International Journal of Language Academy

23-35

Authors: Firdevs GÜNEŞ

Debates on the strategies and techniques in education have been made since old years. At the beginning of these debates, there exists the discussion about which strategies and techniques are more effective. Then, the topics that which of them are strategy and technique and how they should be used to improve students’ language and mental skills are discussed. Moreover, in the literature, there are various strategies and techniques based on the education approaches and models. The properties, advantages and applications of these strategies developed based on old or modern education understanding vary. Therefore, it is important to know them in detail in order to choose and apply appropriate one with respect to the objectives. However, some educationists ignore the differences between teaching strategies and techniques. Also, some of them emphasize that the strategies and the techniques vary based on the aim of using them and some of them can be both strategy and technique considering its taking place. Unfortunately, this confusion is observed in education literature. In some resources, general teaching strategies are explained instead of special ones or the descriptions on the scientific foundations and the aims strategies and the techniques and choosing ways of them are not made. However, there exist important differences between the strategies and the techniques. While the strategy is a way followed to reach the aim, the technique is the type of making a work or operation. The strategies chosen and applied propose benefits to the success of education, teacher and student considering education aims, levels of the students’ development, materials and education environment.

49-67

Authors: Ömer Tuğrul KARA & Mesut GÜN

A play is a reflection of a nation's cultural diversity. Plays are the most natural and independent expression of national lives. Plays are crucial clues on the investigation of societies' customs and on revelaing several factors which are disguised in the oral and written literature. The concept of play has preserved its timely nature from the darkest periods of history to the present time. Especially when we look at the Turkish culture during the former periods before Islam, we can see playing and imitating skills have an important place as a social status in the Shaman. In Turkish culture there are many written sources concerning the terms about plays. Among them the most important ones are Kutadgu Bilig and Divanu Lugati't Turk. This study provides information about the history of the concep of play and the past and present meanings of this concept are explained. The concepts and terms about plays and their relevant meanings have been identified in the Kutadgu Bilig and Divanu Lugati't Turk, the two important works of the Turkish language and culture. This study is designed in the form of literature survey and the two works, Kutadgu Bilig and Divanu Lugatit Turk are studied through document analysis method. As a result the words about play have been investigated and the data have been organised in a lexical system and classified according to the meaning groups. It has been revealed that especially children's plays in Divanu Lugati't Turk have a place in and a connection to Turks' social, cultural and economical lives.

86-93

Authors: Muhittin ELİAÇIK

Tulip period is the name which is named to the period when the peace began with 1718 Passarowitz agreement. In this era, entertainments is arranged in the palaces and mansions in the Golden Horn and the Bosphorus; both sides of creek of Kâğıthane with white pavilions are equipped as the Versailles palace. In this period, the relations developed with the West, innovations and reforms began, printing press and tulumbacı quarry are established, shipyard was treated major works have been translated into Turkish. During this period which is known as a pleasure and entertainment revolution, with the effect of palace, morals and customs are degenerated, luxury consumption increased, even women's edict for the prevention of excessive ornamentation was removed.In 1726 Iran-Ottoman war the imposition of new taxes, quick migration to Istanbul, unemployment, tradesman’s problems, place to important tasks the relatives of Mekki and the grand vizier and such reasons increased the opposition to this period and finally with the Patrona Halil revolt this period finished and tulip gardens, pavilions and entertainment venues have been destroyed. This period also had an impact on ulama and Yenişehirli Abdullah Efendi whose Sheykhulislamate began and end in this period was the most remarkable among them. This person, whose head is one of which is desired on the revolt that finished this period, has been poet and he has marked the cultural activities of this period, he solved many problems by giving fatwas. His fatwa book named Behcetü’l-fetâvâ has been one of the most read book in Ottoman. He showed his poet personality on giving fatwas and has been prominent in giving the original style in verse fatwas. In that article, his fixed in verse fatwa is introduced.

112-126

Authors: Ersoy TOPUZKANAMIŞ & Gamze ÇELİK

The aim of this study is to determine the Turkish teacher candidates` solution offers to the problems of language skill developments that they may face during their teaching experience. We decided to do a qualitative research as this study aims to assign the knowledge and the awareness of teachers candidates of language skill development. Thus we decided to do a case study research. It is chosen maximum variation sampling. For this purpose, we took 15 participants who are the 4th grade students from the Faculty of Education, Turkish Language Teaching Department of Gazi University (Ankara) and Çanakkale Onsekiz Mart University (Çanakkale) in 2011-2012 spring term. In this study, interviews were used for data collection. Interview questions are based on the language skills. As one of the most remarkable results of the study, we can say that the teacher candidates do not have enough awareness about reading, listening, speaking and writing problems. It has also been observed that there is lack of knowledge on the stages like recognizing, defining and solving the problem. In addition to these findings, it is seen that the teacher candidates tried to give proper answers at the moment of the interview because they had not thought that students may have cognitive problems with the language skills. We can easily say that these are the results of handling courses more theoretical and giving less importance to the exercises of comprehension and narration techniques in the courses. According to the results of the study, it is revealed that to make inquiries about the quality of the courses on the proficiency area is needed. This result requires improving the quality of these courses.

152-169

Authors: Ayşen Seda AVCI & Kamil İŞERİ

The aim of this study was to determine the effects of creative writing activities on 8th grade students' writing dispositions and their writing anxiety. This study was organized as pre-test-post-test control group experimental model. In 2011-2012 academic year spring semester, sixty-one (N=61) eight grade students from Ertugrul Gazi Elementary School in Adana participated in the study. To be able to determine the experimental and control groups, "Writing Disposition Scale" and “Writing Anxiety Scale” were applied to the students in 8-B and 8-D taught by the same teacher,and as there was no difference between the groups' pre-test results, the experimental and control group were chosen randomly. As a result, 29 students in the class 8-B were in control group, 32 students in the class 8-D were in the experimental group. It was indicated that while there is significant difference between the pre and post test results of creative writing practices of the experimental group, there is no significant difference between the pre-test and post-test results of experimental group in writing anxiety.

