International Journal of Language Academy

18-32

Authors: Eda ÇORBACIOĞLU GÖNEZER

L’organisation mondiale de la Santé (OMS) estime que d’ici 2020, le tabac sera la principale cause de décès et d’incapacité, avec plus de 10 millions de victimes par an. De nos jours on connait très bien les conséquences de la cigarette sur la santé. Afin d’aider les fumeurs pour qu’ils prennent la décision de cesser de fumer, on prépare des affiches. Ces affiches nous montrent tantôt les dommages causés dans le corps par le tabac, tantôt les dangers du tabac. Pour persuader les personnes au sujet des dommages de la cigarette, il faut sensibiliser le public visé.Dans les campagnes anti-tabac on se confronte aux figures de style. Les figures de style se composent des figures de mots, des figures de sens, des figures de constructions et des figures de pensées. Les figures de mots concernent le signifiant des mots, les figures de sens se basent sur le signifié des mots, les figures de construction se basent sur l’organisation du discours, les figures de pensée concernent seulement les relations entre les idées. Les figures de style nous servent à passer le message de façon éloquente et persuasive. Outre des spots TV pour sensibiliser le public aux effets néfastes du tabac, les affiches des campagnes enrichies des figures de style permettent de mieux monter les effets néfastes du tabac.

41-58

Authors: Kemal EROL

The evolition, the change and the metamorphosis process of a literary school or social mentality depend on place and human element, of course, the conditions of these. So the place and the social conditions, belonging to that period, have an important role in the formation and the differentiation of the political and sociological movement. The socialist poetry concept of the new generation poets who occured in our country after 1950s, is correlated with this. Talip Apaydın is one of these who reflects the truth of village and peasant in the context of the place and the human element, in their poems. Talip Apaydın (1926-2014) is the prominent of the socialist realistic movement; who also expresses Anatolias’ rural geography with its troubles in his poems as in his novels, stories, memories and his plays. Describing what was seen and recognized by the artist realistically is the main factor in the socialist concept which has affected every aspects of literature and art with poetry. With this mentalitiy, Apaydın also deals village and town environments, human relationships with descriptions of the nature in its own naturalness in his poems as well as his stories and novels. Apaydın, starting the literature with the socialist poems, has two poetry books called “Susuzluk” (1952) and “Kırsal Sancı (1999). The poems in this works are the explanation of the perception about the villages and the towns in Anatolia after 1950, and the people living in there. Although the place expressed in the poems is the regions, where the artist knows very well like Polatlı, Eskişehir, Beypazarı; it actually reflects the general view of backwoods in Anatolia of that term. Apaydın describes his works with the perspective of a peasant, not with the perspective of a townsman unlike other poets in the previous term. So in his works; the auditory, sentimental and olfaction images have more priority rather than visual images. The described backwoods is not the ideal backwoods of the republican ideology. The problem highlighted about the backwoods in this context, is the poverty of the people in rural, experienced social inequalities, administrative and class contradictions.

67-76

Authors: Yusuf SÜLÜKÇÜ

This study is a technical and methodological analysis of Kitâb-ı Mecmû-ı Tercümân-ı Türkî ve Acemî ve Mugalî (A Book Collecting Translations in Turkish, Persian and Mongolian), which was written to teach Turkish to Arabs in Egypt in the period of the Mamelukes, regarding the language material used in the book as well as foreign language instruction. The only manuscript of this work is in the Leiden University Library in the Netherlands. This book consists of 76 sheets with 13 lines on each page. The writer of the book is unknown, and its copyist was Halil bin Muhammed bin Yusuf el-Konevî, a Turk from Konya, Turkey. This book was intended to teach Turkish, the language of the rulers, to the Arabs, who comprised the public ruled by the Turks and spoke Arabic. As the language material, the first section of the book included 1,110 nouns and 18 verbs under 26 theme headings, and its second section included 455 verbs and 14 nouns. Together with the words in the grammar section with multiple meanings, there are 1,674 Turkish words in the book in total. It was found that the suffix, -ġıl/-gil, which is used in singular imperative mood and stopped being used in ancient Anatolian Turkish, was still in use in Egypt in the period when the book was written. The book also includes 89 words that it claims to have been used by the Turkmen and compares Kipczak and Turkmen. In accordance with the language instruction traditions of the time, this book divided the words into three groups, nouns, verbs and prepositions. In terms of language instruction methods and techniques, the book listed the nouns thematically, while it listed the verbs considering the sequence of events, closeness of meaning or oppositions between them. This technique is similar to the methods and techniques used currently in the instruction of foreign language and vocabulary. The writer states in the book that he or she had examined the previous works on similar subjects and preferred to take a different route. Another characteristic of the book that distinguishes it from the other books in the same field is that it has a table of contents. Like other Turkish instruction books, this book includes slang as well. The books published today are not called dictionaries, even though they have dictionary sections at the end. Thus, this book should not be described as a dictionary-grammar book based on its content. The researcher believes that it would be more suitable to describe this book as a Turkish instruction book aimed at teaching Turkish to foreigners (Arabs) who are beginner-level learners.

