International Journal of Language Academy

10-22

Authors: Bilge METİN TEKİN & Betül ÖZCAN DOST

The need for translation is inevitable considering the fact that there are lots of languages in the world. By the help of translation, people obtain information about different societies and cultures. Therefore, translation and culture are inseparable. On the other hand, literary translation is one of the types of translation that comes to mind first. It involves aesthetic and emotional elements, and it is challenging to transfer them to the target language. From past to present, many foreign literary works have been translated into Turkish. Recently, there has been a considerable increase in the number of works translated from Turkish into different languages. In this study, the cultural elements in Beyaz Kale, written by Orhan Pamuk and translated into English as The White Castle, were presented and the translation strategies used to translate these cultural elements were examined. As a result of the study, it was observed that the translator applied different translation strategies instead of using a single strategy. It was seen that the least frequent translation strategy was deletion/omission.

35-47

Authors: Deniz GÖRER & Gülcan ALICI

Classical Turkish literature is a literary work whose first examples began to give in the 13th century and continued until the end of the 19th century. Hâfız-ı Mar’aşî, who is the subject of the study, is also 19th century Maraş poet. Despite living in a near period to present, there is not much information about him in the sources. Hâfız-ı Mar’aşî has a reorganized divan. It is possible to say that Hâfız is a poet who has determinant of the world of poetry and art understanding of divan poetry and also he is a poet with religious and literary accumulation. He has successfully used poetic forms in his divan and his tahmis also is remarkable. The most frequently used tahmis in our literature is the muhammes, which is created by adding tree verse the same rythm and ryhme in front of every couplet of a manuscript previously written in couplets. The poets have taken tahmis the poetry of the poets whom they liked art and temperament. In Hâfız Divan there are tahmis of poets who are effective formation of the poet's personality. There are twelve tahmis in Hâfız Divan. Its remarkable that Hâfız Divan composes of tahmis of Twelvers, people of the house and Hz. Ali. From this information, we say that Hâfız close to consept of Bektashi.

66-83

Authors: Gizem DOĞAN

This study reports on a cross-sectional study conducted at the preparatory school of a state university in Turkey to examine the role of gender and L2 Proficiency on learners‟ motivation and vision to learn English as a foreign language. While motivational dispositions of learners has been subject to research for several decades, understanding visualization has become a part of motivational studies in recent years and how it is affected by learners‟ gender and L2 proficiency needs further research. This study aimed to contribute to the literature by studying some aspects of motivation and vision to find how they are affected by gender and L2 proficiency of learners. The results revealed that although gender had a main effect on Ideal L2 Self of learners in motivation, and on their Vividness of Imagery in vision; L2 proficiency was found to yield no main effect on any of the areas investigated.

106-121

Authors: Hatice ALTUNKAYA

This study is conducted as a descriptive one and it aims to reveal the relation between the reading anxiety and ability of understanding in fifth grade students. For this purpose, 355 fifth grade students from two public schools at Batman center and Kocaeli/Darica were included to the sample group. The "Reading Anxiety Measurement for Primary and Secondary School Students" which is developed by Çeliktürk and Yamaç (2015) in order to measure the reading anxieties of students; "Reading Comprehension Test" developed by Yıldız (2010) in order to measure the success level of reading comprehension for students and a fact sheet to learn the socio-demographic information of students were used and the data was analyzed by using SPSS 22 package program. As a result of the analyzes, it has been concluded that the high level of reading anxiety for students has decreased the reading comprehension level. The study has also researched the reading anxieties and reading comprehension levels of students in accordance with the variables such as gender, father's and mother's education levels, monthly income of family and the number of books read during fifth grade. Various suggestions were made in accordance with findings.

