, despite the existence in next periods and the multiplicity of the number of the idioms which are formed by the animal names and relativity names at issue above, it is a remarkable subject that the number of idioms formed by animal names were very insufficient in the age of Old Turkic. In Turkish the direct translations of the idioms formed by these words don‟t have influence upon native speakers of Turkish. Therefore the examination of the idioms in translated texts are important. In this manner, it can be possible to suggest an idea whether the translated texts reflects culture. Organ names which are the best representatives of the main lexicon are always important in the form of the idioms and proverbs in Turkish as every language. From the past to the present especially the number of the idioms formed by the organ names which replaced in head is too many.

1-11

Authors: Perihan YALÇIN & Şeyma ŞAHİN

The aim of this study is to examine the source text and its translations comparatively. In the study, Moliere’s work titled “The Miser” and its three translated works have made by different translators was analyzed in terms of strategies used. Randomly selected sentences from the source text and the three different translations of these sentences will be evaluated in terms of the strategies used by translators by basing the reader oriented approach of Gideon Toury. At the end of the evaluation, it was concluded that first and third analyzed translation works are “acceptable” translation in terms of considering target language and culture, second translation work is “adequate” translation because of being close to the source language and source culture.

26-35

Authors: Selçuk PEKER

Turkestan is the name of gigantic-sized area which has been the homeland to Turkish nation from the earliest times to the day. At the present time, one of the states established in this area which is called as Central Asia because of some political causes is Uzbekistan. Today, Uzbekistan is neighboured with Kazakhstan, Kyrgyzstan, Tajikistan, Afghanistan and Iran. Culture and literature in Uzbekistan which has been obliged to live as member of Soviet Union for many years, exposed the various pressures during certain periods. Erkin Vâhidov, one of the important names of modern Uzbek literature, is a productive poet with a lot of works. As in many societies, bazaar places in Uzbekistan are the leading spaces which maintain cultural life. In Vahidov’s poem called as Turkestan Bazaar, it is imagined a great bazaar which is open to whole world and selected America for bazaar place. Hosts of imagined bazaar are Turkmens, Tajiks, Kyrgyz and Kazakhs with Uzbeks. The aim of this study is to evaluate Turkestan area in his world of thought by looking at political developments in period that the poet lived and concepts he used in his poem.

57-75

Authors: Ġlker AYDIN, Nurşen KATIRCIOĞLU & Ayşe KARACA

All the material and moral things that a nation brought from past to present form the culture of that nation. Language, the most important tool in the transmission of the culture from generation to generation is the most basic aspect (element) of the culture. Language that conveys to us all the characteristics of a nation is the most important mirror that reflects the lifestyle, beliefs and history of the nations. In this context, in order to understand a society, its language must be examined. Although language is composed of voices, what make language meaningful are sounds that come together to make sense. We create words by combining voices together and sentences by combining words together. The combination of the words to make meaningful groups is the most important feature of the language. As in every language, there are language units formed by coming together at least two words in Turkish too. The word phrases formed by the combination of at least two words and expressing a new meaning completely outside the meaning emerging when they come together and stereotyped in the process are called idioms. Proverbs are short and concise words, which reflect judgments, common ideas and attitudes that societies have gained from centuries of experiences and observations; have metaphorical meanings and instructive, educative features. To teach proverbs and idioms, which are important culture transfer elements, to students is important. However, due to similarities between proverb and idiom, it is observed that students confuse these language units with one another. The purpose of this study is to determine the level of perception and discrimination of the idioms and proverbs by students, which are similar in many ways and to present suggestions in the direction of the findings obtained. In this study, which is a descriptive field research in the screening model, a usable text with 9 idioms and 11 proverbs were presented to 5th and 6th grade students studying in Ordu schools. Students were asked to identify the language units in the text prepared in the light of expert opinions, and to write idioms and proverbs from these language units they identified in the corresponding columns. Independent t test and frequency per cent analysis were used in the analysis of the data.

93-114

Authors: Faruk YILDIRIM

Gibi is a postposition that has been witnessed in the forms of kipi/kibi, kimi, gibi, bigi etc. in historical texts since the 11th century and existed in many branches of the Turkic, except for the Turkic dialects in Siberia. This article examines this postposition used in the forms of kibi, kimi and gibi in Oghuz group Turkish dialects with specific reference to its variants and geographical distribution in Turkish dialects. The article discusses that the consonants of this postposition is seen in such four basic sequences as G-B-, GM-, K-B- and K-M- and that the G-B-, and G-M- sequences are witnessed in Western group dialects; K-Gin North-eastern and the 2nd and 3rd subgroups of Eastern group dialects; yet K-M- sequence is commonly seen in Eastern and the 6th subgroup of Western group dialects, and various variants have been found to be used together in some dialects. Three detailed maps representing variants of postposition ‘gibi’ are also presented in the article

120-131

Authors: Fulya TOPÇUOĞLU ÜNAL & Deniz ÖZER

Speech action is considered as an indispensable element of human life. It is also the most common and most important means of communicating between people. Communication between people is often through speech. Speaking skills should be given qualitatively to students in the elementary school age in particular, so that they are not distressed later, as it is often difficult, but often necessary, skill developed through a certain training and practice from primary school. The concept of attitude is a tendency that organizes the emotions, thoughts and behaviors of individuals and students about objects, ideas, events, institutions and other people. It is observed that the negative attitudes and behaviors of the middle school students from time to time against speech. An attitude scale is also needed in order to reveal the reason of the behavior of the middle school students towards the speech skill. The aim of this study is to develop a valid and reliable attitude scale consisting of Likert-type items to measure the attitudes of middle school pupils to speaking skills. The data of the study were obtained from 210 students who attended two secondary schools randomly determined during the academic year of 2015-2016. According to the results of the exploratory factor analysis, a scale of 27 items with 2 sub-dimensions likert type was obtained. In the internal consistency study conducted to determine the reliability of the scale, the Cronbach Alpha Internal Consistency coefficient was found to be 0.812. Internal consistency coefficients of your scale; For the dimension of "Interest and Love for Speech" which is the first dimension, .865 for the dimension of "Anxiety and Anxiety Against Speech" which is the second dimension of .865. In this case it is possible to say that the items forming the scale are consistent with each other and reflect the attitude that they want to measure. As a result of the results obtained, it can be concluded that your scale is valid and reliable.