90-98

Authors: Mustafa SOLMAZ

The aim of this study is to evaluate the Context, Input, Process, Product dimensions of 10th grade English Teaching Curriculum using Stufflebeam’s CIPP model. Furthermore, it is aimed to explore whether the answers change based on the gender of the participants. With this aim, teachers’ who apply the program and stuents’ who are educated based on the program views are referred. The teacher and student five-point likert questionaires of which reliability and validity are provided by Karakaş were applied as the data collection tool. The study took place in the northen-west part of Turkey. The questionaires were applied to 26 English teachers and 227 students. According to the data obtained teachers and students are not satisfied with the context, input, process and product dimensions of the 10th grade English Curriculum. The view of students does not have meaningful difference based on the gender. As for that when teachers’ view is examined, it is detected that male teachers think more positively only about the dimension of Input of the Curriculum.

117-131

Authors: Mustafa SARICA

Languages hide, under their current images, the traces of a thousand years extending into the unknown and left behind. To make visible these traces, we should look to morphological and semantic fluctuations as stretch, shrink, falling syllable, expansion, contraction and change. Starting out from an unknown era, walking from the premise root morpheme and still existing today, free and bound morphemes, questioned the principles of morphology and syntax, can provide information, taking advantage of the diachronic perspective, about both the current function and appearance beside historical stages. Under this heading, etymology and morphological analysis’s contribution has been questioned to understand Turkish’ structure. Morphemes queried with analysis methods providing to make visible and measurable the morphological mark in words have been questioned language which belongs structurally in terms of etymology and structure and aimed intelligibility of Turkish language. To query the Turkish’s today, was respected the possibility of principle that word keep in the structure and texture morphological stages of development with deep morphology method. According to this, between the root morpheme and its derivations, texture and structure union is ongoing. Although known to be based on a root structure of each derivation block in Turkish, roots sounds change in the track of words and flexing of formal been observed to cause problems. By historical linguistics approach, diachronic perspective and deep morphological analysis, this research can make visible morphological stamp special to Turkish and aims to assist in the understanding of Turkish.

146-163

Authors: Tolunay EKİZ & Ebru ŞİRE KAYA

This article is one part of a larger master thesis titled “Increasing Self-Efficacy in Reading Skill through use of Native Culture in Turkish ELT Prep Classes” conducted at Çukurova University. There have been many studies into the teaching of target culture in EFL classes; however, little has been done into the place of native culture in foreign language teaching. It is believed that incorporating the native culture into reading in the target language may provide familiarity with the topic and contribute to foreign language learning. Therefore, the aim of this study is to discover whether reading about the native culture in the target language may affect students’ reading skill and their reading marks or not. Reading was significantly chosen because the students are exposed to the target language in EFL classes mostly through reading. The study was carried out for ten weeks with two Level 3 ELT prep classes, one experimental and one control group, at Foreign Languages Centre, Çukurova University, Adana using teacher diary, student minute papers, student oral feedback, and comparison of reading average marks. The qualitative results indicated that the topics about the native culture appealed to the majority of the participants, made vocabulary guessing easier and increased their knowledge about their own culture, permitting them to be able to share it in multicultural contexts.

174-187

Authors: Esim GÜRSOY & Özge BULUT

Used as an alternative form of assessment, portfolios are a collection of students’ work, which demonstrates students’ achievement and knowledge. As a result of learner-centered methodologies and benefits associated with portfolios, more and more teachers are using them for learner development and assessment. Due to this interest, the current study investigates opinions of teachers and students towards using writing portfolios in language learning classrooms at a large state university in Turkey. The study focuses on advantages, disadvantages, and effects of writing portfolios on students’ learning process. 12 teachers and 100 prep-school students contributed to the study. Survey type research design is used and data were gathered both from teachers and students’ via questionnaires. For dual and multiple comparisons Kruskal Wallis and Mann Whitney U Tests were conducted. Both questionnaires were found reliable with .707 (teacher) and .722 (student) alpha values. The results showed that the majority of teachers have positive opinions and perceptions regarding portfolio keeping and its effects on language learning. However, the students were mostly dubious regarding the effects and benefits of portfolios. Although the research indicates a lot of advantages, some drawbacks of keeping portfolios were also identified by teachers’ and students’. The findings show that teachers think portfolios are helpful to students’ learning while students are uncertain about the effects of portfolios in learning English.

206-224

Authors: Seda SİVACİ

The purpose of this study is to gain insights into students’ perception of learner autonomy development and to explore learners’ perceptions of learning English within a CALL environment. In order to gain insights about the students’ perceptions of learner autonomy development, four areas of learner autonomy were examined: (a) Learners’ motivation level in learning English, (b) Learners’ use of metacognitive strategies in learning English, (c) Learners’ responsibility perception of their own and their teachers’ in learning English and (d) Learners’ practice of English in the outside class activities. In order to reach the goals mentioned above, both qualitative and quantitative data were collected by the help of questionnaires, semi-structured face-to-face interviews. The data collected from the questionnaire were subjected to descriptive analysis and the data collected from interviews were subjected to content analysis. The findings indicated that the majority of the students had a high motivation and most of them tended to use some metacognitive strategies like self-monitoring and self-evaluation. On the other hand, the findings revealed that most of the students considered the teacher as more responsible for most of the tasks during their own learning process, and tended to spend a little time for outside activities to improve their English. During the study, the students were encouraged to take an active involvement to the CALL classes to increase their motivation, use language learning strategies, take responsibility for their own learning and engage in outside class activities.