195-208

Authors: Özgün KOŞANER & Umut YOZGAT

Metaphor and metonymy have been discussed within the scope of figures of speech in literature studies and investigated at lexical level in rhetoric, semantic and hermeneutic approaches. The phenomena of metaphor, which can be defined as “giving a name of an entity to another entity”, and metonymy, which can be defined as “using a word in another sense with a purpose of similarity and relation” have transcended the lexical level with the emergence of Cognitive Grammar in the late 1970’s, and have been discussed with regard to conceptual constructs. While metaphors are defined as processes which match a conceptual field with another conceptual field in Cognitive Grammar, metonymies are defined as matchings between concepts which are in the same conceptual field. The idea that metaphor and metonymy could have an interaction has started to be expressed and Goossens (1990) argued that these two conceptual phenomena formed a conceptual complex which he called “metaphtonymy”. This study aims at investigating this conceptual complex, which we coined as “düzeğretilemece” in Turkish using a database comprising of idioms which include words denoting body parts. The study argues that there is an interaction between metaphor and metonymy in Turkish and the conceptual complex of metaphtonymy is present in Turkish as proposed by Goossens (1990) and Ruiz de Mendoza and Galera-Masegosa (2011).

234-246

Authors: Adem İŞCAN & Yunus AKTÜRK

It is not possible to separate the language which is a means of communication and speech from the culture which can be defined as the life style of the society. The language is both the indispensable element of the culture and the conveyor of the culture to the future generations. Today, the foreign language teaching, which has become very important, is in one sense, the teaching of the culture. For this reason, the cultural elements have to be conveyed in teaching Turkish as a foreign language. It is known today that the media, especially the television (television series and films), are very important in conveying the cultural elements. Television series and films are not only means used for conveying the culture in an effective way. It has become obvious in many studies that the series and films also improve the speaking, listening, reading, and writing skills of the foreign language learners in the target language. In this context, recently,a Turkish television series has attracted attention in all over the world, and more than that, it has become one of the important export goods of Turkey. In this study, the use of the television series for teaching Turkish to foreigners will be examined with the help of the famous television series , “Seksenler” in Turkish. In the scope of the study, the series, “Seksenler” were watched in three parts by the Turkish Department students in the University of Jordan,and then a written examination was conducted for the students who were asked to write the cultural elements of the Turkish Culture that attracted their attention in the series. Based on the students’ views, the element of the Turkish Culture were interpreted under separate titles. At the end of the study, it was observed that the Turkish television series that convey the elements of the Turkish culture in a natural and fun way (just as in the, “Seksenler” sample) could be used as an efficient way in teaching Turkish to foreigners, and this would contribute positively to the learners and to the Turkish language.

266-285

Authors: Perihan YALÇIN & Ali Rıza ÇAY

French writer Alphonse Daudet’s 1869 novel “Letters From My Windmill” has been translated into Turkish a number of times by various translators. For this study, three different translations of the novel were picked and analyzed in order to unfold the similarities and differences between the source text and the target texts in the form of translation criticism. The aim of the study is to describe the translation strategies that the translators have utilized while transferring from the source language into the target language as well as to reveal their consequences. The translations analyzed in this study are evaluated within the frame of Gideon Toury’s translation theory that adopts a target-oriented approach.. In line with this approach, the closest translation to the original text is to be viewed as satisfactory while the farthest one is to be viewed as acceptable. Initially the cover pages, forewords, number of chapters and pages of all three translations are examined as the analyses of pre-process norm. Then sentences are selected from the source text and evaluated vis-à-vis their translations in these three target texts within the frame of Gideon Toury’s target-oriented translation theory and translation strategies. The results of the analysis has shown that the strategies that the three different translators use the most are paraphrase, addition, derogation, domestication, and borrowing. The translations have been found to naturally host differences. It has also been revealed that Translation 1 is satisfactory while Translations 2 and 3 are acceptable in accordance with Gideon Toury’s target-oriented translation theory.

308-322

Authors: Fulya TOPÇUOĞLU ÜNAL & Arzu YİĞİT

The aim of this research is to determine the influence of the parent occuring the reading culture with children. By revealing the positive and negative family members’ influences aims making suggestions to remove the problems. Parent of the sixth grade students, study in Tavşanlı, (a town of Kütahya) constitute the researching group. Descriptive Model has been used in the study and the data has been collected through Qualitiative Research Method. By identifying the influence of parent related to ocur the reading culture with children Semi Structured interviews have been made with family membersto reveal the positive and negative affects and the ways of solutions. The datas provided from the interviews with parents have been investigated through descriptive analysis techniques. The influence of parent to occur the reading culture with children, the necessary things to make children like reading,the contributions of following child’s magazine to gain habits of reading culture,the benefits of following periodic editions , the importance of reading hours at home,the points to be paid attention while buying books for children, the benefits of composing a library , the problems to be encountered while occuring the reading culture, the importance of cooperation with teachers and the benefits of reading books have been evaluated with various aspects. It is clear that the parents’ influence has an important role about occuring the reading culture with children. The ways of solution have been provided for the problems.

333-347

Authors: Hatice COŞKUN

Using audio-visual materilas is important for language teaching, especially in Turkish education. These materials have been a great support to learning process and reaching the point which teaching programme desires. Teachers’ views and practices are important in this subject. It should be investigated whether Turkish teachers who teach in primary schools and secondary schools pay attention in educational institutions. The other issue to be investigated is the professional experience. The lessons supported with audio-visual materials have positive effects on teachers, students and teaching-learning process. When these effects are considered, it is necessary to determine opinions of teachers about this subject. The purpose of this study is to determine Turkish and primary school teachers’ state of using audio-visual materials and the factors which influence this state. 20 teachers were paticipated to this study which qualitative research method was used. There were ten primary school teachers and ten Turkish teachers. The structured interview was used for the collection of data. Data were analyzed with content analysis. The datas were collected up structured interviews and content analysis was made. According to the results of the study both Turkish and primary school teachers think that Turkish lessons should be supported by audio-visula materials. The teachers’ opinion about this subject is that their university education isn't competence. According to the teachers, work experince is important to use audio-visual materials in Turkish lessons because of providing a consistent learning and effective teaching and using time efficiently. This enables amused and consistent learning and improve creativity, so it can be helpful for students. Actually using these materials have both positive and negative effects. They provide convenience for teachers on the other hand teachers have been cofined to more passive roles. When it’s thought as teaching-learning process, using materials make lessons enjoyable and prevent wasting of the time.

375-384

Authors: Kenan BULUT & Ömer ÇİFTÇİ

The goal of this study is to analyze the convenience of the writing achievements in the Turkish Course (for 6-8thgrades) Syllabus to the creative writing. In the study, the data was obtained by documentary screening method, also consulted to experts for their opinions. The data was analysed with descriptive document review. Out of 42 writing skills in the Syllabus, those appropriate for creative writing were determined by expert opinions. Accordingly, only ten of them were concluded to be suitable for creative writing and these were examined for their suitability for creative writing by handling one by one. Out of 42 objectives related to writing skills in the syllabus, the following were determined to be suitable for creative writing skill: he/she is able to tell events and information in order, he/she is able to state cause and effect relationship in his/her writing, he/she is able to state purpose and effect relationship in his/her writing, he/ she is able to plan his/her writing based on a main theme, he/she is able to support his/ her main idea with supporting notions, he/she is able to support his/her text with visual material, he/she is able to write on events, he/she is able to write about his/her opinions (essays), he/she is able to write poetry, he/she is able to express his/her ideas, emotions, fantasies impressions and experiences via writing. In the study, it is concluded that; out of writing skills in the syllabus, those appropriate for creative writing are relatively at low level.

