International Journal of Language Academy

1-8

Authors: İsmail Hakkı MİRİCİ

The European policy oriented national implementations in English language education in Turkey are basically CEFR focused, which requires three educational principles such as self-assessment, cultural diversity and learner autonomy in a lifelong learning perspective, and based on an action oriented approach. In such a system students in the classrooms are expected to be considered as independent users of the language for their personal communication needs both inside and outside of the school settings. Therefore English language is not considered as “a lesson” to study but “a language” to speak and use for communication purposes especially with the representatives of other cultures. Teachers are suggested to be the most reliable language partners of their students, course designers are suggested to consider descriptive and prescriptive implications of the CEFR, testers are suggested to remember the CEFR descriptors when developing test items, and the learner/users of languages are suggested to develop their metacognitive learning strategies through self-assessment practices (keeping an ELP model) in a self-directed learning process.

14-24

Authors: Esim GÜRSOY

The recent changes in the ELT primary curriculum in Turkey as a result of the 4+4+4 education system have raised many issues concerning teacher development and led to discussions regarding teacher qualifications for teaching English at the primary schools. In the European Union primary school language teacher qualifications are identified by the Goethe Institute in the Nuremberg Recommendations in Early Language Learning. Considering Turkey’s attempts to enter the EU, the European standards for teacher preparation and qualifications stand as criteria for Turkey to improve the teacher development process and helping prospective teachers gain the required competencies to teach young learners. From this perspective the current study aims at investigating prospective teachers self-conceptions about primary school language teacher qualifications. Quantitative and qualitative data for the study was collected from 100 fourth year prospective teachers at a large state university in Turkey, via a questionnaire. The instrument was prepared by taking Nuremberg Recommendations and MNE special field competencies for teacher qualifications into consideration. The participants were asked to self-assess themselves on a five-point scale, which indicates the degree of agreement with the given items. The instrument was found reliable with a .888 alpha value. The results showed that the participants are least comfortable with their language fluency and knowledge about the target language culture. However, belief in lifelong learning and knowledge about the methodological aspects of teaching children were accepted more. The findings of the research have implications for language teacher preparation for the primary school.

33-42

Authors: Hazal ÇEPİK & Evindar ÇEPİK

Language teaching programs include different variables but it is a well-known fact that the role of teacher education is one of the most vital factors in language teaching. It is crucial to carry out sufficient and influential teacher education program so as to teach a language effectively. There are lots of studies on language teacher education both in all over the world and in Turkey, but it is also necessary to know views and expectations of preservice English teachers. Only by understanding their needs, expectations and views, can effective teacher education programs be presented.Taking this fact into account, the aim of this study is stated as to investigate preservice EFL teachers’ perceptions on teacher education program they are engaged in. Participants of current study consist of 30 students studying in the last year of English language teacher education program in Turkey. In this qualitative study, the data were obtained from reflective writings of student-teachers and follow up interviews. The participants were asked questions to identify their perceptions of teacher education program, and their expectations about it. In this study, the findings were analyzed qualitatively and discussed in the light of related literature.

51-60

Authors: Mutlu ÇAM & Selma KARABINAR

Pragmatics is basically concerned with the social and contextual factors that affect communication. Research into the pragmatic competence of foreign language learners has shown that pragmatic competence levels of learners and native speakers are quite different. While acquiring the language, native speakers of a language acquire abstract knowledge of social and functional rules. However, communication is not easy for L2 learners. Because even though they develop a sound knowledge of language rules, they may have difficulty in dealing with people’s intended meanings, assumptions, and purposes while communicating. The main aim of this study is to explore elementary and intermediate EFL learners’ sociopragmatic awareness in requests and to examine whether proficiency level and gender cause any statistically significant difference. The data were gathered by a reverse discourse completion test (R-DCT) from 25 elementary and 36 intermediate level learners. R-DCT included eight statements and participants were asked to write situations in which these statements might have been uttered. Participants’ responses were assessed in terms of three sociopragmatic variables: social power, social distance and imposition. The findings of the study revealed that while proficiency creates a statistically significant difference, gender does not cause a significant difference in learners’ sociopragmatic awareness. Participants with intermediate level proficiency were more successful than participants with elementary level proficiency in designating the targeted sociopragmatic factors in conversational situations. Teachers should be aware that they need to spend considerable amount of time and energy to enhance pragmatic competence through which learners can create and maintain effective communication.

70-83

Authors: Tuğba ŞİMŞEK

The aim of this study is to investigate the role of anxiety in foreign language classes. It specifically focuses on students’ gender in order to see if there is a significant difference between male and females in terms of foreign language classroom anxiety. Speaking skill is also under investigation as a source of foreign language classroom anxiety. The participants are 4th grade primary school students who have just been exposed to English for the first time. To collect the data, a questionnaire has been used in order to see if there is a difference between females and males regarding their anxiety levels in the class; an interview has also been conducted with highly anxious students and students with lowest anxiety level. Results show that there is not much difference between female and male students in terms of foreign language anxiety; however, males are found to be slightly more anxious than females. Communication apprehension, test anxiety and fear of negative evaluation are found to be the main reasons of foreign language classroom anxiety. In addition, speaking is found to be an anxiety provoking situation in foreign language classrooms .

92-98

Authors: Eda ERCAN DEMİREL & Selma DURAK ÜĞÜTEN

Strategies are specific methods of approaching a problem or a task, modes of operation for achieving a particular end, planned designs for controlling and manipulating certain information. They are contextualized “battle plans” that might vary from moment to moment, or from one situation to another, or even from one culture to another. Strategies vary within an individual (Brown, 2000,p.119). Taking “learner” as the key to real success, learning strategies are indispensable within the learning process. Rubin (1987,p.15), emphasises the importance of learning strategies in the language learning process as: “all other things being equal, some students will be more successful than others in learning a second or foreign language. The learning strategy literature assumes that some of this success can be attributed to particular sets of cognitive and metacognitive behaviours which learners engage in. As learners are actively engaged in their process of learning using the strategies, they develop self-awareness and are led to the direct way towards autonomy. Now that these skills being effective in enhancing autonomy and selfawareness of the students in learning, then why not find more ways to develop these skills? Having this in mind, this study provides a step by step lesson plan and procedure covering these strategies.