151-163

Authors: Yeşim İPEKÇİ

Indra Sinha’s Animal’s People (2007), as a strong example of transnational environmental writings, offers an imaginary re-working of the Bhopal disaster that occurred in 1984 in India. It depicts the aftermath of the chemical disaster in Khaufpur/Bhopal through fictitious tape recordings by the protagonist Animal. Set in a considerably destructed postcolonial environment, the novel enables merging postcolonial and ecocritical approaches in order to examine ecological consequences of environmental disasters on human and nonhuman beings. On the human level, this study scrutinizes the ecological alienation of the Khaufpuris by their transformation into toxic bodies due to the high level of chemical leakage in Khaufpur. On the nonhuman level, the study particularly analyses the irreparable impacts of the chemical disasters upon the environment by taking into account the harm to the non-human beings such as air, water, soil, flora and fauna that struggle to survive in a poisoned environment. Postcolonial ecocriticism, which has been a hybrid discourse since the 2000s, argues that this multi-level destruction considerably results from the human/nonhuman divide that underpins discriminatory approaches towards disadvantaged groups and their environments. The main objective of this study is to reveal ecological otherness of the human and non-human beings in a postcolonial environment through a postcolonial ecocritical analysis of Indra Sinha’s Animal’s People

173-187

Authors: Emrullah ŞEKER

In this theoretical study, where I virtually study instinctive characteristics of grammar in terms of universal principles, what I try to put forth is the existence of a relation between the organisation of words and morphemes into larger units of a language and the human’s most basic and primal instinct. The organisation of words and morphemes into larger units of a language may be assumed to be independent from the three aspects of the human mind: the id, ego, and super ego, theorized by Freud’s psychoanalytic theories. The logical frame of the ideas suggested in the study is based on respected linguistic and psychoanalytic theories and approaches. Chomsky’s ideas on grammar are interpreted by Freudian psychoanalysis in order to question psychoanalytic origins of grammar in mind. Accordingly, universal grammar modules as well as traditional ones are categorized according to three aspects of mind and their instinctive origins. Based on the assumption that the relation between the universal grammar principles and the lexical or functional categories emerging as a result of those principles, just like other conscious or unconscious behaviours, are in fact related to basic instincts and mental aspects, I tried to reinterpret and explain the psychoanalytic grounds of grammar principles and modules through psychoanalysis. As a consequence, I arrived at a conclusion that considering grammar as a product of mind, this inborn competence as a mental product shows similarities with the aspects of the human mind such as id, ego, super ego and basic instincts.

200-212

Authors: Mehmet YILMAZ

Values are the behavioral models that a nation develops depending upon the social interactions in cultural life. As they come into existence depending on the social interactions, values can also be seen as the identity of a nation. In social life, values are bridges between the past and today of an individual. Values are the factors that prevent individuals from self alienation in social life and supply them with a national identity. As values acquired are the factors that will determine the personality, point of view, attitudes or even life of an individual, individual is required to be aware of certain values, acquire the required values, adopt the new values, put all the values into practice by making them cornerstone of the personality. People acquire the values of society in which they were born and raised through education. Values education is given to individuals by integrating it to each grade of education as a whole. The aim here is to prevent children from self alienation. Individuals who are not self alienated overcome the obstacles in social life much more easily. When Yahya Kemal's poems are examined, it will be seen that they include a large number of values to make young generations acquire especially in the aspect of making them acquire national emotions and keep them alive. In this vein, Yahya Kemal's poems are analyzed in terms of values education in this study.

229-237

Authors: Sami BASKIN & Muhsin MUMCU

Researches focusing on the relationship between dictionary and user have become an important aspect of lexicography. These researches have generally focused on two main problems: preparing appropriate dictionaries by determining users’ needs and by defining products’ qualities, directing users’ behaviors to appropriate dictionaries. This study is mostly concerned with the first group. The aim is to offer guidance on the production of works that can meet the dictionary needs of the students who are learning Turkish as a foreign language. Thus, it has been attempted to answer the question “How should the works (in terms of micro structure) that can meet the dictionary needs of students learning Turkish as a foreign language be?” by examining the forms of dictionaries -through document analysis- that are used in teaching other languages for foreign students, the studies concerning the effectiveness of these dictionaries and the results obtained and suggestions. As a result of the research, it has been found that monolingual, bilingual, semibilingual and bilingualized dictionaries are used in foreign language teaching but it has been concluded that among these dictionaries bilingualized dictionaries are more useful than the others. Combining monolingual and bilingual dictionaries into one dictionary and bringing together the best qualities of each dictionary, bilingualized dictionaries offer a special mixture for users. These dictionaries have been widely used in foreign language education in recent years as they included the advantages of both dictionaries. Today many languages have bilingualized dictionaries. In order to be able compete with other languages in the field of foreign language education, Turkish bilingualized dictionaries should be produced as soon as possible.

246-258

Authors: Cemal BAYAK

One of the leading factors of the development in civilization is the search for originality. In the literature and the art this search has been bringing the newness and competiton. As a result of this inquiry, Muhammad b. Yahya Sibak Fattahi (d. 1448), Persian poet, had been one of those who succeeded to leave behind permanent traces in literature not only in his own but also many others. Fattahi who not only left behind many unique works in shape and content but also got many followers especially by Husn u Dil (Beauty and Heart), an allegoric work, and Shabistan-i Khayal, (The bedroom of imagination), a work based on the word-play and the intrigues of imagination in many cultures, Persian, Turkish and Hindu. His works, especially those two left long lasting reflections on the classical Turkish literature. They have been not only translated into Turkish but also commentaries and the parallels have been created on them. Among those who composed the parallels to Shabistan-i Khayal has been Yusufi, a 17th century Turkish poet. Although Fattahi penned his work only in Persian and as a mixture of poetry and prose, Yusufi answered him by three leading languages of Islamic world, Arabic, Persian and Turkish only in poetry. By this, although he adopted Fattahi’s work in shape, he aimed at creating a work richer in the content. The aim of this paper is to study the structure of Shabistan-i Khayal style on which only a few work has been done. First, we will investigate Yusufi’s life and works on whom very little is known. And then we will analyze the structure of Shabistan-i Khayal style and its traces on Turkish literature. Finally, we will try to avaluate Yusufi’s work on this regard.