403-411

Authors: Ruhi İNAN

Besides his duty also stayed for spirutual reasons in holy places; Akif explains efficently this journey in his poem “Necid Çölleri’nden Medine’ye” while he has the imaginary sudanese character tell his feelings and ideas about the journey he doesn't forget to emphasise the thought of Union of islâm. The thought of Union of Islam was the only acceptable way to survive for Ottoman Empire when having critical times by this period. As a natural representetive of that thought; Akif writes his poems with a point ıf view which considers this point. Because of that he is attentive to finish negations with a sentence or word that gives hope and mostly shows positive sides of events. Fatih Rıfkı Atay who were in same region for his duty portrays the Ottoman Empire,destroyed quickly, with adverse sentences. Unlike Akif, Atay who reflects the events more realistic was a soldier in this region just begore the World War 1.It’s interestingly that even both poet(artist) travelled in the Ottoman regions like Jarusalem, Gaza, Beirut, Damascus, Necid Desert, Sinai Desert, Kaaba, Arish, Hommus, Menama, Madinah they have contradiction of point of view. In this study there will be determination that how this situation reflected into poets style and thoughts and resolve the reasons kind of style, point of view , word choice.

445-457

Authors: Sami BASKIN

Dictionaries are the first reference guides that come to mind as far as any unknown expression related to words is concerned. In order for these dictionaries to be able to apply to different requirements and different user groups, they should take both the linguistic knowledge and the non-linguistic elements into consideration and present them to people by utilizing them in a proper way, since the success/applicability of a dictionary is equivalent to the capacity of the material/ingredient it contains to respond instantly when required. Therefore, dictionaries are designed as a major system in which quite far-reaching and different variables work in conformity with each other. Lexicography is also the science which controls each moment of this system and produces suitable solutions to achieve successful results after all. In this study, how lexicography is perceived, defined and where it is positioned in Turkey and throughout the world have been discussed by also taking the advancements of the 21st century into consideration. To perform this, the studies in relation to lexicography were reviewed and compared with each other, and the result was clarified through re-intepretation. As the result of this research, it was seen that lexicography, which was once considered to be contained within the lexicology or within linguistics and which was regarded as the sub-branch or applied branch of these sciences, is, today, recognized as an independent science. However, while much interest has been shown to lexicography throughout the world since 1980s, and although several works on lexicography, notably the periodicals, have been published for a long time, such a level has not yet been reached with respect to this science in Turkey.

470-486

Authors: Meral ÇAPAR

Lifelong learning is promoted in every field and place and one way to achieve this goal can be learning how to reflect on the learning process the learners go through and take the necessary actions to achieve their learning goals. The aim of this study was to find out to what extent EFL (English as a Foreign Language) learners could reflect on their essays in an EFL writing course and whether guidance of the teacher could help them to improve their reflections. The participants of the study were required to write a pre and post reflection on their writing process while composing in English. Data were collected through questionnaires to find out how they perceived the reflection process. The reflection elements were coded according to Chirema’s coding scheme (2007) on a computer program used for qualitative data analysis. The findings showed that the learners produced more qualified reflections after the training and enjoyed the process of reflecting. The findings of the study may indicate that with appropriate training, it is possible to achieve autonomy in a writing course through enhancing reflection on the learning process. Teaching learners to reflect in EFL writing course may improve their skills at pre-writing stage.

504-528

Authors: Merve MÜLDÜR & Arzu ÇEVİK

Developments and changes in science and technology are reflected in the teaching and learning process; thus, traditional education approach has been replaced by contemporary trends. Along with the understanding of contemporary education, an approach in which learning process is more crucial than teaching process has been internalised, this case has changed the roles of teachers and students. While in the traditional approach to education, teacher is the one, who provides knowledge in the tutorial role, today they are in the role of mentors guiding students in the learning process. When considering the students’ position, once they were in the role of the ones receiving knowledge provided by the teachers in traditional approach, today they take an active role in directing learning process in accordance with their purpose, reaching information, researching, thinking, questioning and criticising. General curriculum and in particular, Turkish Teaching Programs have been prepared with the understanding that is based on learning process, regarding students as the individuals responsible for learning and the teachers as mentors. One of the ways that reflects this understanding of teaching and learning is active learning that takes place in Turkish Teaching Program as well. Active learning makes the students active participants in the learning process by enabling students to learn by practising. Beyond being a training course, Turkish lesson is a skill-based course. Students should be active in Turkish lessons and bear responsibility for the learning process to gain four basic language skills. In this sense, benefitting from active learning activities in Turkish lessons can be considered to contribute to the language skills development of the students. This study primarily focuses on the relationship between Turkish lesson and active learning; roles of the teachers and students in Turkish lessons in which active learning is applied, and the active learning activities that can be used to improve comprehension and oral expression skills has taken place in this study. Then, practising studies regarding language skills have been presented. Through this study, it is aimed to make contribution to researchers and educators studying in the field of Turkish language education.

546-553

Authors: Aylin SEYMEN

People use a lot of ways when they want to communicate. The most important way is language. One of the most important ways apart from language is body language. When the teachers use body language in their lessons they make the learning process for the active listener more interesting and the lesson would be much more enjoyable. The subject, that will be described using the body language, will be more persistent and the visuals make the learning material understandable. The aim of this study is to provide basic knowledge, especially regarding the ability to use body language proficiency in foreign language education. This study focuses on the importance of using body language in foreign language classes. How the using of the non-verbal communication in foreign language classes effects students is discussed. At this point, some theoretical information about body language is mentioned. Furthermore, it is concluded by telling the importance of eye contact, gestures and mimics. At the end of the study, we want to show the importance of body language and we want to give some information about the use of body language in foreign language classes and also we want to show how important the use of body language especially in foreign language education is. In our study we will explain, the difficulties when teachers don’t use body language in foreign language education. We will examine the reasons and the profit of body language in foreign language courses and we will be clarified the success by the learners who study the learning material when the teachers use the body language.