146-164

Authors: Huriye SÖZER

The verbal existence of the accent that sustain the existence of the verbal language also take place in some literary texts besides academic works such as compiling studies, verbal compilation studies, and folklore resources. It is observed that Turkey Turkish has a place in verbal accent, especially in the accent of Denizli, where childhood passes in his works titled Heba and Kuşlar Yasına Gider in last two novels of Hasan Ali Toptaş who one of the leading names of modern Turkish literatüre. In the study, 95 lexeme belonging to the local language used in other provinces along with Denizli were identified. These lexemes were examined in units of three headings: Lexemes Specified in the Collation Dictionary, Lexemes Which Have No Place in the Collation Dictionary and Lexemes Compiled From Only Denizli in the Collation Dictionary. The connection between the words and the works is established in the determinations about vocabulary which is also used in the style studies. It is the autobiographical feature of the work. Use of accent data in Kuşlar Yasına Gider novel and these elements mostly belong to the Denizli province where the author was born supports the autobiographical character of the work. When we compare the two works, especially in the novel named Kuşlar Yasına Gider more words belonging to the locality have been found. This is also an important condition that supports the parallels of the vocabulary with the contents of the work. The vocabulary belonging to the determined local language is mostly the name of the action, the name of the plant, the parts of the house and attribution, the name of the instrument and the tools related to the home and garden. Hasan Ali Toptaş's works are also worth examining in terms of phonetics, morphology and syntax. However except for these subjects, only vocabulary determinations were included in the study. Most of these lexemes which should be emphasized in terms of style studies have been determined in the Compilation Dictionary.

181-189

Authors: Mahdi Mowlaei AGHBLAGH

In a conversation, the listener isn’t totally silent; He or she produces some vocalizations to show his or her attentiveness, without asking for the turn. These vocalizations which are called “backchannel” have different types and functions in different cultures and languages. This study aims to determine the type and frequency of backchannel responses used in Persian language based on Maynard’s classification. The corpus of the study is 2 hours of conversation, recorded in the dormitory of a university in Tehran. The result of the study shows the most frequent words used as backchannel responses and the functional type of different forms of backchannel response.

200-207

Authors: Meral ÖZTÜRK

Additional meanings for words with multiple meanings in a foreign language often need to be acquired from exposure, e.g. from reading, as there are too many meanings to be directly taught in the limited classroom time. Acquisition of multiple meanings from exposure in reading will depend to a large extent on the availability of the various meanings in L2 texts. The present study investigates the uses of seven high frequency adjectives in English with multiple dictionary meanings over their entire occurrences in J. K. Rowling’s Harry Potter and the Philosopher’s Stone. The adjectives have been chosen for analysis for their frequency in the language as well as their frequency in the book. All seven words were among most frequent 1,000 words of English as well as being the top most frequent adjectives used in the book. The meaning in each repetition of a given adjective was coded by matching it to one of the meanings listed for the word in the Oxford Advanced Learner’s Dictionary using Maxqda Analysis Software. The results suggested that 61% of the dictionary meanings for the seven adjectives occurred at least once in the book with 48% of the covered senses appearing 7 or more times. The book provides full coverage of the dictionary senses for two words and high coverage for another three. It has been concluded that authentic novels like Harry Potter and the Philosopher’s Stone could be a rich source of input for semantic elaboration of adjectives with multiple meanings.

215-221

Authors: Özge KUTLU DEMİR

Recently, there has been an increasing trend to examine the talks between the teacher educators and teacher candidates. These studies are important in that they reflect the interactions between them in the natural classroom setting. The present case study deals with the interaction among teachers and students and the question types in teacher talk for Contextual Grammar course of English Language Teacher (ELT) candidates. To examine data, the matrixes developed by Flanders (1960) were used. The matrixes enable to gather data related to the repetitions, the questions, the points which are emphasized, corrections, criticisms and silences made by teacher educators. In that sense, the main purpose of the article is to highlight the conversations according to different question types. The participants of this case study are three lecturers who teach Contextual Grammar course for ELT candidates. According to the results, lecturers generally asked questions while talking, and they did not attach importance to teach grammar in context though the name of the course implied it. Furthermore, teachers in the present study constantly asked display questions rather than referential questions. It has been found out that this situation leads to less interaction between teacher educators and teacher candidates.

235-251

Authors: Sedat MADEN, Aslı MADEN & Recep DEMİR

In develop vocabulary the most frequently used source is the Turkish course books. Therefore, a activities in the workbooks and vocabulary in the coursebooks must support each other. Based on this idea in research, ıt is aimed to how much reflect the effects of vocabulary presence in secondary Turkish course books to the activities in workbooks. For this aim, was used document examination technichs in reaearch accordance to qualitative research approach. The sample of the research, the 5th, 6th, 7th and 8th grade Turkish workbooks were created by theme of Atatürk. The research data were collected from the books of the students in a secondary school in Gümüşhane province. Findings related to the presence of vocablary were analyzed with the Cibakaya 2.0 program and presented in tables. As a result, it was determined that there was a gradual increase in grade 5, 6, and 8 by grade level, but a change in the opposite direction of what was expected in the 7th grade book.