1-10

Authors: Murat ÖZBAY & Demet KARDAŞ

This research was conducted to evaluate the effect of gender, social, economic and cultural characteristics of Gazi University Education Faculty students to their speaking skills. The total of 155 subjects, who were selected from Gazi University Faculty of Education, Computer Education and Technology Education, Biology Education, Mental Retardation Education, Visually Impaired Education, are examined to find out the effect of gender, social, economic and characteristics to their speaking skills. The data obtained from the students were analyzed by SPSS 15.0 statistical software package, with significant t-test between two variables, with one-way significance between more than two variables (ANOVA). Tukey test was used for the detection of the degree of correlation between more than two variables. According to the study, while social and economic characteristics of the students were not detected to have a significant effect on speech, the speech of students who read and write regularly was concluded to be more successful. It was determined in the study that female students were more successfull than male students.

23-36

Authors: Fulya TOP, Dilek FİDAN & V.Doğan GÜNAY

In this research, it has been examined whether the use of creative writing techniques in teaching Turkish as a foreign language can contribute improving writing skills. This research has been carried out with B1 level (n=42) and C1 level (n=24) students, all of whom (N=66) attended to Intensive Turkish Courses at Istanbul University Language Center. This research, which is quantitative, continued 5 weeks and it has been performed on a study group and control group separately. The study group (n=26) were applied the creative writing program, which was designed by the researcher, 2 hours per week. The control group (n=40) wasn’t given any special program, but they continued their regular schedule at the Language Center. In the research, “the pre-test/ post-test control group experimental design” was used. In the process of obtaining data "European Language Portfolio B1 and C1 Levels Written Expression Self-Efficacy Scale" was used. In order to evaluate students' attitudes towards writing the "Writing Attitude Scale", which was developed by Susar Kırmızı (2009), was used; and to evaluate their creative writing products "Creative Writing Evaluation Scale" was applied. The statistical analysis’s, which are Mann Whitney U Test and Wilcoxon Signed Rank Test, have been applied to the collected data. The following conclusions have been observed as a result of the research; creative writing studies that have been implemented on B1 and C1 level students of Turkish as a foreign language have positively affected students' attitudes towards writing and have enhanced students' self-efficacy perceptions and have made efficient the writing processes.

50-65

Authors: Arif ÇAKIR & Fatih KANA

The purpose of this study is to find out the effectiveness of the videos used for improving listening skills in the teaching of Turkish as a foreign language. The effectiveness of the teaching of Turkish carried out with the use of videos and without any videos on students’ achievements was tested through the use of a complete experimental method, with a pre-test, post-test and experimental and control group. Mixed embedded experimental design was used in the study. In the analysis of the quantitative data, SPSS package program was used, and content analysis technique was used in the analysis of the qualitative data. The sampling of the study consists of 36 students studying at the branches of TÖMER, Ankara University in 2013-2014 school year. Pre-test was used in the exams delivered to the students at TÖMER to measure their listening skills. At the end of four weeks, the listening tests used by TÖMER, Ankara University, were given as posttest. The scores of the control and experimental group which they took along the four weeks were calculated at the end of the treatment and the means of the scores were compared. The comparison of the mean scores revealed that the mean score of the control group was 75,277 and the mean score of the experimental group was 81.652. The results obtained with this study reveal that the listening activities carried out with videos is much more effective than those carried out without videos but only audial activities. It was also tested on the sampling group that the use of videos in listening activities in teaching of Turkish as a foreign language has made the learning easier and more permanent

83-97

Authors: İlhami SIĞIRCI

In this study, Turkey's EU membership was examined in terms of language and cultural issues. Within this context, studies conducted within EU regarding language and culture policies were evaluated and it was tried to point out Turkey’s situation in terms of these policies with a comparative method. In the process of EU integration and competition, it is of great importance that the multilingualism will be a necessity, and not only students but also adults should be taken into consideration in terms of foreign language education and policies should be defined for them to learn minimum three languages. EU’s effort to assess and disseminate member countries’ languages on an equal basis is a consequence of the fact that it is against monolingualism and defences multilingualism. The number of official languages will increase to twenty four with the membership of Turkey and Turkish (15%) will be the secondly most spoken mother tongue after German (16%) within EU. However, it can be seen that the proportion of Republic of Turkey’s citizens’ knowing a foreign language is quite behind compared with that of EU citizens. Yet the research done in 2012 showed that slightly more than half of the Europeans (54%) can communicate in a language apart from their native tongue, 25% of them know minimum two languages and %10 of them can communicate in minimum three languages. It can be predicted that Turkey will not face too many problems in terms of culture during EU membership process and it will overcome this process more easily than other countries because of its multiculturalism experience that continues from its past to present, and EU will live real cultural diversity with the membership of Turkey.

107-123

Authors: Ekrem BEKTAŞ

It is known that 124 000 prophets were sent from Prophet Adam who is the first person and prophet until Prophet Muhammad who is the last messenger and 25 of these prophets have been taken place and named in Quran. It is also obvious that there are some miracles and short stories about mentioned prophets in the Quran. These miracles and stories are covered in the literal work of Muslim society. As the prophets are sent to as a guide to mankind, they have been tested with a variety of trouble and tribulation. There is not any prophet who has not undergone any trouble in the world. One of the prophets named and described with the story in the Quran is the Prophet Ayyub. Prophet Ayyub ,who had many goods, property and children once, loses his all property and possessions in time, his house is destroyed and in this destruction he loses his children. He catches an incurable disease. Wounds occur on his body and worms fall into the wounds. However, he would never complain about what happened to him. When his illness becomes more serious, he could not able to chant to Allah.Therefore, he has to pray to Allah.After the prayer he gets well and he seems like a newborn baby. In this way,Prophet Ayyub succeeds in his patience exam and has a reputation as the epitome of patience. In this article, it is focused on the couplet of divan poetry which is about Prophet Ayyub and his patience and it is studied how this subject is discussed in Divan poetry.

136-148

Authors: Erol DURAN & Nesime ERTAN ÖZEN

The purpose of this study is to determine the effect of English storybooks (printed or interactive) on the fifth graders’ reading comprehension. The research was conducted in accordance with descriptive survey model. The first study group consists of 57 randomly chosen 5th grades students who study in Darıcı, Kestel and Kınık Secondary Schools in 2014-2015 education year in Kütahya, Simav. The second study group consists of 20 students who were chosen randomly from the first study group. At first 6 equivalent English storybooks were determined by the groupwork with 3 English language teachers and a field expert. 5 open-ended comprehension questions about the storybooks were formed. In the last stage of the research, an interview was conducted and 6 questions were asked to the students. By these questions it was aimed to understand students’ opinions about interactive storybooks. According to the findings of the research there is a statistically meaningful difference between the reading comprehension scores of the students on the interactive storybooks and on the printed books. The codes as “general view, preferences, attractiveness and health” emerged from students’ opinions about interactive storybooks. Majority of the students stated that they wanted all of their books in interactive form. Visuals, sound, touching the screen, moving visuals etc. got the attention of the students. Most of the students pointed out that interactive storybooks were not harmful to their health. But some students said that they had eye fatigue and pain in their hands.