273-283

Authors: Arife ERDOĞAN HORASAN & Zehra GÖRE

Literature plays an important role at children's personality development. Literal texts which written for children on the one hand carry an educational identity on the other hand develop children's esthetics intelligence and by this they aim to place selectivity into the inner world of children.Stories and novels are the leading of literary works that children read with interest and pleasure . In the development of children's reading habits and enjoyment, stories and novels have a big importance to getting the knowledge and explanations of the causes of events. Stories and novels enrich children's limited life experiences and allow them to think about various types of people. In this context, it makes it easier for children to integrate into their collective and cultural environment.In this study, Zeynep Cemali's novel "The Girl with Roller Skater " was examined in terms of form, content, language and expression, which are the basic elements of children's literature and she is one of the important authors of the last era's children’s literature.The study is descriptive and has been prepared by document examination method. The results of the research show that the form features of the novel are sufficient in terms of size, paper, page layout, writing and punctuation however the artifact is lacking in painting; content features such as subject, main idea, event, hero, place and time, narrator, message are appropriate for the level of children; gaining love of language and correct use of language to the child readers except proverbs, idioms, analogies and dilemmas which are in characteristics of language and expression ; is enough to improve the vocabulary.In this context, Turkish textbooks can benefit from this work for the purpose of correct, beautiful, effective use of Turkish.The writer's child novel that we try to examine is important in terms of reflecting contemporary child and human relationships.Such novels may be included more frequently in primary and secondary schools in order to raise generations who have adopted universal and traditional values in an increasingly globalizing world and have developed themselves with the strength they have acquired from these values

296-306

Authors: Zümrüt CEYLAN, Aliye Nur ERCAN & Şerife AKPINAR

The texts in the textbooks are important materials for Turkish lessons. Texts could help in many ways, such as correct and effective use of language, critical and scientific thinking skills, communication skills and value acquisition. In this context, it is necessary to utilize texts in different genres belonging to different themes. The purpose of this study is to examine the informative texts in 5th - 8th grade Turkish textbooks in terms of theme and genre. Five different sub-goals have been identified for this purpose. Within the scope of the research, Turkish textbooks recommended by the Ministry of National Education for the 2016-2017 academic year were discussed. In this study, which is in the qualitative research design, method of document examination is used. And the data are analyzed with descriptive analysis. The findings are presented in table form. As a result of the study, it was seen that there were not much differences among the books in terms of the distribution of informative genres. The most common types of informants in books are trials. Interviews and autobiographies were not found. Also, as the class level increases, the ratio of the texts in the informative type increases among the total texts found in the books. When the distribution of informative texts to reading and listening texts is examined, it was found that more text was included in the books. It has also been observed that the same text examples are used in some textbooks.

319-330

Authors: Gülfem KURT

Qasim Amin, who was an intellectual working on women’s liberation and education, is known as the pioneer of Arabic feminism. He wrote a lot of works on Egyptian and other eastern women’s problems related to liberation and education. The most important works are Tahrir’al Mar’ah (The Liberation of Women), which attracts attention in terms of bringing about feminist effects, and al-Mar’atu’al Jadidah (The New Woman), which is the sequel to Tahrir’al Mar’ah. The role of Amin in his works is important in the sense of reminding women of their own rights. In general, the role of the 19th and 20th century intellectuals is not only to write a work but also to teach something to societies and give a message to them with their works. Qasim Amin's works have influenced the Egyptian society in his time from this perspective and made him a pioneer of a number of social movements. Examining such a writer and aristocrat is important in terms of both making contribution to the society and unearthing the mystery, similarities, and a number of differences in his works. For that reason, this study was conducted to examine the writer’s ideas and their effects by analyzing these two works comparatively which were written in the context of Qasim Amin’s understanding of feminism. Also, Qasim Amin underwent some changes in his ideas throughout his short life, and his works reflect this change at times. Accordingly, the works to be examined were analyzed by taking this change of Qasim Amin into consideration, too. The common topics, which Qasim Amin mentioned in these two works, were touched upon, and the differences in dealing with these topics were presented.

343-359

Authors: Abdurrahman KİLİMCİ

The study reports the findings of a survey conducted in the form of a questionnaire to investigate learner response to the application of data-driven learning (DDL) approach in the context of vocabulary learning. The questionnaire aimed to assess the learner perception of and attitude to corpus use in learning vocabulary, as a part of a larger scale experimental study aimed at teaching spatial prepositions using DDL techniques and Cognitive Linguistics (CL) approach. The participants of the study were 29 second-year undergraduate students majoring in English. The findings revealed both positive feelings and concerns relative to corpus use although benefits, as were indicated by learners, overweighed disadvantages. Overall, the majority of the learners were highly satisfied with the application of corpus to vocabulary learning. Particularly, their concern was related to the hands-on DDL, which, as the learners stated, presented varying degrees of difficulties to them. Also, learners were divided in their views with regard to the need for instructor guidance. The study concluded with the implications and suggestions for future DDL practices in English language teaching.

372-388

Authors: Benâ Gül PEKER

This article argues for a drama-smart approach to learning in the teaching of English as a Foreign Language and proposes a pedagogical model, “Drama Smart Learning” (DSL) based on a blended use of creative drama and role play, creating a continuum of drama activities from simple to complex. The first half of the article makes a case for drama-based pedagogy as a structured and systematic approach to learning by way of introduction, followed by what DSL means and its benefits. Next is a discussion of the four common types of drama work in order to further clarify the scope of the approach in terms of its key components. The second half of the article is a practical section, presenting an original task entitled The Duck Family. This practical section includes the description of various activities that can be designed around the topic of the Duck Family providing detailed classroom procedures for teachers to be able to use them in their classes both with young and adult learners. Additional comments are offered along with some teaching tips for developing more drama activities. The final part summarizes the argument of the article and offers educational implications and concluding remarks.

401-409

Authors: Selcen AYDOĞAN

The aim of this research is to examine the effects of drama based educational programme on Turkish language (listening and speaking skills)and concept development on Turkish-Engilish speaker children in the UK. As quantitative research method, pre-test post-test single group was planned.. After the implementation of the drama based program, semi-structuded interviews had been administered. Participants were born in the UK, have got Turkish speaker parents, between the ages of 6-8 (62-96 months) total 32 (17 girls - 15 boys), whom attend state schools in Nottingham region. As data collection tools, "Peabody Picture Vocabulary Speaking Test" was used to measure the level of recognition of children's Turkish words and the "Opposite Concepts Test” was used to measure children's levels of recognition of opposite concepts. In the analysis of qualitative data, t test analysis of dependent groups was performed. In the quantitative case, after DramaEducational Program was applied, children were interviewed individually to try to get information about what they felt about their drama practices and tried to find out the progress of speaking skills. A typological analysis method was used in the evaluation of the interviews.As a result, there was a significant difference between the average scores of the children's pretest-posttest scores.Children's posttest scores were high after drama applications.In addition, children expressed positive feelings towards drama.