564-578

Authors: Ümit YILDIZ & Yusuf TEPELİ

In the context of teaching Turkish to foreigners, ongoing debates in recent years have been focused more on teacher qualifications in teaching Turkish as a foreign language, methods, materials and assessment aspects in our country. Especially, discussions about the absence of undergraduate programs, which are going to educate the experts that will work in the field of teaching Turkish as a foreign language (TTFL), and under which department of which faculties these programs should be opened have left their mark to the last 20 years. Today, it is seen that the lecturers working in the field of TTFL both in and out of the country have been graduated from many different undergraduate programs. This variety in the field brings the adequacy of TTFL teaching and learning outcomes on in terms of quality, and the questions of what kind of road map they, who as lecturers have been graduated from different programs, follow in terms of common and particular targets, content, methods and techniques, materials will be used and assessment in the processes of teaching Turkish as a foreign or second language and what kind of common ground they have agreed on have not been dealt with enough in scientific research studies, yet (Yıldız and Tunçel, 2012). In this study, among the aspects mentioned above, teacher qualifications have been studied. The aim of this study is to define qualifications of lecturers, who are going to teach/are teaching Turkish to foreigners, through student perceptions. In the study, teacher qualifications have been investigated to cover four topics as subject area/subject area knowledge, teaching-learning processes/teaching profession, program and content knowledge and tracing and assessing skills of learning development in TTFL processes. With this study, it has been aimed to contribute in defining the qualifications that lecturers, who are working/going to work in the field of TTFL, are expected to have through foreign students' perceptions. In the study, data, which are collected via interview technique, have been grouped with categorization of thematic and most frequently repeated ideas. Data, which are collected via questionnaires, have been analyzed with SPSS statistics program.

599-609

Authors: Ahmet Zeki GÜVEN

Mustafa Kutlu is one of the most important representatives in Modern Turkish stories. He has an important position in Turkish Literature thanks to both his plain, sincere language and style; and expression style he does use in his works. He does write his works about contrariness, does discuss human relations of the community he does live in. He does write his works by using writing techniques such as stream of consciousness, internal monologue, flashback and summarizing. He does become the most important living writer of Turkish Literature thanks to all his features and techniques. The aim of the research is to evaluate stories of Mustafa Kutlu depending on the notion of cohesive and coherence that is one of the linguistic criterions in text. Cohesive is the basic one in text for communicating healthfully and impressively. For the purpose, Mustafa Kutlu’s stories such as “Sevinç, Hayat Güzeldir and Her Kuşun Dalı Var” are examined according to “Rating Scale for Coherency Level” that is improved by Coşkun(2005). In the rating scale, there are five subheadings of the notion of cohesive. These are transfer, commutation, elliptical expressions, elements of connection, word coherence. In the study results in Kutlu’s story was determined that most commonly used tool is an ellipsis and most infrequently used expression tool is a commutation. The consistency case of the stories were investigated via Narrative Expression Consistency Rating Scale and the consistency status of the three stories from the investigation were found to be Very Good level.

12-26

Authors: Gülten KOŞAR & Hasan BEDİR

Speaking skill has been claimed to be at the core of language learning. The claim has been expanded with the assumption that aptitude for accomplishing successful oral production is the equivalence of successful language learning. Many factors such as motivation level, methods and materials used in the classroom, atmosphere of the setting where learners are taught, the amount of chances for practicing target language can be mentioned among the broad range of factors exerting influence on speaking skill. One of the compromised conceptions about the proficiency of Turkish adult EFL Learners regarding their speaking skill is upon the entanglements encountered by them in due course of oral communication. Thus, this study which was conducted on 72 university prep-class students whose age rank differed between 18-21 years monitored the progress in the speaking skill of the experimental group (N=37) exposed to strategy training relevant to speaking for four months and compared the collected data with the data of the group (N=35) not trained specifically on language learning strategies. Speaking strategies questionnaire, speaking test, semi-structured interview, researcher’s diary, and minute papers were the instruments utilized in order for data collection. Findings obtained from the qualitative and quantitative data showed that the students in the training group made a meaningful improvement in their speaking skills as compared to those in the comparison group.

40-73

Authors: Haluk GÖKALP

Throughout history, the Turks have established numerous states, these states political, military and economic advantage of a variety of methods have to make it successful. With the experience of centuries of the Ottoman Empire brought the state understand the importance of intelligence, and it has been used as an important tool in the state administration. Between these intelligence dil almak widely used is one of the methods. This method can be defined as an enemy combatant, and get information from the prisoners. Intelligence about the enemy army in times of war and peace, the method used to get the Ottoman Empire's political, social, economic, and even cultural life is also affected. Which has an impact on Ottoman land system, the method of historical texts in the field of classical Turkish literature has found a wide cultural. The word dil is used as a military term, used as independent for centuries and in different fields such as dil almak, dil getirmek, dil tutmak in different ways, such as keeping statement has found its place in the Turkish language and literature. Which consists of three sections, the first section of this article as a way to capture intelligence from a historical perspective, after reviewing the literature, how to couch the issue in the second part we will try to reflect that. In the third section as a military term language words and phrases derived from this word since the beginning of the adventure in the history of the Turkish language will endeavor to demonstrate. In our study, all three sections located, historical document-i Al-i Osman, etc. gazavat-name. verse or prose works on history and scanning divans which are above hundred divan.History, literature and languages that are related to the field at the end of each chapter in this study the results of the section are also indicated.

88-98

Authors: Gökhan ÇETİNKAYA & Hakan ÜLPER & Nihat BAYAT

There are two main aims of this research. The primary aim is to develop a reliable and valid connectives test to determine students’ connectives knowledge. The secondary aim is to determine whether students connectives’ knowledge significantly varied in terms of gender, grade level, reading frequency and writing frequency. This descriptive study was conducted on 934 students who were studying at secondary school fifth, sixth, seventh and eighth grade in 2013-2014 academic year in Antalya, Burdur, Niğde, Ordu, İstanbul and Gaziantep. The data were collected using connectives test which was developed by authors and personal forms to describe personal traits of the students. As a result of research, a valid and reliable 28-item scale was developed to measure students’ connectives knowledge. On the base of research findings; the students’ connectives knowledge test points are significantly differenced interms of gender, grade level, reading frequency and writing frequency. It was seen that, mean scores of girls are higher than boys, as well as in terms of grade levels eighth grade participants have a higher success than fifth and sixth grade level participants. In addition, it is found that, the average of students who never or rarely read is lower than the students who read more frequently. Similarly, students average with low writing frequency was found lower than students with more frequent writing.