167-183

Authors: Murat TOPAL, Bekir İNCE & Safa EROĞLU

This study was conducted in survey model to investigate information and communication technologies (ICT) usage levels of bilingual Turkish students that being educated in several elementary state schools in France in terms of some variables. The sample was determined as purposive sampling method that is a non-random sampling method and all the participants were asked to participate the study. Hereby sample included 109 elementary school students who had agreed to participate the study. “The Utilization of Information and Communication Technologies Scale” that developed by Özmusul (2011) was used for data collection. The scale included 18 items and prepared in fourth-Likert-type. The findings of the survey revealed significant differences between the genders in favor of male students. Also, with some exceptions, in general the survey revealed grade level and age of the students increased jointly with increment of the ICT usage levels. Moreover, according to the findings students mostly preferred French in access to information and research-analysis activities than the other activities; on the other hand mostly preferred Turkish in self-expression and communication activities than the other activities.

201-219

Authors: Derya YILDIZ

In the studies of teaching writing, essay is considered to be one of the genres which can be commonly used as it develops thinking skills in addition to its topic variety and feature of narration. In this research, the purpose was to compare blended learning and direct instruction approaches in essay writing skills of students. This research which was conducted on 8th grade students from a primary education school in the center of Konya in 2014-2015 academic year was designed in accordance with pretest – posttest control group experimental model, which is one of the experimental research models. Each of experimental and control groups in the research consisted of 21 students. The data were collected using “Essay Writing Evaluation Form” developed by the researcher. Applications were performed for 10 weeks through activities prepared according to blended learning approach in the experimental group and activities prepared according to direct instruction approach in the control group. Based upon the findings of the research, it was concluded that the activities which were prepared by using blended learning approach developed essay writing skills of the students further.

235-249

Authors: Furkan ÖZTÜRK

Münşeat magazines are literary works that play a crucial role in Ottoman Cultural Studies, history of literature and Ottoman biography. In these münşeat’s, one can often come across with meticulously knitted letters that comprises terms and concept, revolving around the Turkish vocabulary which comprises humorous and witticism elements. In this framework the Münşeat of Kani, a poet, a scribe and an Ottoman Bureaucrat, serves as a great collection of letters, including his diplomatic and personal correspondence, that sheds light on Kânî’s life story and his art. In this collection, there are Kani’s personal letters that takes part in Ottoman prose anthology (Letâif-i İnşâ, Nevâdirü'z-Zürefâ, Numûne-i Edebiyyât-ı Osmâniyye, Müns eât-ı Azîziyye fi Âsâr-ı Osmâniyye). Among these letters, the letter that this study scrutinizes principally focuses on the 'baş' concept. The concept is artfully knitted in proverbial and colloquial patterns while craftily blending with humorous elements. This study scrutinizes this letter in a critical way while comparatively studying the Kânî’s Münşeat written samples and Ottoman prose anthology. The letter which serves as an advisory letter, Kânî craftily exhibits his sensations with regards to loneliness, being in abroad and his opinions about faith along with the prominent place of respect to father in the framework of Ottoman composition. By artfully sprinkling all language playfulness’s into the selected sentences, Kânî has a very prominent place in Ottoman prose and humor history.

260-279

Authors: Tahir ZORKUL

A.Vahap Akbaş is one of the poets and writers of the post-1980 Turkish literature who were not given much emphasis. Akbaş is a personality from the  movement called New Islamist Movement, which gathered around the magazine Mavera and was comprised of people including Sezai Karakoç, Cahit Zarifoğlu, Nuri Pakdil, Erdem Bayazıt, Rasim Özdenören,etc.. The author has approximately twenty works published in the areas of poetry, story, verse, essays, anthologies and children's literature. He compiled a total of sixteen stories of his which were published in various newspapers in a book called “Ayna ve Sûret (the mirror and the image)”. In these stories, which focus on individual and community problems, events are presented from the perspective of the narrator, and from this aspect, his stories have autobiographical characteristics. The objective of a majority of these stories is to establish certain bonds with tradition. Akbaş represents his commitment to Islamic culture and civilization, which feeds this tradition and appears in its background, by quoting particularly from ottoman poetry and referring to folk songs, one of the products of anonymous folk literature. Some of the story texts in the book can be said to be also eligible for intertextual reading. In addition to this, doubts and personality fragmentation of young people from Anatolia before love and modernization continue to be an important line in these stories. Young people coming to cities for some reason, mostly to complete their education/study at the university have difficulty in communicating in such environments where emphasis is placed on material values and human tenderness and sensitivity are lost, and they fail to hold on to life. They see "villages/towns" as a place of refuge with exotic nature and nonperishable human values compared to the city. Story heroes- mostly the narrator- get their true identity in such environments modern life couldn’t, even partially, disrupt or corrupt. They exhibit more natural behaviors and feel much more secure there. Another important line in Akbaş’s story universe becomes evident in the contrast of the thing that changes/does not change. In this sense, the individual finds himself/herself again in the thing that does not change. To sum up in a single sentence, love, holding on to life in the city, escape to villages/towns, longing for childhood, lost values appear as main themes in the author's stories.

293-305

Authors: İlke ALTUNTAŞ & Emine AKYÜZ

Basic aim of Turkish education is to make students improve and achieve main skills of language. Listening which is based on comprehension has got a very special place among the other skills as successful communication is based on successful listening (Nunan,1989, p. 32). The aim of the research is to find out the problems that 3rd and 4th grade teachers encounter in teaching listening according to their views. Data was collected through interview with teachers of 3rd and 4th grade in state primary schools in some of the central districts (Seyhan, Çukurova) of Adana and Çankaya district of Ankara, Turkey. The workgroup were determined through sampling criteria for purposeful sampling. The collected data was analyzed with content analysis technique. Results showed that all teachers had problems in teaching listening and thought that the reasons for these problems were not related with themselves. This study has been conducted on teaching listening in Turkey. As language education is offered all over the world, similar studies can be conducted in the other countries. Additionally, the problems encountered in teaching listening or other language skills in all educational institutions can be investigated.