1-18

Authors: Mesut GÜN & İlhami KAYA

One of the problems in our education system is foreign language teaching. In addition to foreign language teaching in our country, it is known that different methods such as foreign language education are applied. Despite the different methods applied, it can be clearly seen that the attainment of the foreign language teaching in the schools does not reach the aim if the second language learning rate across the country is taken into consideration. With the recent change in our education system, it has been decided to start foreign language teaching from the primary school and this change has been implemented. In recent years, thoughts of teaching foreign language and main language at the same time in early age will bring some problems are also seen. In this study, the opinions of Turkish teachers about the effects of starting foreign language teaching from primary school on their main language education are evaluated. The aim of this study is to determine the positive and negative contributions of foreign language teaching at early ages to Turkish education, starting from the opinions of primary school Turkish teachers about foreign language teaching at an early age. In this study, the interview method was used and a semi-structured interview form consisting of six questions prepared by experts was applied on participants during the interview. The sample of the research consists of 24 Turkish teachers working in different cities. The data gained from the participants were evaluated using the content analysis method. At the end of the research, the thoughts of Turkish teachers show that foreign language teaching is not appropriate in early age, negatively affecting main language education, giving less importance to main language education than foreign language education in our country and that foreign language teaching would fail without successful main language education. As a result of the research, various suggestions were made for foreign language education in our country.

33-46

Authors: Işıl AYDIN ÖZKAN

Valency is a term which describes a language unit's demand or its requirement completion in a larger unit with other elements. A valency relation consists of two different types of elements. The first one of these is a unsaturated or incomplete element: verb, noun, adjective, preposition. The second type of elements are the proper elements to saturate incomplete and unsaturated element: noun etc. The term "valency" describes also with what kind of case marker the nouns in a sentence are bind to the verb, noun, adjective or preposition that are in their governor position. As for the valency change, it is generally the differentiation of government frame and consequently the valency of a verb as a result of a certain syntactic, semantic or pragmatic processes. These processes that change the valency can be divided into two as semantic processes and morphological processes. The valency changing semantic processes in Turkish are semantic change and polysemy. In this study, firstly it will be dwelled on valency and valency change notions and then valency changing semantic processes will be tackled.

61-73

Authors: Zekerya BATUR, Gülten ERKEK, Nesime ERTAN ÖZEN & Mevlüt ELLİALTI

This study aims to find out the mistakes of the attendants in writing. The study is descriptive and it is done by document review method. Data of the study has been derived from the writing tasks which were determined through the experts view and are suitable for the attendants. Attendants wrote in autobiography and memoir genres. Study group consists of 5 different groups; 4th grade primary schools students, 7th grade secondary school students, 9th grade high school students, first grade university students and varied-age students studying at public education centre. Each group has 10 and totally there are 50 attendants in the study. Findings have been handled into two different ways as writing errors and incoherency. Writing errors have been analysed under the titles of using capital letters, number writing, proposition and conjunction writing, and punctuation. Capital letter title is divided into sentence beginning, proper noun, heading and unnecessary usage subheadings; and punctuation title is divided into full stop, comma, apostrophe and terminal point subheadings. Incoherency have been analysed under the titles of using unnecessary word, element deficiency, subject-verb agreement, object-verb agreement. As the result of the study it is seen that there is no significant difference among the attendants from different ages and different education levels. This shows the inadequacy of Turkish education clearly.

87-101

Authors: Mustafa YİĞİTOĞLU

Begining to gain more space as a content after 1950s in the Turkish novel, the village and town life takes place in Ömer Polat’s novels. Mentioning many issues, the author does not neglect to describe the status of women in the provincial order ruled by its own rules. The woman, perceived as a “female” rather than an “individual” is processed from Polat’s first novels. The novelist narrates the woman in the country, taking advantage of his own life adventure. In this respect, there is a parallelism between the fictional world and the real world. In other words, the women in the novel are those who can be observed in the related periods. It is said that this still holds true even today, limited though. In this paper, five published novels of Ömer Polat have been examined and the aspects that could be associated with the position of woman have been established. On the one hand, the social status of the woman has been evaluated and on the other hand the woman has been narrated as an individual. Particularly, the first three novels of the author carries rich themes about women.

113-127

Authors: Fatma ÖZTÜRK DAĞABAKAN

In this study, it is aimed to discuss the language of youth in Turkish and German social media. Today, the internet has become an indispensable habit of the individuals in every part of the society. The society carries out the communication of the individuals through the internet largely, and social media tries to clarify the issues that they wonder about. Especially young people in society are communicating through social media at every moment of the day. This study contains the linguistic behaviors of young people. The physical and social development of young people also affects their behavior and language use. The language of young people is also reflected in their use in social media. As a result, a different language emerges in social media. In the theoretical section that constitutes the first part of the work, the details of the subject will be revealed by starting from the definition of youth language. In the empirical part of the essay social media discourses in Turkish and German will be examined in terms of both languages. Findings will be evaluated in the context of the two uses of youth language. As a result of this evaluation, it will be seen, what kind of usage field of Turkish and German youth language will be reached and what kind of similarities and differences the youth language in Turkey and Germany show in terms of social media. In the study, comparing the discourses of Turkish and German will be carried out by using contrastive discourse analysis method in general

139-161

Authors: İlyas KAYAOKAY

This article is basically divided into two parts. In the first part, information is given about couplets in which the villages are used in gazel. In the second part; Information about the processing of penname as redif is given as a different mahlas use case. The reason for preferring the ophthalmic variant as the species to be studied; Because of the more traditional use of the penname in the gardens. The penname in the gardens are usually mentioned once in many times, usually once. However, it is also seen that more than one use of the mahlas is used in different couplets other than the maxilla. It is understood that these uses are largely consciously preferred from unconscious practices. The fact that the poets use the repertoire as a redif has attracted attention as a more original structure within the tradition of divan literature. In general, we can interpret these different uses of the mahlas as poets' attempts to break the perception of tradition, to attract attention, and to bring innovation. The findings obtained in this study were obtained as a result of examining the gazel section of 519 divans. This study aims to better understand the tradition of penname which has an important place in divan literature.