120-132

Authors: Meliha R. ŞİMŞEK

Thanks to the technological innovations and the rapid diversification in the demography of its speakers, English has emerged as a lingua franca for a multilingual community worldwide, while centennial myths like the use of the students’ native language (L1) in the EFL class have come under question with the increased interest in learner needs and learner autonomy. In this study, an exit survey consisting of three open-ended questions were given to 24 Turkish learners of English studying at the preparatory class (Dokuz Eylul University), after receiving contrastive grammar instruction for five weeks. During the form-focused instruction, the students were enabled to capitalize on the L1 concepts of modality as a resource for the restructuring of the target items with the help of the bilingual grammar activities. When their responses to the exit survey were subjected to descriptive analysis, the following results were obtained: the majority of the participants approved the use of the mother tongue during grammar instruction, as it not only facilitates and accelerates the learning process, but also results in a more meaningful, comprehensible and memorable kind of learning. They also indicated that native language use reduces their anxiety as well as promoting interest and confidence in their learning process.

157-169

Authors: Melis MÜLAZIMOĞLU ERKAL

This study aims to explore the change in vampire identity in contemporary supernatural fiction. As Auerbach (1995) has stated, vampires are personifications of their age and thus, their appeal is generational. Vampires are strong metaphors that tell a lot about national fears and traumatic past of one society. This fascinating dark image talks about ideological and generational spirit of a culture. Earlier, vampires have been literary characters that point to otherness and the fears of one culture. Vampire was an outsider, a threatening stranger with fangs and old-fashioned clothes, living on the outskirts of the town and who killed for a reason behind. However, the monster image has been changed so far. Not to forget their monster nature all together, vampires with leading roles represented in contemporary supernatural fiction have become mainstream, civilized, tamed, vulnerable and almost human in many ways. In order to exemplify this argument, two narratives are chosen: The Twilight series by Stephenie Meyer (Twilight 2005, New Moon 2006, Eclipse 2007, Breaking Dawn 2008) and The Southern Vampire Mysteries (2001-2010) -aka True Blood- by Charlaine Harris. Their evolution or rather demystification of their true vampire nature can be explained in terms of globalization of consumer capitalism, postmodernity and audience reception theory. Additionally, purpose of this study is to discuss the change in contemporary representation of the vampire from “anti-Christ to sympathetic next-door neighbor” (Zanger, 1997) as reflected in the texts, Twilight Saga and True Blood.

186-193

Authors: Arzu ÖZYÖN

The aim of this study is to analyse German author Gretel Wachtel’s novel called Gretel’s Story in relation to the theme of opposition. In this context, mostly the text-based method will be used along with the secondary sources that will be used to handle the theme of opposition in a detailed way. Therefore, a pluralistic approach will be handled during the study. In the study, Gretel’s opposition to the power (Hitler regime) which takes place during the II. World War in her memoirs will be discussed in terms of humanism and politics. For this reason, firstly the definition of humanism will be given. Then the initiation of Gretel’s opposition to the power individually and with hümanist feelings and the development of this opposition in time taking a political dimension will be focused on. The reasons of Gretel’s opposition to the Nazi regime, and to what extent her grandfather’s being a Democrat and her best friend’s being a Jewish, has affected her opposition against the power will be discussed. The role of the injustices and the torments done to the Jewish people, in her decision to carry her opposition to a political dimension will be expressed, and how several illegal events she witnessed as she was working at Wehrmacht base shaped her opposition into1 a political one will be emphasized. However, it will be reached as a result that despite this humanist and political opposition and the minor success she gained in her struggle, Gretel’s opposition hasn’t gone beyond an individual opposition, and she could only save the lives of a few Jewish people, apart from that she couldn’t gain a great success.

208-231

Authors: Ahmet Zeki GÜVEN & Sercan HALAT & Mazhar BAL

Turkish course books are the most important equipment for turkish language teachers. Thanks to the coursebooks consisting of qualified texts,including affective and cognitive skills and prepared considering turkish language curriculum's objectives, students develop their word attract skills besides their language awareness and language proficiency. The most commonly used materials for turkish lessons are the course books, so the quality of texts in the course books becomes more important. Therefore, when creating text in the book, which examines the text from the field of science is necessary to use adequately. Text linguitics is the main science that analyses the texts in the course books. The subject of text linguistics is to analyse not only sentences in the text but also the whole text. Moreover, text linguistics deals with the relation with the elements that compose the text. Analysing the structure and function of text are the subjects of text linguistics. To commentate the appropriateness of informative texts which are in Turkish for 6th graders, fictional texts and poems in terms of textuality criteria is the aim of this paper. Document analysis, one of the qualitative research methods, was used. In this paper, the appropriateness of the texts which are in Turkish for 6th graders coursebook is analized according to the textuality criteria scale that Iºeri (2010) designated. As a result of this analysis, the texts in Turkish for 6th graders coursebook are not designed and selected taking account of textuality criteria.

243-261

Authors: Derya ADALAR SUBAŞI

Layla and Majnun is a universal story which attracted the attention of readers from all walks for centuries. It has been an inspiration to many writers. At every turn it has been trying to revive in various fields of theater, cinema etc. and also in every artistic areas. In accordance with this inspiration in various versions of the story began to be seen in Turkish and world literature, so the story has gained an intertextual dimension. This love story attracting the attention of readers for centuries will be presented accompanied by a sample article translated by me from Arabic. So that it will be discussed and re-discussed how texts, events, historical personalities from east to west, past to present has changed, In this context, it will be evaluated how to re-emerge originally Arabic Literature love story Leyla and Majnun story with French Aragon’s Elsa’s Majnun in Andalus. The article is beginning with an introduction which telling the story of Leyla and Majnun in Arabic Literature. It continues with a translation of an article that relates to Arabic and Persian origin story which handled by Aragon. In this translated article, the work of Aragon from Elsa's Majnun historical, religious, mystical and the love story of the main issues are considered in the context of space.After the translation, an evaluation will be presented about the study of Aragon and Arabic origin story of Layla and Majnun and the Turkish translation of that study. This article is an example of intertextuality’s intercultural and interlanguage appearance in literature.

283-301

Authors: Nihat BAYAT & Güçlü ŞEKERCİOĞLU

This study aimed to develop the Writing Sensitivity Scale, to determine its psychometric properties and to investigate how sensitivity toward writing differed according to participants’ demographic characteristics. The research group of this survey study involved preservice Turkish language teachers studying at Akdeniz University, Mehmet Akif Ersoy University, Dokuz Eylül University and Niğde University. In order to develop the instrument and to determine its psychometric properties, data were collected from 396 participants for the pilot study and from 375 participants for the main study. The Writing Sensitivity Scale involving 37 items is scored with a 5-point rating scale. Exploratory factor analysis, confirmatory factor analysis and Cronbach’s alpha analysis were carried out for data analysis. As a result of the analyses, the construct validity of the scores obtained through the Writing Sensitivity Scale and the reliability of the scale in terms of internal consistency can be considered high. In addition, common effects of the variables of sex and grade point average as well as the variables of sex and class level on writing sensitivity were significant. The main effects of the variables of grade point average and frequency of writing on writing sensitivity were significant as well. On the other hand, common effects of the variables of sex and frequency of writing; frequency of writing and frequency of reading books; and lastly frequency of writing and grade point average on writing sensitivity were not significant.