1-13

Authors: Bahir SELÇUK & Mesut ALGÜL

Şefik, whose real name is Mehmed and who is known by his nickname Masrafzâde, worked as a clerk, hacegan, mukataa, and chronicler. Şefik Mehmed, who is widely known as a historian, is known by his work named Şefikname in which he told about Edirne Case which took place in 1703. There is not any evidence saying that Şefik, who is mentioned being as a good poet in some tezkires, has a diwan. In some tezkires, some couplets from his poems are presented as an example. These couplets exemplify Şefîk’s amorous poetry style. Besides, there are 6 qasida, 9 ghazels and 1 couplet of Şefik Mehmed in a magazine organized in 1118 (1707) and which is in Topkapi Palace Museum Library now. 5 of these qasida include religious theme. 2 of them are naat, 1 of them is invocation and the other one is a medhiyye written for four great caliphs. The other qasida is a medhiyye written for Rami Mehmed Paşa. The first of his ghazels is an invocation. The other ghazels and couplets were written in an amorous way. The last two ghazels consisting of two couplets are of uncompleted ghazels. There are Şefîk’s 3 ghazels and 4 couplets in the biographical sources. In this study, the general features of Şefik Mehmed's ghazels in mentioned majmua and his sample poems in tezkires will be focused and their transcripts will be given

37-43

Authors: Gülten KOŞAR & Hasan BEDİR

Culture is the accumulation of shared attitudes, values, goals, and practices that characterizes a group, institution or society. The relation between culture and language has long been of interest to researchers, and the common view regarding the relation between culture and language has been centered upon the intertwinement between them. Such an interest is due to the fact that being aware of target culture is of crucial significance for fruitful and successful communication. For native speakers it is not uneasy to adapt to their own culture, because they are surrounded by the society where features of the culture are noticeable in all aspects. Nevertheless, in Turkish context learners do not have a great deal of opportunities to become aware of target culture, rather it is underestimated and neglected in the course of teaching. Text books and the media are the main sources helping students become aware of target culture; hence as English language teachers we should take action with the intention of teaching cultural aspects of target language whether or not it is overtly stated in the curriculum. Therefore, this study aims at enabling university prep-class level students to become aware of target culture while they are intensively studying English in the preparatory classes so that they can both enhance their proficiency level in English and develop a sense of global harmony and peace. The participants of the study were 25 university prep class students. Observation and semi-structured interview were used as data collection tools. The findings of the study revealed that embedding culture teaching into language learning process raised students’ awareness of the significance of target culture alongside target language.

56-68

Authors: Aslıhan AKÇAY & Tuba FERZAN BÜTÜNER & Arda ARIKAN

English has become a compulsory lesson starting at the second grade in Turkey while younger learners are growingly introduced to it at earlier ages through various pre-schools, day-care programs and private courses. This descriptive study focuses on young learners’ self-reported reasons for learning English and other foreign languages. Twenty children (11-12 year-olds) who have been studying for over two years at a private language school in Antalya participated in the study through structured face-to-face interview questions. After completing the recordings, the data were transcribed and translated into English. Content analysis was used to analyze the data. Results of the study have shown that students want to learn Spanish as a foreign language after English. In addition to these languages, French and Russian were counted as the languages students wanted to learn as foreign languages. This study also found that the participants were mostly extrinsically motivated as learners. It is also noteworthy that young learners who participated in the study used an emotional language while describing the language(s) they were learning or while mentioning their reasons for studying these languages. Although the study is limited to a small group of young learners, it is important in that it is one of the first studies in the field and within the context of our country.

76-90

Authors: Gülşah KÜLEKÇİ & Esin KUMLU

Critical thinking is an intellectual concept that encourages individuals to analyze, evaluate and explain through interpreting ideas from a broader perspective. So as to encourage critical thinking among EFL (English as a Foreign Language) students, literary texts, can be a beneficial tool. This article aimed at paving the ways to make students achieve critical thinking skills through reading novels. The main purpose of choosing novels to establish critical thinking skills in students is that literature has been looked at as an object of study and this field was little treated as an applied field in the other aspects of language learning, especially critical thinking. In this study a mixed research design is followed. First, CAAP Critical Thinking Test is conducted to pre-service English teachers before and after the treatment. In the second phase, follow-up qualitative interviews are conducted with the volunteers only. In addition, a special course design is developed for their presentations during a 14 week period. As literature fosters the development of critical thinking skills, content-based instruction has been suggested by the researchers as an effective way to develop both critical thinking and language learning skills of the students.

107-115

Authors: Pelin EKŞİ

Text linguistics that was initiated as of 1950’s, consists of the methods and the approaches related to the analysis of the relationships among the structures beyond the sentence level in written or spoken text and it deals with all kinds of text. Text is a piece of language and every text conveys a message. The message consists of semantic, pragmatic and textual components. A text both semantic product and process as well as a “communicative occurrence”. These are the required standards of textuality. There are seven principles of textuality: Cohesion, coherence, intentionality, acceptability, informativity, situationality, and intertextuality. However, because of its particular qualities, poetry is could not be analyzed fully via criteria of text linguistics. Therefore imagery, smiles, connations and semantic progression should be the other criteria. In this text, by applying the text linguistical methods, a Nâbî’s tahmîs which was converted from Fuzûlî’s gazal is analyzed comparatively. To the best of this researcher’s knowledge, new methods and approaches are limitedly made use of when analyzing the Divan literature. The assumption in this study is that empyloyment of contemporary methods and approaches could lead to better understanding of this deep rooted literature. Hence, the ultimate aim of this article is to contribute to the literature in this respect.

124-141

Authors: Dilek ÇETİNDAŞ

Folk tales of heroes dreamed after a crisis period, he gained a new personality and drinking bade or encounter hero sets out to look for him in this dream by seeing a picture of a girl in love. Separate deducted for various reasons, after many attempts to find her lover and lover of the hero in the struggle for. Ultimately, he would either have perfected a lover or tell the end with death. In the modern novel had seen a picture of the hero / image obtained / portrait of his / photograph taken by being in love with lover, to fight in his sake, this hero to reach the lover sees the image, and the last in love or death or to result in restoring motifs found in his works repeated in the same order. But the traditional life in the process leading to modern life, not love motif picture shows the change and transformation. In this article, the point to find the traces of the traditional elements in the modern novel, the motif will be examined in love with the image, starting from innovation during the Reforms in the comics until today, party world, theme, venue, in terms of fiction and reality, the figure fell in love with that pattern will be followed echoes in modern novels.