170-180

Authors: Ayhan DİRİL

In this article the writer has presented nine authentic activities by using poems to teach English in level B1-B2.The aims of these activities are to present teachers new ideas by using poems more actively to increase the effect and motivation in English language teaching to develop vocabulary, pronunciation and create a warm atmosphere in language learning. Poetry as an art of rhythmical composition for exciting pleasure by beautiful, imaginative, or lofty thoughts can be taught at schools with the help of some relaxing activities apart from memorization so that the learners could overcome their verse phobia. Since relaxation of the mind is important the learners should be free of all psychological barriers and fears while studying the language with poems too. By this article it was aimed to bring new brainstorming solutions to teaching poetry apart from classical teaching methods at schools. With the help of these activities the learners will be able to enrich their vocabulary and support their grammar structure, form a warm atmosphere among their classmates, take poetry into brain chemistry by memorization games, have fun and learn at the same time and develop their writing skills in English learning classes. Activities such as substitution drills, group competitions, grammar translation, suggestopedia, vocabulary teaching by games and writing can be used in poems in teaching English.

189-204

Authors: Suphi Güneş ALAMDAR

A society is required to consist of most of the citizens with individual autonomy in order to be democratic. An individual with conscious on democratic culture acts at his/her own will and expresses his/her thoughts freely. Individual autonomy develops within a long period beginning from early childhood. In this process, it could be beneficial to use the qualified books of children's literature as an effective stimulus. The children's books have an important function in creating individual values related to children, people and life beginning from early childhood. In childhood, in which personality is shaped, emulation is the most effective and the fastest way of learning. Therefore, it is crucial that the books consisting of heroes with individual autonomy are brought together with children. It can be said that these qualitative books will contribute to the development of individual autonomy of child and youth. The aim of this study, as a descriptive research, is to determine the importance of The Little Black Fish, one of the books of children's literature, considered to provide contributions to develop the individual autonomy of child and youth in this process. In line with this purpose, firstly the concepts of individuality, autonomy, individual autonomy and subservient individual are explained; then the function of child literature in self-autonomy is emphasized. The book is analyzed according to the classification of the concept of "individuality". There are two subcategories of self as "individual autonomy” and "subservient individual". As a result of the study, it is concluded that the hero named The Little Black Fish has individual autonomy. He acts freely against the pressure of his mother and his social environment. It is a character, who does not hesitate to question, inquire, investigate, and to attempt. It has such features that children and youth can identify and emulate with him. It is thought that the book named The Little Black Fish as an artistic stimulus contributes to the development of individual autonomy of child and youth.

215-222

Authors: Kübra ÖRSDEMİR

Previous research claims that humans have cognitive bias when they process texts or utterances incrementally. They suggest that humans more easily infer causal and continuous relations rather than concessive or discontinuous discourse relations. This contrastive experimental study aims to further investigate this issue by comparing two different languages; English and Turkish. The 14 participants in this study were divided into two experimental groups. While one group was exposed to English-stimuli, the other experimental group was exposed to Turkish-stimuli. It was aimed for the participants to complete or continue the given discourse at the moment of reading. Through this procedure their active implicit processing was aimed to be measured. A pilot study was done prior to the treatment to validate the experimental items which was used in the study. The results of the study indicate that there was a higher preference towards causal or continuous connectives in processing upcoming discourse in both English and Turkish languages. It was also found that in relation to the Uniform Information Density Hypothesis, causal or continuous discourse connectives were expressed implicitly more frequently in comparison to concessive connectives in both English and Turkish languages.

234-241

Authors: Göksel POLAT & Gülcan ALICI

Rhetoric is the manner of expression of a thought and sensation clearly and fluidly. Classical rhetoric consists of the complete kadrosun fesâhat, me'ânî, beyân and bedi '. Fesâhat, the word is perfect, in terms of meaning and harmony. Beyân talks about the methods and the bases of expressing a meaning in different ways. Bedi speaks beliefs about the methods and beauties of expression.Meani which is the subdivision of rhetoric, is the science of the use of the word in its proper place and of the expression of the speaker’s or listener’s feelings. It also shows us the language’s changes which comes to real according to grammar. Meani has some subdivisions. These subdivisions are news’s imputation prose’s imputation and the situation of the verb in the sentence the sentence’s contributive elements, abbreviation, extension. It will be treid to examine the first and second couple of Nâilî’s poem which is called “hep redifli gazel” from the perspective of meani. First it will be tried to figure out speaker and listener. Second it will be explained that speaker how he explains his feelings. We will have determined whether the word is spoken, considering the readiness of the mind of the client. We will try to explain this finding based on the keywords and word groups in the text. Thus, we will have completed the examination of the limitations we have limited to two couplets in the framework of the scientific knowledge.

264-274

Authors: Ayşe Nur KUTLUCA CANBULAT

This study intended to conduct exploratory and confirmatory factor analysis of Turkish Instruction SelfEfficacy Perception Scale (TISP) developed to identify classroom teacher candidates‟ perceptions of teacher self-efficacy in Turkish İnstruction. KMO values over 0.90 in the scale showed that dataset was suitable for factor analysis. It could be argued that the scales are reliable since the factor analysis conducted in the study pointed that the scale had three factor structure, TISP was very good in principal components analysis of the scale conducted in the framework of exploratory factor analysis and Cronbach Alpha internal consistency coefficients of three factors of TISP were in the range of 0.80≤ α <1.00. x2/sd, SRMR, RMR, NFI and CFI values corresponded to excellent fit in confirmatory factor analysis and in this context, three factor structure of TISP scale was confirmed.

285-303

Authors: Rana YILDIRIM & Esra YATAGANBABA

This paper reports on a study investigating code switching (CS henceforth) attempts of fifth grade EFL young learners in their interactive changes from English to Turkish in three classrooms in two different private schools. In accordance with this aim, three intermediate level EFL classes were recorded via a video camera, each for two class hours. The class recordings were transcribed and analysed to identify when learners attempted to switch codes; what types of CS took place; what functions these CSs embodied and if these CSs by learners were of any contributions to the learning environment. Face-to- face semi-structured interviews were carried out with 20 students for triangulation purposes. The analyses revealed that students used CS while greeting, doing warm-up, using student’s book, checking homework, announcing exam results, reviewing homework and a grammar topic, playing games, practicing vocabulary and a new topic, working on notebook, doing worksheet activities, assigning homework and closing-up. The most frequently used type of CS was found to be inter-sentential CS. Moreover, students made use of CS mainly for meta-language, giving equivalence, asking for clarification, unofficial talks and translation. The analyses of interviews demonstrated that students regard CS as useful strategy for learning English. The study provided essential pedagogical implications regarding the use of native language and the need to encourage target language use in the language classrooms.