319-336

Authors: Serdarhan Musa TAŞKAYA

There are various stages in education. Primary schools from one of these stages and arranged according to the ages of the students are admitted as the main stage of the education. In primary school, student is intended to be educated and improved in all respects. In Turkey, teachers who have been responsible for the education teaching agency in primary school lasting four years since 2012 are primary- school teachers. Primary-school teachers must be well educated so as to provide the qualification in primary schools education. In Turkey, one must graduate from primary-school teaching department within faculty of education in universities to be able to be a primary-school teacher, which is a requirement. One of the courses of this department is ‘Turkish Language Teaching course’ that is the course the primary-school teachers have mostly. The subjects of this course are expressed in the curriculum prepared by Higher Education Council; however, how to teach it falls on the teacher responsible for its teaching. That’s why here it is aimed to have the point of views of the primary-school students relating to teaching the course ‘Turkish’. The study has been patterned as the descriptive research in scanning model. The data have been examined with descriptive analysis method. The research was executed in the academic year of 2013-2014 in Mersin University. Participants were made up of 80 students studying primary-class teaching in third class. That ‘Turkish Language Teaching ‘ course should be implemented with micro teaching method, that micro teaching is helpful, besides, the opinion that teaching theoretical knowledge more would be useful were all expressed by most of the participants. Also, it was noted that when lecturing the course ‘Turkish Language Teaching ’ there were not so many problems, and the problems experienced were mostly because of the excitement resulting from taking camera, time limit and also because of the technological deficiency in infrastructure of the class. At the end of the research, the duration of this course was proposed to be prolonged by two terms and to be taught with micro teaching method.

14-29

Authors: Gökçe DİŞLEN DAĞGÖL

Human learning is a complicated and dynamic process, and it gets cultivated through students’ own mental lives since their perceptions as regards learning makes this process more meaningful. As Jarvis (2006) posits, so as to get into adults’ minds it is of necessity for them to depict their own mental functioning. There seems no other way to comprehend it. Therefore, eliciting learners’ mental images sheds light into their personal identities, which give shape to their learning because each educational context has its own variables and each student possess individual features. Student placed in the centre in new educational trends can take more sound and autonomous steps in their learning process through their clearly-constructed identities. Thus, this study dwells upon the EFL students’ beliefs regarding language learning and their identity construction. The study investigated student beliefs in terms of analytic and experiential learning, and self-efficacy/confidence. 104 EFL students from different departments participated in the study. They were administered a beliefs questionnaire, and then 10 randomly selected students were interviewed in terms of their language identity. The study results indicated that students have inclination to learn the target language through practice, and they depict themselves as a language learner who does not exert so much effort to learn English. The study suggests that students need to know themselves better as a language learner, and develop clearer and sounder identities as regards the foreign language.

38-47

Authors: Duygu UÇGUN

The aim of this study is to determine the reader self-efficacy level of the 8th grade students and to research it in terms of different variables. The studies on self-efficacy has shown that the students’ being succesful in any subject is in accordance with their self-efficacy perception. There are also studies proving that there is a positive correlation between reading success and reading self-efficacy. For this reason, it’s important to determine students’ reader self-efficacy level in terms of its bringing up existing situation. Besides, determining if the variables, of which influences on basic language skills were proved through different studies, affect the reader self-efficacy will guide the studies and regulations on this subject. This research was applied on 1389 students studying in 13 secondary schools in the city centre of Nigde in the Fall Term of 2013-2014 school year. As data collection tool, Reader Self-Efficacy Scale, developed by Ulper, Yaylı and Karakaya (2013) was used. In the five point Likert type scale are 36 items. It was ascertained that students’ reader self-efficacy level was high. In the search, it was found that the reader self-efficacy level, according to gender, was significantly different in favor of girls, differentiated according to their like or dislike Turkish course in favor of those who like it, and according to the number of the books read in the last month weighed against those who had not read any book at all. According to the findings, for developing students’ reader self-efficacy level, some suggestions were made.

70-94

Authors: Eda KAHYALAR & Zuhal OKAN

In the current study, the effects of comprehensive coded indirect corrective feedback (CCICF) on three learners’ written productions are investigated. Another aim of the study is to find out whether recording their errors help the participants to become better acquainted with their frequent error types and to make fewer errors. Furthermore, by using the data from the learning diaries and interviews, we aim to explore the participants’ feedback about the process they have gone through during the study and their general views about corrective feedback (CF). Results indicated that the participants almost always acted on CCICF and made successful revisions in a large majority of cases (82.46 %), which indicated that, in general terms, it had a positive impact on the revisions of errors. The comparison of the first and the last essays showed that the participant/s who had made sentence structure, adjective form, word form, capitalization and punctuation errors in their first essay/s reduced the number of errors related to these error categories/types in their last compositions. However, for the three participants, there was an increase in the number of numeric shift errors. Regarding the other categories, there was individual variation in the amount of improvement over time. The analysis of the learning diary and interview data revealed that they were satisfied with the CF practices in the study and the practices matched their perceptions about effective CF strategies. They believed they gained awareness of their frequent errors and the CF practices contributed to their learning.

110-126

Authors: Erol DURAN & Ozan ALEVLİ

The purpose of this research is to determinate the opinions of 8th grade students about reading on screen. The research has been conducted in accordance with the descriptive scanning model. The study group of this research consist of 30 volunteer students that have been0 :ömbvchosen by purposeful sampling among the 8th grade students who study at the Öğretmen Ali Baykal and Şehit Alibey Secondary Schools in Eşme in Uşak. 50% of the students are boys and the other 50% of the students are girls. Having a personel computer has taken into consideration fort he students who are going to attend the interview. Data of the research has been acquired via the semi-structured interview form. 3 different questions have been asked to the students in the interview. Students’ thoughts about reading on screen have been tried to receive via these questions. Content analysis has been used in the analysis of the students’ answers, first the data has been coded and then the topics which explain the data in general level have been determined. In determination of the categories, literature, interview questions and the students’ answers to these questions have been benefited from. According to results that have been acquired, students have both positive and negative opinions for reading on screen. In addition to this, most of the students generally prefer reading on screen to reading from printed material.

