International Journal of Language Academy

1-16

Authors: Ömer Gökhan ULUM

We are in a period in which education process is in various evolutions around the world. Recently, many countries are dealing with significant and worth having educational reforms, as in Turkey. As a result of globalization, the need of foreign language speaking emerged in most of the fields of the business world and in the daily lives of people, which caused Turkey to consider foreign language education more important. Regarding the education in Turkey, each government is within a persistent struggle for a more excellent education system starting from the early ages to the university. The Turkish Ministry of Education considers English more important and it carries out several reforms such as revising English curriculum, encouraging schools to carry out language projects with the schools in Europe and empowering teachers through various in-service development programs. The aims of this study are to figure out the EFL state school teachers’ perceptions on in-service teacher development programs, to determine the factors that force the EFL state school teachers to attend in-service development programs and to reveal the fields that need to be improved. The participants of the study were 100 EFL teachers working in state schools. The data was gathered through using a questionnaire. The gathered data was analyzed by using mean scores and standard deviation. The analysis of the obtained data has revealed that EFL state school teachers believe in-service development activities have beneficial contributions for their organizational and individual improvements. Furthermore, it has been seen that ‟scientific, technological and social developments” is the primary grounded factor that causes EFL state school teachers to get in-service development programs. Key Words: In-service development, teacher development, professional development.

23-38

Authors: Arzu ÖZYÖN

In this study, Goethe’s The Sorrows of Young Werther and Mehmet Rauf’s Eylül, which were written in different centuries, will be compared in relation to the theme of desperate love. The aim of the study is to reveal that the theme of desperate love was handled in different periods and cultures almost with no difference due to literary and cultural interaction. The use of the theme of desperate love in Eylül shows that the same theme can be handled with the same emotional intensity and liveliness although about 150 years passed after Young Werther had been written. Therefore, in the study, the theme of desperate love will be dealt with in relation to the relationships of the individuals with each other in a love triangle. Also, their influences in the birth of a desperate love and their ideas about each other and finally the ends of the desperate love stories in both novels will be discussed. For this purpose, firstly the great influence of the translation works -translated from French to Turkish- on the Turkish writers of the Servet-i Fünun period in which Eylül was written, will be mentioned. After That, the two works will be handled in relation to the terms of “affecting” and “affected” which are the determining terms in the interaction process. Eventually, in this context the place and the importance of the two works -Goethe’s The Sorrows of Young Werther as the affecting work and Eylül as the affected work- for this study will be expressed.

55-70

Authors: Erhan ŞEN, Hatice TURHAN

Achievements that targeted in the mother tongue education for internalization and to converted ability by the child depends on the activities that carried out in the handling course. These must match the child's life and universe of meaning. Because in the mother tongue education, meaningful and lasting learning is reacted positively correlated with practices that response to an individual's daily life. Type of school learning to be transferred into daily life depends on it. Mother tongue that detached from life can impersonate abstract structure and turn into a pile of activities. So, daily life is an important element in structuring program of Turkish language teaching, reaching its general and private purposes, preparation of activities and the selection of the texts. In this study, activities that related to daily life in the secondary school (5-8 classes) 9 student’s Turkish lesson’s workbooks which confirmed by Ministry of Education in the 2012-2013 academic year were evaluated. Activities that related to daily life in the Turkish lesson student’s workbooks have quantitative and qualitative deficiencies. Activities that related to this issue in the Turkish course student’s workbooks of the Ministry of Education are more than others. Activities are often based on visual reading. In addition, the activities about daily life is not balanced distribution of grade level. Activities related to this field does not show parallelism to the Turkish teaching program’s gains. Therefore, such activities should be restructured appropriate to the education programs.

81-90

Authors: Emine AKYÜZ

Violence and aggression as a critical problem are increasing day by day in many parts of the life. The basic functions of the Turkish language lesson are educating, socializing the people; getting them to acquire ability for establishing impressive communication and getting them sensitive to those around. In this context, the purpose of getting students to gain the reading culture is one of the major purposes of education of the Turkish language. For this reason, in this study, it has been researched the circumstances of the preservice teachers of Turkish language and their ability for empathy and has been analyzed whether there is a relation between them, or not. This research is a quantitative study that the relation between the circumstances of the preservice teachers of Turkish language and their empathic skill has been examined. The participants of the research are 123 preservice teachers who study in 1st and 3rd grade at Gazi University, Gazi Faculty of Education, the Department of the Turkish Language in the 2012-2013 Spring term. During the data collection, Empathic Skill Scale developed by Üstün Dökmen (1988) and the questionnaire constituted by scanning the literature and composed of the questions on determining the reading habits of the preservice teachers has been used. For the analysis of the data, the packaged software SPSS 17 has been utilized.

107-120

Authors: Adem AYDEMİR

There have been lots of written works for depicting Turkish language, history and culture. Divanü Lûgati’t-Türk which was written at 1073/1074 is one of the most important work of Turkish language, literature and culture. The translation of Divanü Lûgati’t-Türk, which is one of the works of Karahanlı Turkish period, was published by Besim Atalay in 1939 years. The Divanü Lûgati’t-Türk which is the first source about the Turkish world’s literature, language, cultural, social situation in the 11th century gives us very important and original know-ledges for Turcology researching. Semantics is an are of science that studies the meanings of a language using the diachronic and synchronic methods. It is well known that there are few studies on semantics in Turkish. So, there are many semantic issues which must be examined synchronicly and diachronicly in Turkish. Semantic change, may be described as one word becoming to have a expression of a different concept in time, or its making its meaning range narrower or wider. Euphemism means that an inoffensive expression or a word is used in place of blunt, harsh, indecent one that is considered to be upsetting or embarrassing. This situations is very widespread in hunting and animal names, death and names of illness, sexuality and physiological process and names of some shameful things. In this article, the words of euphemism in vocabulary of Divanü Lûgati’t-Türk will be determined and examined. Some of these words is defined as ‘hapax legomenon’ in vocabulary of Divanü Lûgati’t-Türk.

129-134

Authors: İbrahim İLKHAN

Culture and cultural identity can be defined within geographical borders and beyond geographical borders. Cultural belongining stem from histories of the community and the factors that make up the structure of the societies. Therefore, within western and eastern culture “nation, race, democracy, republic, multi culturalism” concepts were perceived and assessed differently. Altough the concept of integration in terms of Turks living in Germany is accepted by the community, with the relative language used by politicians the concepts of “Integration”and “Assimilation” did not identified with each other and no solutions with regard to adaptation to the later developed concepts of “ guest worker (Gastarbeiter), Germaner, Turkish Deutch (Türkendeutsch)” was brought. Relative language stems from the difference between said and meant and the idea of differentiating people/masses by drawing them to different directions. Therefore, in relative language synthetical prosositions are not allowed and characteristics-that do not actually exist- of the ideas and behaviors of the speaker are determined. At this point, the power of the speaker rather than the power of language is revealed. People who communicate are to determine the link between real and unreal by using linguistic strategy. This thinking style in postmodern literaturet has been discussed from various aspects. Thanks differentiated cultural elements discussed in postmodern literature, metaphysical values that makes up the sources of life are not made (or made) unfruitful. In postmodern literature human beings have “self-centered” positioning and demolished reality by making çığırtkanlığı of reality. Human beings who sieze themselves with a materialist phonemenon are linked to materials via relative language and in this way create a cosmoplite and ucube language culture. The focus point of this paper will be: What is relative langauge and culture? How do/should we understand it?