312-322

Authors: Burcu VAROL

This descriptive study is an attempt to understand if and how the spatial positioning of information in L1 is transferred to L2 contexts. The first aim was to discern any commonalities among the syntactic errors that learners commit and put them under certain categories. Next, the influence of the learners‟ first language (Turkish) was sought on their prevalent errors in the light of Bada‟s (1989) comparison of Turkish and English case system and prepositions. An analysis of errors with reference to Kırkgöz‟s (2010) categorization of addition, omission and misuse errors showed that the most common error type was misuse followed by omission errors. Results suggest the transfer of the mental organization of concepts from L1 to L2 (English) complying with the Conceptual Transfer Hypothesis of Jarvis (2007).

336-347

Authors: Yusuf SÜLÜKÇÜ

A review of the history of teaching Turkish as a second language indicated that foreigners published several books in Europe and İstanbul in the nineteenth century for the purpose of teaching Turkish. A majority of these books are focused on grammar. However, there were also books that included, at least partially, passages of prose and Turkish proverbs. In general, the books were printed using Latin letters, in consideration of the native language of the target group (e.g. English, French). The Turkish words or passages that were included as examples were initially written in original form using Arabic letters, then transcribed using Latin letters, and finally, their meanings were provided to the learners in the target language. Turkish Proverbs Translated into English, which was first printed in 1844, is different from all the books mentioned above. The Turkish proverbs in this book were written using Armenian letters only, and then English and German translations were also provided below the passages in Armenian. The books written in Turkish did not use Arabic letters. This study analyzed the English and German publications of Turkish Proverbs, which were printed in Venice in the nineteenth century, with regard to the Turkish passages and language characteristics. In addition, a general evaluation was made of the book. The study concluded that the books analyzed here were important, because they were printed using Armenian letters, and because of the characters that were used to demonstrate the sounds in Turkish pronunciation. Also, the books are important because of the language characteristics, and because they include certain proverbs which are not in print today.

374-400

Authors: Ceylan YILDIRIM

Considering the contribution of a work to cultural interaction by its being translated into other languages, the importance of polysystem theory is revealed by its focus on the relationship among translationliterature and culture. Through the translations, different Nations’ literatures interact and this interaction through its reflection to the culture contributes to intercultural interaction. Even-Zohar, emphasizes by his theory the role of the literature in social change and transformation as changes and transformations in literature realized by translations play a huge role in the shaping of national cultures. The aim of this study is to reveal the impact of translations on a nation's literature, more specifically the impact of Maalouf’s translations on the Turkish literature and also examine the impact of translation strategies on the author’s reception in Turkish literature. What are the reasons for the author’s being cited with Turkish local authors by obtaining a wide circulation in our literature? How did the adopted translation methods and strategies influence the author’s popularity and also his reception as a local actor in our literature? In this study, Newmark’s major translation methods for the translations of the cultural elements will be used and FrenchTurkish translation examples will be studied within the framework of Venuti’s ‘Domestication’ and ‘Foreignization’ strategies. The dominance of Domestication strategy, which takes into consideration the target language and cultural norms, in Maalouf’s Turkish translations, influenced the place and the role of the author in our literature. So that, behind the Maalouf’s popularity and the impression that he is seen as a local author, the impact of translation strategies is great. It is possible to say that Maalouf contributed to the shaping of the Turkish literary polysystem by supporting the examples of postmodern historical novel with his translations.

416-439

Authors: Somaiyeh Mahmoudi & Reza Barzegar

This article reports a study investigating the existence of any statistically significant correlation between self-efficacy and L2 learner’s writing proficiency. Initially, the participants were 100 female L2 learners at Islamic Azad university of Damavand in Iran, but only 78 of them provided valid data. The participants completed self-efficacy questionnaires and received two topics in order to write two essays, one of which was on an informative topic and the other on a comparative topic. Two rubrics, one for writing to inform and the other for writing to compare and contrast, were used to evaluating the learners’ skill in those writing tasks. In addition, there were self-efficacy questionnaires. Then the data were submitted to statistical analyses. Based on the Pearson correlation, we found that there was a significant correlation between self-efficacy and L2 learners’ informative and comparative writing; moreover, regression analyses revealed self-efficacy can be used as a predictor of L2 learners’ writing proficiency. The findings of the study have implications for L2 teaching and assessment.

1-9

Authors: Çiğdem ALP PAMUK

Inspired by Elizabeth Barrett Browning‟s life and her cocker spaniel Flush, Virginia Woolf‟s fictional work Flush (1933) engages with the critical analysis of Victorian values through the eyes of a dog. In most of her novels, Woolf provides detailed descriptions of London with its gardens, buildings, family houses, work places and inhabitants, and she uses urban setting as a means to express her vision of women and their struggles in attaining independence in a patriarchal society. Moreover, in her works, London stands out as a character rather than merely a background setting. Flush is one of these works in which Woolf primarily concentrates on the depiction of London as a character in order to suggest her views about the status of women living in the metropolis. Throughout the text, Victorian London is attacked for its restrictive qualities and deeply-felt class distinction. Apart from London, two cities described in the novel are the Italian cities Pisa and Florence, which, with their liberating atmosphere, remove class distinction and encourage women to use their intellectual capacities. They serve as a foil to the domineering London. Flush‟s respective experiences in London, Pisa and Florence point out the constraining human engagements and the ways for surmounting these obstacles. The aim of this paper is to analyze how these cities are used by Woolf to attack Victorian society and substitute it with a more liberating milieu.

23-34

Authors: Burcu TURHAN & Havva ZORLUEL ÖZER

This study aims at providing an account on the relationship between freshman Turkish students‟ metacognitive awareness of reading strategies and their academic achievement in the Advanced Reading and Writing Skills course. In this particular study, the reading strategies employed by 52 freshman students studying in the English Language Teaching (ELT) department at a state university in Turkey were investigated and the gender difference in the use of reading strategies was described. To achieve this, the participants were administered a 30-item Likert-Scale Metacognitive Awareness of Reading Strategies Inventory (Mokhtari & Reichard, 2002) and descriptive statistics was applied in the analysis and presentation of the inventory items. Independent Samples T-test was utilized to see whether there was a difference between males‟ and females‟ metacognitive awareness of reading strategies. Afterwards, Pearson Correlation Coefficient, one of the simple bivariate correlation techniques, was employed to see if there was any significant relationship between the students‟ metacognitive awareness of reading strategies and their academic achievement in the Advanced Reading and Writing Skills course. Results revealed that problemsolving reading strategies were the most preferred strategies. In addition, there was not found any significant difference between metacognitive awareness of males and females. Finally, some implications were drawn from the correlation coefficient regarding the relation between metacognitive awareness of reading strategies and academic achievement in the Advanced Reading and Writing course.