151-158

Authors: Göksu ÇİÇEKLİ KOÇ

This study intends to determine pre-service teachers’ -who studied at Ege University Faculty of Education Turkish Teaching licence programme in 2014-2015 academic year (spring semester)- burnout levels according to their gender, grade and preference. In the study, “Maslach Burnout Inventory (Student Version)” was used which was developed by Schaufeli et al (2002) in order to determine the burnout levels of students and adopted to Turkish by Balkıs et al (2011) as a measurement tool. The scale which is consisted of 15 items is seven-point Likert-type. Rating is formed as “Completely Agree”, “Agree”, “Slightly Agree", “Undecided”, “Slightly Disagree”, “Disagree” and “Completely Disagree”. Overall burnout level is determined by calculating all scale items. Getting the highest score from scale is considered as an indicator of higher burnout. 50 pre-service Turkish teachers studying at first grade, 45 pre-service Turkish teachers studying at second grade, 42 pre-service Turkish teachers studying at third grade and 34 pre-service Turkish teachers studying at fourth grade were consisted the sample of the study. In this study, 171 prospective teachers’ (109 female and 62 male) burnout levels were evaluated. The collected data were analyzed by using SPSS. T-test and Anova were applied on data. Significant differences were observed in the burnout level of pre-service Turkish teachers according to gender in the favor of female (X=62.86), the burnout level according to grade in the favor of 4th grade (X=78.20), the burnout level according to preference in the favor of involuntary (X=69.70).

168-183

Authors: İbrahim Halil YAPRAK & Güleser KORKMAZER

The aim of this research is to find out the effects of the use of two different grammar teaching approaches in the preparatory class majoring in German Language Teaching at Faculty of Education, in Dicle University. In this study, pretest-posttest control and experimental group research design was adopted. As participants, 30 female and 10 male students were recruited. While in control group the rules related to past tense form of Perfekt (the past tense) were directly taught, in experimental group which was more autonomous learning environment, it was ensured that students could discover the rules themselves. Firstly, written texts structured around Perfekt were distributed to the students; then, three-step sos Sammeln→ Systematisieren→ Ordnen that the (compilation→ regulation→ systematization) were analyzed according to the rules. In light of the exercises in grammar books, the comments and suggestions offered by the academic experts in the field, a Perfekt achievement test consisting of six chapters Perfekt was designed. KR-2O reliability coefficient of the test was calculated as 0.896. According to Independent samples t-test results of the pre-test, there was no significant relationship between the control and experimental groups and the groups were recorded as homogeneous. After the applications of two approaches and posttest, no significant difference was noted. Additionally, for deeper analysis, the analysis of variables such as gender, type of school, and field that the students studied in their high schools were also conducted. The use of Mann Whitney U-test for the difference between gender and posttest scores showed significant differences in favor of the female participants. Kruskal-Wallis test results, on the other hand, pointed out a significant correlation between the types of the school that the participants enrolled during their high school education. Based on these post-test results, it was noted that students of Anatolian High School were more successful than the rest.

195-215

Authors: Hülya AŞKIN BALCI

Due to the interaction of words, we face with the existence of some hierarchical relations each time that we look up a dictionary. In fact, it is not possible to determine the meaning borders of the words strictly but mainly it is possible to talk about nested meaning meshes and connotations. Thus, a word is meaningful in its own lexical field. Moreover, the words in a lexical field might unite with multiple basic semantic features. By this way, knowing the entire lexical meaning and understanding a word completely could be achieved and having lexical field knowledge of a word may ease to understand that word accurately. As Trier (1973;1-2) stated, the meaning exits merely by the agency of lexical field. If there is no lexical field then there is no meaning either. Thus the words are used by stimulating the meaning and form the basis of the individual's knowledge. As every word acquired through the interpretation process is a result of a lot of mental activity of the work, they are stored after they are created in memory and gain importance in the communication area. During the process of interpretation connotations area occur with the elements of the same concepts. Making word meaningful depending on the context for each human is replacing human memory in a way that has many emotional values. In our article, depending on this thought by illustrating the lexical field which the “mouth” concept belongs in the scope of lexical field theory we tried to expose its semantic connections in vocabulary. About the “mouth” concept that we face in many fields, we found out 399 usage feature in total.

232-240

Authors: Süleyman ERATALAY & Sevda ERATALAY

When it is evaluated at the aspect of morphological classification in the terms of their syntactic structures, Turkish and Sumerian, which are quite close to each other within their agglutinative structures, it is little known about what kind of relationship they are in. Turkish is an agglutinative language. As it is known Turkish located in the Altay branch of the Ural-Altaic language family. As syntactical aspect Turkish differs from isolating languages like Vietnamese, inflected languages like Russian and Sanskrit and monosyllabic languages like Eskimo languages. Turkish uses the affixes for syntactic process. In the same way Turkish use the affixes to derive new words too. Sumerian is not indicated in any language family although his agglutinative structure. If we look at the structure of Sumerian we can say it is an agglutinative language. The affixes can be used to derive new words as well as in the syntactic process. In this context, the structural similarities of Sumerian and Turkish are very interesting. In Turkish and Sumerian phrases, we can clearly see the subject- object- predicate order. These basic syntactical features are common to both languages. However, such similarities are not sufficient to describe the relationship between the two languages with each other. Languages undergo some diachronic changes and in the same time can change also his own structures with different factors. We bring up in our study the syntactical features the two languages and in order to show the equivalence have given varied example of sentence analysis.