144-164

Authors: Britt-Marie APELGREN

This article will discuss ‘the perspective of the personal’ in education (Pope & Denicolo, 2001) through the presentation of research on Swedish EFL teachers’ experiences of teacher training and continuing professional development, part of a more extended and eclectic study on language teachers’ personal theories and experiences of change (Apelgren, 2001). Drawing on the constructivist stance of ‘teacher-the-storyteller’ (Pope, 1995; Pope & Denicolo, 2001), the research concerns teachers’ personal theories about their paths into the teaching profession and the constructivist view of teachers as active, meaning-seeking human beings open to change and development. The result presented in this article consists of career-rivers and two interviews with 14 teachers from a cohort of 70 teachers. Responded validation was used for the first interview draft before the second interview as well as on the final analyses and results. A combination of constructivist and phenomenological analytical tools was used in the analyses: content analysis and empirical phenomenological psychological analysis (Apelgren, 2001 and 2010). By identifying ‘general pedagogic intentionality’, foreign language teachers’ ways of developing and changing could be described. The results showed four major themes in the way the teachers had experienced change and development. It also revealed that the way an individual teacher changes, depends to great extent on personal factors.

183-194

Authors: Necmi AKYALÇIN

In this study we will emphasize some word phrases in Turkish which are assumed as reduplication even if they structural and semantically do not comply with the logic of reduplication of word phrases generated by repeating word, or using words with the same or contrary meaning or those with a similar sound next to each other in order to corroborate a meaning or to use a more efficient, agile and streamlined wording. These samples were collected and analyzed under the following headings: Corroborations generated by the consonants A- m, p, r, s B- paronomasias being assumed as reduplication C- reduplications being generated by -r/mAz structured gerunds. D- Compound words like kaçkaç, çekçek, gelgel, benbenci, hımhım, zemzeme, kumkuma which are assumed as reduplication although it is a single word. E- conjunctives such as ne.....ne or word phrases like köfte ekmek, sucuk ekmek, böbrek ekmek, cin tonik, viski kola, viski soda. F- reduplications generated by Ip structured gerunds and phrases generated with the initial phoneme m. From the point of the assumption of structure and meaning error of reduplication analyses have been made. The samples given in this research are taken from the previous researches done on the same topic. Therefore, my research aims at discussing the structural problems as well as those that arise in meaning against the background of those previous researches in order to come up with a criteria for Turkish reduplications. It is also the aim of this research to distunguish between reduplications and those which are not, since the Turkish language make use of them abundantly and thereby to contribute to this understanding.

17-29

Authors: Mehmet Turgut BERBERCAN

Abstract In this article, a semantical and morphological analyse of nominal and verbal stems (derivatives) of the verb sa- is presented. At first, the derivatives of the verb sa- are classified into two groups as nominal stems and verbal stems. According to the classification firstly, derivated nominal stems formed by derivational morphems /-k+/ and /-n+/ and secondly, derivated verbal stems formed by derivational morphems /-k-/ and /-n-/ and at last thirdly, the cliched particles derivated from the verb sa- are analysed. From the old Turkic dialects to nowadays, modern Turkish dialects, in the perspective of Turkish language history, structural specialities and meaning exchange and advancement of the verb sa- in Turkish langauge are determined from the point of semantics, especially from the polysemy. In conclusion, by depending on the essential meaning the verb sa- which notably constituted a wide meaning expansion via its various nominal and verbal derivatives. The semantical structure of the verb was expanded through newly constituted forms with new meanings holding on basic semantical pattern which was constructed by the essential meaning “saymak (to count)”. At this point, the verb sa- as a verb in the category of the polysemic verbs in Turkish langauge, which established a wide meaning area by means of its derivatives, in other words, there are parallelisation and consistency between the advancement of essential and basic meaning of the verb and its morphological variation.

41-54

Authors: Ozan OTAN & Demet OTAN

There are several factors which provide the text to be coherent in accordance with the relation between the reader, writer, and text and their interaction. Text is a cognitive construct which helps readers to comprehend the meaning with the cooperation of reader-writer-text. Comprehending the meaning of the text is a process which demands readers to be mentally active continuously. During this mental process there are some codes that the writer encoded linguistically. Readers need to look at the linguistic tools and the context to comprehend the text. The linguistic tools are used to encode the coherence and trigger some processes mentally for readers. This study tries to indicate how cohesion bond contributes the process of achieving the coherence. Hoey asserts that lexical cohesion contributes to structure the text. According to Hoey, sentences link up by means of lexical repetition and some sentences which are called central contribute more to continue the flow of information. Other sentences called marginal don’t have a connection with the flow of information. Their information value is low compared to the central ones. The coherence of the text will not be damaged even if these sentences are taken out from the text. The target of this study is to reveal the contribution of cohesion to coherence and how repetition works to obtain cohesion and coherence. The database is the article named “Cesetler Sahipsiz Kaldı” in Birgün newspaper. As a result of the analysis, the links and the degree of frequency have been identified and shown.

63-72

Authors: Zülfi GÜLER

There is a belief in Arabic and Persian mythologies about a mythical bird called Anka (Arabic) and Simurg (Persian). These two birds generally known as Phoenix in West. After Islam these two imaginary bird’s characteristics integrated, a common belief and some myths about them occured among Muslim nations. In Turkish mythology double-headed eagle and two birds called Konrul and Tuğrul carries the equivalant characteristics of Simurg and Anka. However with the influence of common Islamic culture a legendary bird which fits the Arab and Persian mythologies called Zümrüdüanka was also born in Turkish folk narratives and tales. Anka and Simurg are one of the most used and interesting mythological elements and symbols of Ottoman Court Poetry. They were used as symbols in expression of Islamic mysticism, metaphysics and cosmic ideas. In literature Anka and Simurg generally represent the maturity in mystical sense and intimacy with God. Apart from these it is seen that Anka and Simurg used in expression of some elements as beauty, dignity, modesty, disinterestedness, knowledge, talent, enlightenment, illumination and regenaration via metaphors and analogies. Islamic mysticism is very convenient for symbolic expression. With the effects of works in Arabic and Persion literatures Anka and Simurg were used for cover some terms and meanings in mystic expression. Sheikh Galip is the leader among the poets who use this symbolic expression style. In this paper Anka and Simurg symbols in Turkish classical literature was identified in the example of Sheikh Galip’s Diwan.