48-65

Authors: Dilek CERAN

In teaching Turkish, the jokes of Nasreddin Hodja which have been compiled and put down on paper can be used, besides it is possible to benefit from their form which is poetic and written by a poet apart from their usual form. In this research, the five texts texts entitled which were selected among Nasreddin Hodja’s jokes written in verse form by Orhan Veli, were evaluated in terms of their usability in Turkish course books of secondary school. Considering this opinion, the purpose of this research is to reveal how to use Nasreddin Hodja jokes written in verse form by Orhan Veli as source texts for Turkish lessons in terms theme-subject matter, language skills, grammar, and basic skills. Jokes written in verse were evaluated in terms of theme-subject matter, learning domains of reading, speaking and writing and attainments of these domains, grammar topics, vocabulary enrichment and class level, and how these texts might be used as source texts for Turkish course books was tried to be revealed. It has been determined that the examined jokes contribute to accomplishing reading, speaking and writing skills and the achievements related to these skills, might develop vocabulary and comprehension of various grammar topics. Consequently, it is possible to use these texts in an effective and productive way in both accomplishing the objectives of Turkish lesson by the help of their short, pure structures, humorous aspects, vocabulary and transferring our culture to next generations.

84-105

Authors: Duygu İŞPINAR AKÇAYOĞLU & Gökçe DİŞLEN DAĞGÖL

Whether explored or unexplored, beliefs and attitudes about language learning and teaching could have prominent effects on teaching and learning English as a foreign language. The present study aims to identify beliefs and attitudes about learning and teaching English as a foreign language in the context of preparatory programs in Turkey. The aim of the study is to find the similarities and differences between the students‘ and instructors‘ beliefs and attitudes. The participants were 111 preparatory program students enrolled at Adana Science and Technology University and 51 instructors who teach English in prep classes in various universities in Turkey. The data were collected through the BALLI (Beliefs about Language Learning Inventory) and an open-ended questionnaire developed by the researchers. The study adopted a mixed methods research design, which involved both qualitative and quantitative data collection tools. The data obtained from the BALLI were analyzed using Statistical Packages for Social Sciences (SPSS 17.0 version for Windows), and the data obtained from the open-ended questionnaire were analyzed using content analysis method. Results show that although similarities exist between students and instructors in their views about the procedures of learning English as a foreign language, there are also some notable differences. This study sheds light into the views of students and instructors on the issue of learning and teaching English as a foreign language at preparatory programs in Turkey.

122-145

Authors: Hayriye ULAŞ TARAF

The purpose of this exploratory study was to examine English language instructors’ awareness and perceptions of critical thinking and their experiences of teaching English to promote their students’ critical thinking ability. Thus, the study employed a mixed-methods approach to investigating teacher perceptions and experiences with the participation of a total of 15 instructors working at School of Foreign Languages at two different universities in Konya, Turkey. The data were gathered through a questionnaire, which all the participants completed, and follow-up semi-structured interviews with four participants. The findings reveal teachers’ optimism for integrating critical thinking into the ELT curriculum, and show that they adopt critical thinking pedagogies and that their perceptions of critical thinking influence their practises in the classroom. It has also been found out that although teachers strongly believe that critical thinking should be incorporated into teaching a foreign language, they find it demanding and meet several barriers to teaching critical thinking, mostly set by their learners.

165-180

Authors: Hüseyin KAFES

The purpose of this corpus-based study is to explore how academic writers from different cultural backgrounds employ authorial self-mention words in their research articles (RA). The data set of the present study comprises roughly 300 research articles, which were selected through criterion sampling method, from the field of Applied Linguistics. Randomly selected 100 articles were examined through document analysis technique in order to unearth how writers from different cultural backgrounds use authorial self-mention words to achieve a variety of rhetorical purposes. The data were analyzed using Hyland‟s (2002) text analysis model. The findings reveal that the RA is not a modest, self-effacing genre, devoid of writer presence; rather it is a site where writers strategically employ authorial self-mention words and project themselves in their works. The study ends with suggestions for non-native novice writers, underscoring the need to raise (non-native) novice writers‟ awareness of the strategic use of authorial selfmention words in academic writing.

190-199

Authors: Mehmet Recep TAŞ & Kemal EROL

It is alleged that Western European countries, along with interventions based upon military force, transported the sources of the colonized countries (a major part of Africa and Asia, Caribbean) to the West by means of language, religion and education, which are considered the three primary tools for exploitation. Language is regarded crucial in the course of colonization and exploitation among the writers and scholars of the postcolonial period. Ngugi Wa Thiong‟o who was born on January 5, 1938 in Kenya and completed his education in Uganda and England on comparative literature and English language, is considered as one of those writers with extreme political view. Though he had been educated in the West, taught English language and literature in English and American universities and wrote his previous works in English, he made a radical turn in 1977 asserting that English language is a medium and heritage of colonial period; therefore, from then on he would write his works in his native language Gikuyu. He also added that all African writers and intellectuals should write in their own native languages if they want to decolonize their mind. In this context, drawing on Ngugi Wa Thiongo‟s Decolonizing the Mind: the politics of language in African literature, this article aims to question how Language is likely to be a medium of exploitation and assimilation and whether it is reasonable or not to refuse the language of the colonizer after a certain point.

208-214

Authors: Nuran ÖZLÜK

From the very beginning of his existence, human being has been fed with supernatural/preternatural narratives such as tales, myths, legends, epics and has handed them down to the novels as a narrative tool of our times due to the various social, political, economic, religious changes/transitions experienced over the course of time. The reasons behind the desire to turn to imaginary by running away/escaping from reality is one of the main issues that psychology/psychiatry should address. Because human being is a part of his own time/society. His tendencies, choices serve as mirror that reveals many positive or negative characteristics of the era. In this study, psychological/psychiatric reasons at the core of the writing and reading of these highly appealing supernatural/preternatural novels are introduced with an interdisciplinary approach.

222-234

Authors: Sadık HACI

Bulgarian grammar category “vid” (aspect) forms the basis of the Bulgarian verb system. Aspect has a very important place in Bulgarian grammar, and when not understood it creates problems in the learning-teaching process. Therefore, this subject is very important for people who learn Bulgarian and who translate to this language. For translating the verbs to Turkish with the correct meaning it is very important to clarify the problem of perfective-imperfective verbs into the two language and to tease out their aspectual and manner of action (akitonsart) characteristics. The aspect and aktionsart in Turkish have been examined in many books but have never been compared with Bulgarian. The aim of this paper is to present the similarities and the distinctions in the expressing of the grammatical category aspect in Bulgarian and Turkish languages, and to set out the problems that it causes in translation.