1-7

Authors: Xhemile ABDIU & Spartak KADIU

It is widely known that after the conquest of Istanbul, the Balkan Peninsula in Europe has become the most important focus of the Ottoman conquest. Due to almost all of historical developments and changes in the Balkan Peninsula during the Ottoman administration, a lot of changes appear in the culture of people of this region, in their education, in their language and traditions. In this land, the Ottomans built many architectural monuments such as mosques, shrines, bridges, caravanserai and baths. In a short time, various forms of arts related to the Ottoman culture spread in Balkan countries. Local trade and economy developed. After Balkan countries accepted Islam, they adapted to the principles of this religion. When the Ottomans came to the Balkans they settled both in cities and villages. The Ottomans brought or created there their families and tried to preserve their language, literature, traditions and customs. In the areas where they settled, the most beautiful examples of initially Turkish and later Arabian and Persian oral folk literature are seen. First, people learnt this oral literature in military settlements. Then, they replicated this kind of literature in their homes, schools and madrasas, as well as in some places of the Tarikat sect. Types of Turkish folk literature and to a lesser extent types of Arabic and Persian literature, remain today as a heritage from generation to generation. Turkish folk literature has almost become an integral part of the Folk Literature amongst Albanians, Bulgarians, Bosnians, Serbs, Macedonians, and Hungarians. In the oral literature, we can find examples of idioms, proverbs, folk tales, lullabies, etc. In the written Literature we find varsağı, semai, ilahi and divan. The most important examples are the anecdotes of Nasreddin Hodja, Köroğlu, Kerem and Asli, the fairy tale of Aşık Garip. The purpose of this article is to describe the influence of Turkish literature into the Albanian one, based on the examples found in the Albanian literature.

18-38

Authors: Esma DUMANLI KADIZADE

This study analyzes fairy tales, which have an important role within child literature, in terms of values education. The social values reflected in tales are examined in this study. Books, starting from the first reading books, are significant not only for the development process of the child, but also for the acquisition of social values. Social values are the factors maturing individuals within the socialization process with its local and universal dimensions. By means of these values, individuals, who approach and address social problems through logic, propose solutions to social problems based on common sense and avoid isolation and marginalization as a result of urban life, can be integrated into society. For this reason, tales should have fiction that includes values education. When reading or listening to tales, without even noticing, one can learn about the culture, language, religion, tradition and customs with which the story is associated. Based on this consideration, the examples used in this study were sourced not from foreign children’s literature, but instead from a Turkish source, namely Tahir Hafizoğlu’s book entitled “Billur Köşk (Crystal Manor)”, which is read and taught in elementary schools. The purpose of this study is to analyze whether the evaluated tales contributed various values to education.

57-72

Authors: Mehmet KATRANCI

In the current study, the purpose is to determine the elementary school fourth grade students’ writing and book reading motivation and the extent to which gender, state of reading newspaper/magazine, writing and book reading motivations predict the students’ academic achievements in the Turkish Language course. As the method of the study, relational survey design was used. The study was conducted with the participation of 262 elementary school fourth graders in the city of Kırıkkale in 2014-2015 school year. Personal Information Form, Book Reading Motivation Scale and Writing Motivation Scale were used as the data collection instruments of the study. The results of the analyses conducted revealed that more than half of the students read newspapers/magazines; the students’ book reading motivation level is high and their writing motivation level is low. In the explanation of the academic achievement in Turkish Language course, book reading motivation was found to be a significant variable and writing motivation not. When writing motivation and state of reading newspaper/magazine reading were kept constant, a positive and low level of correlation was found between book reading motivation and Turkish Language course academic achievement. When the variables of book reading motivation and writing motivation were kept constant, a positive and low level of correlation was found between state of reading newspaper/magazine and Turkish Language course academic achievement. The variables can be ordered as follows in terms of the power of predicting Turkish Language course academic achievement; book reading motivation, state of reading newspaper/magazine and writing motivation. Considering the correlation between book reading motivation and Turkish Language course academic achievement, activities can be developed to enhance students’ book reading motivation. Moreover, research can be designed to determine the reasons for students’ low writing motivation and activities can be developed to promote students’ writing motivation.

94-112

Authors: Ümit YILDIZ

In recent years, Turkey's economic development and political stability makes a substantial contribution to the process of increasing interest to our country and culture. As a natural consequence, worldwide interest in Turkish is rapidly increasing compared to past years. Belarus is one of the countries in which the interest increased in Turkish. The history of Turkish education in Belarus began in 1994. First, at the Minsk State Linguistic University with 8 students Turkish courses were put in the program as elective courses. In 2012, Turkish is being taught as a foreign language at 6 different universities in Belarus. More than two hundred students are learning Turkish as a first and second foreign language. One of the problems that is met in Belarus is the lack of experienced teachers in the field of teaching Turkish as a foreign language. Another problem is lack of teaching curriculum with clearly defined dimensions in terms of goals, content and evaluation methods (Yıldız and Tunçel, 2011). This study aims to highligt the importance of conducting similar studies in the field of teaching Turkish as a foreign language. The aim of this descriptive study is to discuss the problems faced in the processes of teaching Turkish as a foreign language in the context of Belarus and to offer suggesstions to these problems.

127-141

Authors: Hakan ÜLPER & İ. Seçkin AYDIN & H. Özgür İNNALI

This research aims the qualitative evaluation of the self-awareness of the prospective teachers in the faculty of education, that is derived from micro-teaching practices in order to improve skills for verbal lecture. The problem title of the research is ‘How is the qualitative outlook of the self-awareness that is derived from micro-teaching practices in verbal lecture activities?’. This research has been carried out according to content analysis method and depending on qualitative research. And the pattern of the research has been specified as situation determination. First grade students in the departments of Mathematics and Information Technologies in Mehmet Akif ERSOY University (MAKU) Faculty of Education constitute the study group. The research has been confined to 50 participants, 27 from Mathematics and 23 from Information Technologies departments. The participants were lectured in self-evaluation for three weeks in the beginning of the practice. After being informed about the study, pursuant to prepared speech, every participant was given ten minutes and was asked to perform a prepared speech in ten minutes. The activity was video recorded by the instructor of the lecture. These recordings were watched by the class right after the presentation. Then, the students were asked to write their thoughts about the presentations on A4 size papers. The written data collected only by the presenters for ten weeks were coded in the contexts of conversational maxim, pronunciation and body language by applying content analysis by two researchers, and then categorized under certain titles. According to the findings collected from the research, it has been concluded that the students had enough knowledge in terms of quantity, accurate knowledge in terms of quality, integrity in topic in terms of relation, stress and intonation in terms of pronunciation, eye contact, gesture and facial expression and bodily movements in terms of body language. On the other hand, the level of their anxiety, the level of their preparedness and their awareness and concernments of anxiety have been observed.