93-105

Authors: Mehmet BÜYÜKTUNCAY

Speech act theory, developed by the British philosopher of language J. L. Austin, is primarily based on the distinction between constative and performative utterances. Making such a distinction, Austin intends to distinguish between the descriptive use of language and a certain kind of language use by which the subject performs an action. While constatives are either true or false in their description of the world; performatives are neither true nor false since they have no truth value but only the power to ‘do’ something as in the cases of promising, declaring, betting and etc. Therefore Austin’s focus is on the power of language to create a new dimension of reality (especially social reality) which did not exist before the utterance of these certain expressions. Jacques Derrida’s deconstruction of Austin’s speech act theory problematises the conventionality, contextuality and the iterability of performative utterances in their formulaic patterns. By this way, speech act theory becomes an appropriate tool for the study of literary discourse and of the dynamics of literary texts. In that sense, Derrida’s twist brings about an integration of speech act theory with literary theory. Hence, it will be claimed in this study that performative utterances’ power to create values and responsibilities in a social context should be scrutinized in parallel with the transformative power of literature. Finally, it must be considered that the ethical and the ideological functions of literary speech acts can be more conveniently evaluated within the framework of the performativity of literary utterances.

127-135

Authors: Gürkan TABAK & Ali GÖÇER

Listening is seen as the one of basic skills in the discipline of language teaching. Developing listening skill is different from fields of teaching mother language, second language and foreign language. For this reason, terms towards listening skill can be changed. Terms of bottom up and top-down processing are the subject of studies related with teaching listening in second language learning. These terms has not been added to agenda of the field of teaching Turkish as a second language which is popular in the last period yet. In fact, the listening skill in teaching Turkish as a second language as teaching it as a first language has been rarely studied, and studies related this skill remained limited. For this reason, some terms such as bottom up and top-down processing have to be added to agenda of teaching Turkish as a second language, and they have to be subject to further debates. In this study, bottom up and top-down processing in teaching Turkish as a second language was outlined, and a theoretical overview was given with the purpose of filling gaps in the literature of teaching Turkish as a second language, and introducing new terms.

151-177

Authors: Muna YÜCEOL ÖZEZEN & Eser ÖRDEM

Since the emergence of 20th century, the importance of humand body in the evolution of language has been noticed, and some theories have been developed accordingly. Subsequent to 1980s, considerably more emphasis has been attributed to human body, a part of space and construer of time. Cognitive linguistics tries to understand body, body parts, perception, attention, senses, position and movement of objects making use of concrete facts. From this angle, there exists a cole link between language and sensoriomotor features. The use of names for body parts in formulaic language in Turkish was examined by many researchers. However, a relationship between body parts and cognitive linguistics was not dwellt on in those studies. Some of these body parts and organs are heart, liver, kidney, stomach, foot, hand, arm, head,breast, shoulder, brain, eye, ear, nose, face, eyebrow, lip. What is the rate and frequency of these body parts and organs in Turkey Turkish idioms? The related body-part words will be analyzed through Turkish Language Institute located on www.tdk.gov.tr website, which contains Updated Turkish Dictionary. After the classification of body-part words, the place of the word eye in communication will be examined in Turkey Turkish, and its priority and defining feature will be handled from the perspective of face theories.

191-207

Authors: GÜlden ILIN

Practicum is a period when student-teachers practice teaching for the first time in a real school setting. Depending on the nature of the experiences student-teachers encounter at this final phase of their education in the department, the period may or not be considered as a fruitful one. The extent to which the period meets prospective teachers’ expectations seems to have a determining role on the learning outcomes. Based on these discussions, This study attempts to draw a general picture of student-teachers’ expectations and gains from the practicum exploring their thinking while they proceed through this stage. Totally 16 student-teachers of the English Language Teaching Department of a Turkish University and two mentors, with more than 15 years of experience as high school language teachers, participated in the study. Data for the study came from three sources: weekly task reports student-teachers prepared throughout the ten-week practicum as part of the requirements coming from their departments, weekly written reflections on their experiences and follow-up interviews. Findings reveal that practicum, although student-teachers benefit from the period by means of some strategies they utilised, does not thoroughly meet their expectations. In addition, mentors, the main focus of student-teachers’ interest, appear to be the most frequently criticised element of the experience. The study also uncovers the need for the ELT departments to make relevant adaptations of practicum procedures to comply with real life practices at schools, providing mentors with in-service training programmes on better mentoring and systematic collaboration of universities and practice schools to contribute more to professional development of prospective teachers.

229-238

Authors: Savaş ŞAHİN

Strapavol Turkmens, who is called as Truhmen by Russian Turcologists, went out from Mangışlak and settled Caucasus then Stavropol and around. During Stavropol Turkmens, travelling to Caucasus and after settled Stavropol, have been in touch with Nogays, Kalmuks, Tatars, Kumuks, Kirghizs, Cossaks and made neigbourhood. Stavropol Turkmens are clans of Söyünacacı, İgdir and Çovdur. Turkmens, depending on Russian policies, in order to adapt quickly to Russian culture, are provided live with especially Russian, Tatar and Nogai. Russian, did not recognize Turkmen the right to education in their own language. As a result, Turkmen have started to lose their language. Tatar and Russian researchers called as Truhmens to Turkmens who lives Stavropol and around and called as Truhmenish to their language. Turkmens did not adopted this Truhmen name. Stavropol Turkmen Turkish, is one of Turkish dialect will be lost the near future. . Stavropol Turkmen Turkish has a special place among Turkish languages in terms of has properties of both East and West Turkish. In language of Stavropol Turkmen, some forms are seen which come from Old and Middle Turkish have been saved in our day. It is possible to see Stavropol Turkmen Turkish, under the influence of Kipchak dialects, the effects of these dialects in some morphological constructions. In this paper, Stavropol Turkmen Turkish obvious morphological differences have been tried to reveal from Turkmenistan Turkish writing language.

247-259

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 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 knowledges for Turcology researching. Dictionaries are among the most important productions of the language they belong to. It is possible to find the reflection of life style and culture and the values that a nation has. Divanü Lûgati’t-Türk that means ‘Turkish Dialects Dictionary’, is a first dictionary of the Turkish by dialects words that is included dialects materials. Historical dictionaries are given importance to determine general Turkish vocabulary. Semantics is an area 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. In Divanü Lûgati’t-Türk beside of laugh, the natural aspect of human being that is the cry is also explained. So, this article, the words of ‘cry’ and ‘laugh’ in vocabulary of Divanü Lûgati’t-Türk will be determined and examined. There is no exact explanation about the meaning and structure of the words. The work that we examined as a source could give an idea about the ‘cry’ and ‘laugh’ words of the written period because of being a glossary.