265-276

Authors: Taner CAN

Historiography has been one of the central issues of postcolonial studies. The dismantling of British colonies after the Second World War encouraged a vast body of new literatures in which the Western literary modes, particularly the novel, were aptly adapted to represent the distinctive cultural and national identities of the former colonies. In the early phase of post-independence, the early postcolonial writers generally reclaimed pre-colonial forms of history and culture in order to help the process of nation building. They idealised the national past in its pristine form based on local histories and endeavoured to prove that their societies do have a civilisation, equal or even superior to that of the West. However, starting from the 1980s, this proud nationalism gave way to a new understanding of national identity that seeks reconciliation between the indigenous and colonial cultures. Magical realism with its ability to juxtapose alternative perceptions of reality and history and more particularly with its affiliation to myths, folklore and legends provided postcolonial writers the cultural catalyst they were seeking to write alternative national histories. The aim of this paper is to analyse Ben Okri‟s use magical realism in his Famished Road, particularly the abiku myth to write a decolonised history of Nigeria.

293-305

Authors: Esra LÜLE MERT

In this study, the qualification cases for the development metacognitive skills in the 8th grade Turkish text and work books used in the 2012-2013 academic year in the province of Malatya will be questioned in the principles set by Yağmur (2011). The aim of the study is to make a new and functional example application which is supposed to contribute to this field in the light of the determinations of Yağmur (2011), apart from the purposes, methods and results repeated in examining the Turkish text and work books. Problem of paper "8. Class Turkish work books have included activities that will contribute to the development of metacognitive skills?" This study is a descriptive research in the screening model on a composed structure. 181 of 257 activities in the studied workbook relate to the use and development of information processing skills. The development of the students' critical thinking skills is in the concept domain of metacognition. 40% of the activities that will provide the development of critical thinking skills in the text and work book studied are included. In the course and study book examined, only one strategy was used to think. The concept of metacognition, which includes information processing skills, critical thinking skills and thinking strategies, has been increasingly developed and developed in proportion to the cognitive and emotional development of the individual, and it should be ensured that the activities appropriate to the level of the student are included in the Turkish text and workbooks.

329-347

Authors: Halit KARATAY & Ozan İPEK

The results of studies aiming to determine the level of the students' implementing spelling rules reveal that they can‟t use spelling rules in their written expressions. One of the reasons for the unsuccessful case is the teaching methods of spelling, although the writing curriculum includes spelling themes for almost each level. The body of literature reveals the effectiveness of various teaching methods implemented at the schools. Teachers need the researches that describes implementation and effectiveness of the methods employed in teaching spelling. Besides, they also need teaching material in order to use the methods effectively. Thus, this study provides a determination and classification of the methods employed in teaching spelling according to implementation style. In order to determine the methods and implementations used in teaching spelling related literature and references have been scanned, and spelling methods have been classified according to implementation style. Besides this classification, a sample implementation of teaching spelling has been presented to the concerned for teaching Turkish both as a mother and foreign language.

358-365

Authors: Orhan HANBAY

The aim of this empirical study is to determine whether there are relationships between anxiety in learning the first foreign language English and academic achievement (1) in the first foreign language English and (2) in the second foreign language German. The sample of this quantitative study consists of 43 girls and 37 boys (total 80) from grade 11 from a high school in Istanbul/Turkey. The data on the academic achievements were the average scores of the first (English) and second (German) foreign languages of the school year 2013-14. The data on the Anxiety Level of learning the first foreign language were collected during the school year 2014-15 by a questionnaire developed by Doğan (2008). This questionnaire with 27 items is designed in the form of 5-scale and is suitable for measuring the level of anxiety of the first foreign language English. Although the questionnaire had a high degree of reliability, it was analyzed again statistically using the method of internal consistency using SPSS. According to the statistical analysis, the Chronbach's alpha value of the questionnaire was 0.951. The collected data on the mean scores of English and German as well as the data on anxiety in learning English were analyzed by Spearman correlation coefficient using SPSS. The differences between two groups (pupils) were analyzed by t-test for independent samples. As a result, it became clear that there are (1) negative and significant relationships between anxiety in learning the first foreign language and academic achievement of the first foreign language English among the girls (r = - 533) and boys (r = -, 712). (2) The relationship between anxiety of learning the first foreign language and academic achievement of the second foreign language German among the girls (r = -, 363) and boys (r = -, 221) showed low values. (3) Finally, it became clear that there was no significant difference in the mean values of the girls (X = 2.16) and boys (2.32) in the context of anxiety level in learning the first foreign language English.