159-168

Authors: Sema ÇETİN BAYCANLAR

Eastern and Western cultures for centuries to get to know each other, trying to figure appears as two different worlds. Ottoman intellectuals process that began before the proclamation of the Tanzimat and artists, seeing himself over the West, lived by endeavoring to understand. West's "other" as the prevalence of asthma East, the West, this time the "other" is perceived. This effort to explain and understand the Paris and London, the West's most familiar and geographic interests us as cultural venues. In particular, the text of the Tanzimat period France-Paris, the UK-based London more known and described this situation as a striking geography, during the Republic have also continued for some time. Both capitals from central London, although numbers for Europe's many; who lived on the island and the culture of a city which differ from the continent's cultural and social structure. Author with the effect of these differences / poets they saw before describing in London, a familiar places in; Paris and comparisons have done; Both the city's geography, architecture, daily life, culture and people of the city has become the subject of this comparison. Are attempts to the common Western image to reveal differences in this comparison has also been reflected in the text. In particular, these comparisons are often made in writing expressed trip starting from personal convictions literary though, they draw attention to the historical and sociological value. In this article, the Tanzimat period to the present, based on the selected text, most of the first impression of authors who see the European continent, works in Paris and London comparisons and prominent Western image of these comparative expression will be evaluated. Starting with the Tanzimat period to the present text, although many have described as an independent Paris and London; Based on our articles identified from the selected works and assessments will be made.

199-209

Authors: Murat TURNA

Mustafa Kutlu is a figure of interest in near term Turkish Literature by his stories. Mostly, his stories have double meaning scope. An experienced reader doesn't have difficulty to discern bending ordinary, worldly patterned stories to beyond an obvious fact. Kutlu's stories have a metaphysical depth. The first stratum of meaning is about simple facts that everyone can easily figure out. Life's preoccupation within flow of time, ordinary incidents that happen to mankind, human relations are types of issues that anyone can comprehend. Still there are some particular matters that author is trying to adumbrate. We find the author’s main purpose at certain points hidden in the story’s depth. Central points in Kutlu’s stories are loaded with emotions being sent to the readers. There is a permanent gist in his stories. In other words the core of the stories is the same. The core is the metaphysics appeared at the point that conclusions bound together. Considering the resources he uses and the mission he is in, the author always studies this metaphysical message as an unchanging gist. His themes and preferences are always in this direction. As Mustafa Kutlu has a consistent line in metaphysics and he maintains his position for years, it is clear that he draws attention of several coteries. Mustafa Kutlu’s ingenuity in art of literature is particularly in his stories and the purpose of his stories gives his paradigm, his unique aesthetics. “Beyhude Ömrüm” story is a genuine work that author’s mentioned features and his perspective of art are clearly understood. The relationship between his universe of ideas and his art is quite remarkable. Throughout the article, practising thoughts on work’s meaning dimension, shedding light on mentioned issues are aiming to make them understandable.

224-240

Authors: Hale ORTAKÖYLÜOĞLU

In the mother-tongue acquisition process, language acquisition theories suggest that language input provides children with the ability to use tense and aspect markers competently. The purpose of this study is to analyze the phenomena of aspect in storybooks considered as significant written input, especially at the pre-school and early childhood period in which the language acquisition process is fast. In line with the aim of the study, a small scale database is set up with the verbs in six storybooks chosen considering the developmental characteristics of the children at this stage. The situation types of verbs, their argument structures, the aspectual markers attached to them and the adverbial usages are represented. Furthermore, the interaction among these structures is presented with their frequency of usage. In terms of the method, the qualitative and the quantitative data analyses based on Smith (1991)’s Aspect Theory classification are carried out. The qualitative analysis is done via classifying the lexical aspects of the verbs, the argument structure-morphological marker and the usage of the verb-adverb interaction using the Excel Program. The quantitative data analysis is done via specifying the distribution and frequency of usage of the qualitative data in the database. The results indicate that the significant number of the 242 verbs used in the storybooks is constituted of achievement and state verbs. Achievement verbs, in accordance with the text properties, are frequently used with past/perfective marking –DI and –mIş. This result seems to support the Aspect Theory. The other significant results of the study are that the verbs are mostly associated with bare noun phrases, and the time adverbials are the most frequently used adverbs modifying all types of verbs.

250-264

Authors: Adem AYDEMİR

Divanü Lûgati’t-Türk that means ‘Turkish Dialects Dictionary, is a first dictionary of the Turkish by dialects words that is included dialects materials. Richness of languages evaluates by its vocabulary. Historical dictionaries are given importance to determine general Turkish vocabulary. Divanü Lûgati’t-Türk is one of the most significant works of Turkish language. In addition to it is a rich source points of historical progress and vocabulary of Turkish language. The common effects of the meteorological factors such as heat, humidity, rain, wind, light have important role in formation of the living conditions of a place. Therefore, the knowledge about meteorology of the Turkish people is commonly found in their vocabulary. The aim of this article is to demonstrate the competence of Divanü Lûgati’t-Türk which is regarded as the oldest and the most essential dictionary of Turkish Language, written by Kâşgarlı Mahmud, in supplying equivalent terms for meteorology concepts. The findings and used terms on meteorology in Divanü Lûgati’tTürk are very significant in order to show the level of east on meteorology that the Turkish language developed very much in that time. Kâşgarlı Mahmud, mentions significant information about meteorology in Divanü Lûgati’t-Türk. Hence, in this article, will be examined the traces of meteorology on Turkish Language of 11th century according to Divanü Lûgati’t-Türk. It is known that in the modern Turkish language, some words show parallelism with Middle or Old Turkish. Therefore, the historical and contemporary Turkish dialects can be applied to explain words belonging to meteorology in vocabulary of Divanü Lûgati’t-Türk.

287-302

Authors: Gerard PAULSEN

After the Civil War, American educational reformers set about transforming the nation’s higher educational institutions: to do so, they borrowed extensively from the contemporary German university model, but also introduced several important innovations, including the division of teaching and research into discrete academic departments. English departments, along with many others, were first established in American universities in the 1870s and 1880s. To organize these departments, the new breed of university presidents turned to the young Americans who had traveled to Germany in order to pursue advanced studies in language and literature. Trained in German philological theory and method, these scholars quickly organized departmental teaching and research along philological lines. Around the turn of the century, English-departments shifted from their initial focus on German linguistic philology to a focus on the broader vistas of German cultural philology. This article will briefly examine the theories and methods of cultural philology and will then discuss the ways in which one of its central hermeneutic methods, the investigation of sources and parallels, was used in actual research. During the first two decades of the twentieth century, this hermeneutic served to motivate and justify diverse kinds of investigation and was perhaps the dominant form of English-department research as is evidenced by its prominence both in journal articles and scholarly monographs and in scholarly editions intended for undergraduates and the general public.

