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.