252-264

Authors: Seher ATMACA

Minstrels trained in a master-apprentice relationship have been interpreters of the feelings of their society through their saz instruments and words. Minstrel tradition has spread along a broad geography in time and has led to the emergence of minstrel circles in both Turkey and other Turkic states. One of these circles where this tradition is powerfully alive is Azerbaijan. Minstrel Elesger has a unique role and importance in minstrel literature of Azerbaijan. Elesger was born in Ağkilse village in Göyçe region in the west Azerbaijan and has been an ecole within minstrel literature of Azerbaijan through other minstrels raised by him. Each of the minstrels trained by Elesger has been maintaining minstrel literature in a separate region and young minstrels are still being nurtured. This article particularly sheds light on the nurturing process by offering information about life and art of Minstrel Elesger. In addition, Göyçe minstrel school which trained Minstrel Elesger is introduced and the relationship between Elesger and his master Minstrel Ali is elaborated within the scope of master-apprentice relationship. Furthermore, minstrels that inspired Minstrel Elesger until he became a master minstrel himself and the minstrels trained by him after he became a master are introduced as well. In this scope, the objective of this study is to detect the role and importance of Minstrel Elesger in minstrel literature of Azerbaijan and his effect on the minstrels of next generations.

277-292

Authors: Nesrin SİS & Ahmet Cihan BULUNDU

Hüseyin Nihal Atsız, who left a strong mark on an era, had still valid treatise and ideas, shed light on language, history and literature fields from past to day, is an influential ideologist. The life centre of highly influential Nihal Atsiz's philosophy and area of interest cover everything related to "Turks". This study is based on Nihal Atsiz’s second edition “Turkish Idealism" book published in 1 January, 1966. The content of his book consists of 21 intellectual articles with different topics, published in various journals and dates. This historical and author’s struggle reflecting book contains the intellectual articles related to“various aspects of idealism", as declared by the author. This book, being important for Turkish language, Turkish literature and Turkish culture, was evaluated in terms of vocabulary by corpus-based methods. Word Smith Tools 7 was utilized for the evaluations. Based on the resultant data, vocabulary world of Atsız were evaluated in the axis of meanings and diversity, and discussed in details. A total of 75 different words, which are derived from stem word Turk in the text by derivational affix, or endings inflected or used together with another word in a different meaning, were counted. The frequency of these words together with Turk is 620, with a ratio 15.3 % considering all of the words. The most frequently used words after Turk are Turkey (60) and Turkish (58) words. The frequency repeat of these words by the author, who lives his life and works in the direction of Turkish idealism and dedicates them to eternity of his nation and people, should be the indication of his enthusiasm to conduct his ideas to his readers.

306-328

Authors: Gülşah METE

In this study, secondary school grammar teaching was evaluated taking into consideration teacher feedback and it was attempted to draw attention to the issues of grammar teaching which doesn’t overlap with structural approach. Qualitative research technique was employed in this article. The research was performed with 50 Turkish language teachers working in different secondary schools in Malatya in 2016- 2017 academic year in the fall semester. Interview technique was used in the research and the participants were asked eight-open ended questions which are prepared before based on experts’ opinion. In the analysis of the research data, “categorical analysis”, a type of content analysis method has been used. According to the findings of the study, most of Turkish teachers applied teaching functional grammar and used of induction method. 72% of the teachers stated that grammar shouldn’t be separated from other fields indicating that they practically realize the grammar education within other learning fields as the occasion arises. While teaching grammar was emphasized to be realized comprehensively in the 2015 Turkish lesson curriculum and guide, the teachers generally applied grammar activities at a separate lesson time, they revealed that grammar acquisitions were made progressive accurately in respect of class levels, they didn’t consider grammar activities as sufficient in grammar acquisition. %12 of the Turkish teachers think that the grammar attainments are correctly graded according to the grade levels. According to these teachers, the subjects are parallel to each other and the attainments are prepared in compliance with the levels of the students and their interests. There are several suggestions in parallel with the results that gained from the study

348-357

Authors: Elif KURT & Nazmi ARSLAN

Works written for children help them to complete their cognitive, social and language development.There are a number of factors that should be taken into account when bringing these works, which have significant effects on child development, to children.Teachers have central roles in this regard. Teachers should be a guide with respect to the form and content of works and their contribution to students. It is of utmost importance that pre-service teachers are competent in this sense when they graduate. The purpose of this study is to determine and evaluate pre-service Turkish teachers’ views on works of children's literature.This research based on qualitative method is a case study. Research data was collected through focus group interviews. The research sample is composed of eight fourth-grade pre-service teachers studying at the Department of Teacher Training in Turkish, Fatih Faculty of Education, Karadeniz Technical University, during the fall semester of 2016 - 2017 academic year. A semi-structured interview form developed by researchers was used as data collection tool in the study. Two focus group interviews were conducted with four students for each interview. Data obtained through these focus group interviews was analyzed by content analysis. As a result, pre-service teachers participating in of the research suggested 22 books of children's literature to middle school students. According to pre-service teachers, the most prominent point in the content features of books that middle school students should read is their appropriateness to students’ level. With respect to the format features of books, pre-service teachers mostly think that books should be colored and pictured. The most prominent opinion of pre-service teachers on the benefits of children's literary works is that books should give positive value judgment to students.All pre-service teachers who participated in the research reported negative opinions about the quality of children's literary works in Turkey.

366-390

Authors: Abdullah ŞAHİN, Mehmet Nuri KARDAŞ & Erhan GÖRMEZ

The objective of the study was to determine the effect of the aquarium, an active learning approach, on the Turkish verbal skills of bilingual students. An experimental design with pre-test and post-test control group was used in the study. The study and control groups included 48 bilingual students who attended the seventh grade in a state secondary school in Tuşba county in the province of Van in 2015-2016 academic year. In the analysis of the obtained data in the study, parametric t-test statistic was used via the SPSS 20 software. General assessment of the study findings demonstrated that that there was no statistically significant difference between pre-test Turkish verbal skill scores of the students in the experiment and control groups, however a statistically significant difference was observed between the post-test Turkish verbal skill scores of the students in the experiment and control groups, favouring the experimental group where the aquarium technique was applied. In other words, it was determined that instruction with the aquarium technique resulted in higher achievement in Turkish verbal skills of bilingual 7th grade students when compared to the instruction conducted with the activities found in 2006 Turkish Language Course curriculum textbooks.