319-324

Authors: Orhan HANBAY

A textbook is a sealed pressure work in which all the necessary tools for learning (texts, images, connected with tasks and exercises, etc.) are included. Textbooks in foreign language teaching have many functions and features. They are for learners and teachers the central conductive medium stil in the crucial first years of learning and they form an ideal data base for a variety of hypotheses about the often-discussed relationship between theory and practice in language teaching. Little research is available in the literature about Student comments on foreign language textbooks. In this study, 65 students (female N = 27 and male N = 38) of the tenth year of a High School in Mersin / Turkey were asked in order to assess their school book "Deutsch ist Spitze! A1.1". In the data collection the 5-scale questionnaire with 18 items created for this study were used in the school year 2014-15. The results showed that the overall mean value (3.13) of the scale for the assessment of students on the textbook "Deutsch ist Spitze! A1.1 " is not high (1-5). In addition, the mean values of each of the factors suggest that the two factors "autonomous learning" (2.89) and "vocabulary" (2,88) are as the weak side of the textbook "Deutsch ist Spitze! A1.1".

337-360

Authors: Ersin GÜLAY & Suat UNGAN

The study aims to improve the practices of the Turkish language course lecturer through the views of the students and the reflection of the lecturer himself in order to achieve the objectives of the course which is offered in vocational schools of higher education. To this end, an action research design was adopted within qualitative research approach. This approach enables the researcher to be in the very process of the research as a practitioner, and provides the pratitioner with the opportunity of observing and detecting the problems occur during the practice as well as evaluate the results of the new practices implemented after the designation of the problems. The study was conducted on 186 students in 14 weeks period in 2011- 2012 academic year. The data was collected through the diaries of the practitioner, and semi-structured interviews with the students. Some of the students did not provide any or enough data within the scope of the study during the data colection process. At the end of the study, the practitioner concluded that the course lecturer should be the model for the students by attaching importance to the course and be a model to the students in this respect. Besides, the students need to be engaged with literary works which provide to them language awareness, and thus this should be practiced with the the writing practices. Additioanlly, necessary techniques which enable the large number of students to participate in such activities should be used in the crowded classrooms.

374-388

Authors: Mehmet ALVER & Şenol SANCAK

A language has such two aspects as ‘written’ and ‘oral’. ‘Oral language’ uses such auxiliary elements for expression as gestures, facial expressions and intonation or toning, whereas ‘written language’ uses only ‘writing’ as a means of expression. The elements of expression used in ‘oral language’ is replaced by punctuation-marks in ‘written language’, which is of great importance and necessity in terms of the involvement of the details of ‘oral language’ in ‘writing’ and of the prevention of some probable confusions. In the study, the focus is, therefore, on the forms of the punctuation-marks being used in the Curriculum of 2nd-step Instruction of the Turkish Course at Elementary Schools from the Republican Period to the present time. The study also aims to determine how and to what extend punctuation-marks were reflected in schooltextbooks prepared in parallel with the Instruction-Programs of Turkish Course made between 1981 and 2005. The results obtained indicated that from the past to the present, punctuation-marks have undergone significant changes in 2nd step Instruction-programs of ‘Turkish course’ at Elementary-Schools and in school-textbooks. The results also showed that it was not clear until the last Turkish Instruction program which punctuation marks and with which of their features would be taught at which level. Now, it is obvious that in terms of the instruction of the punctuations-marks, the new program is highly descriptive with the provision of a good guidance.

399-427

Authors: Onur DURSUN & Sercan Hamza BAĞLAMA

Turkey is a polarized society consisting of modern people and conservatives. Cultural differences in this polarized society are actually a consequence of a long historical process. The dichotomy of culture and ideology in Turkish society has two significant breaking points. The first is the transition process of Turkish society to Islam between the 8th century and the 14th century whereas the second is related to the concept of Westernization, the influences of which are still observable although it started in the 17th century. These two occasions not only changed the lifestyle of Turkish society but also influenced the use of Turkish language. In terms of word capacity, Turkish language therefore contains both Oriental/Islamic ideology and Western/Modern ideology within itself, and this impact is considerably recognizable from spoken language to written language and from scientific language to media language. Media entertainment contents also reveal this interaction. The objective of this study is to analyze the cultural and ideological polarization in Turkey through investigating the contents of crosswords in five daily newspapers which are, respectively, Cumhuriyet, Hürriyet, Milliyet, Yeni Akit and Zaman. Media usually has an ideological content; however the fact that ideological and cultural polarization can also be explored at linguistic levels through crosswords has not been studied before. In this respect, firstly clarifying the concept of ideology in order to theoretically reveal how ideology is reinforced through language, this study basically focuses on the historical process of the cultural and ideological polarization and its reflections on Turkish language. The study, linguistically analyzing the crosswords, has also discussed the relationship among entertainment, ideology and media. Data in the study was collected through content analysis method and was interpreted by means of critical discourse theory. In this respect, this study has actually multi-methodological method. Ten crosswords from each newspaper have etymologically been analyzed, and it has been found out that there are similarities between the words in the crosswords and the publication policies of the newspapers.

438-449

Authors: Ekrem BEKTAŞ

It is known that Classical Turkish poetry or with it's common name Divan poetry has a variety of connotation. In classical Turkish poetry, it is possible to find a projection or a reflection of many aspects which are related to social issues. Many researchs which are conducted in this field show the evidence of this case. It can not be thought that Divan poet who is a member of Muslim society is far away from the religious values, the customary and the culture of the society. The mosques have a huge impact on religious life of muslims and other aspects that are related to mosques (such as religious community, sermon, pulpit, altar etc.) has taken a place either directly or indirectly in our classical poetry. Especially the name of Gül Mosque which is a historical mosque in Istanbul, has inspired poets and has been subject to couplets with various metaphors and dreams. According to the our determination, the number of poet who use these metaphors and dreams is almost 20. In these couplets, there are many metaphors, such as, rose garden has been likened to a mosque, a nightingale to a mosque preacher addressed the congregation, a rose brunch to a pulpit, a doves to anyone who read the Qur'an and flowers has been linkened to the congregation.In this article, mainly Gül Mosque, and some examples couplets inclueded these issues related to mosque will be addressed.