International Journal of Language Academy

12-26

Authors: Pınar AKARÇAY & Gökhan AK

Tourism with regard to literature is one of the oldest forms of media tourism. Literary tourism is a type of cultural tourism that deals with places and events from fictional texts as well as the lives of their authors. Thus the business of literary tourism could be defined as the interconnected practices of visiting and marking sites associated with writers and their work. Today there are many different destinations and cities in the world that one may wish to visit where literature meets tourism via literary tourism. Many literary tours are organized by tourism firms and agencies for the book lovers who have a great taste in literature. Because those people seek ways to escape during their holidays in different styles, for example bookish style. However literary tourism studies are not a vibrant field of social sciences. In spite of the continuing popularity of literary tourism and its rich history, relatively little attention has been paid to this phenomenon in the academic literature. Infact “literary” and “tourism” provide a selection of cutting-edge cross-disciplinary research for the sustainable future of tourism. The main aim of this research study is therefore to investigate and analyse the phenomenon behind literary tourism as an emergent and vibrant field within literary and cultural studies, and also to put forward how it makes a crucial contribution to sustainable tourism as an innovative approach. This research study will focus upon the significance of literary tourism as an interdisciplinary field of study comprising literature, history and tourism.

36-56

Authors: Mehmet Nuri KARDAŞ

The objective of the present study was to determine the media literacy competencies of Turkish language teachers who instruct "media literacy education" in educational institutions. The study was conducted with the survey model. The survey model is a research approach that aims to describe a past or present phenomenon as is. The study participants included 153 Turkish language teachers who instructed media literacy courses in public educational institutions. The "Media Literacy Education Competency Scale" was used as the data collection instrument in the study. The scale, which is developed as a 5-point Likert scale, includes 4 sub-dimensions and a total of 31 positive items. The results obtained in the study with respect to the research questions were as follows: It was determined that Turkish language teachers were "partially competent" (2.87 out of 5 points) based on their skills to “observe, criticize and analyze the media and media messages” regarding the first research question. It was determined that Turkish language teachers were "partially competent (3.28 out of 5 points)" based on their skill to use the media as a standard educational tool regarding the second research question. It was determined that Turkish language teachers were "partially competent (2.90 out of 5 points)" based on their skill "to use the media in evaluating current and academic issues" regarding the third research question. It was determined that Turkish language teachers were "partially competent (2.79 out of 5 points)" based on their "competence in producing and evaluating media texts at individual or community events" regarding the fourth research question. Regarding the fifth problem question, it was determined that the Turkish language teachers were "partially competent (2.96 out of 5 points)" based on their average media literacy competency achievements analyzed in 4 dimensions. The study findings demonstrated that Turkish language teachers did not have adequate theoretical and practical competency to provide effective media literacy instruction in educational institutions.

76-92

Authors: Cahit BAŞDAŞ & Zhamila ARZYBAEVA

Turkish people began to translate Koran and hadithes which are the main resources of Islam after embraced this religion. These translatons and interpretations which were written throughout the history, are very important for history of Turkish langauge. Especially, many translations and interpretations of Koran were written in Tashkent and Bukhara in last two century. The large part of these interpretations were published and served for science world. One of the interpretations which were written in Chagatai language in Tashkent in the beginning of 20th century, is Baḥrü’d-Dürer’. There is not proper information about writer/ translator or copyist of the work. This work was found in a private libraray in Kirghizstan and consisted of 62 paper (123 pages) and every page has 23 lines. Baḥrü’d-Dürer which is the work of late Chagatai term, is a good example of typology of Turkish written language in Central Asia in beginning of 20th century. The many features of Chagatai Turkish can be seen in the work. The consonants of b-, k-, t-, y- were preserved in initial position. Some affixes were out of vowel harmony. Consonant of /ḳ/ at inner position and near the back vowels, getting durative and turning into /ḫ/ in spesific words. Phonetic change of p>f can be seen in spesific examples, Historical suffix of denominative +lIg were used as +lIk. The negative suffix of third person present tense is -mAs. Genetive suffix is used in place of accusative suffix (+nI) out of some example. The ablative suffix is +DIn. /n/ was not used generally between third person possessive suffix and case suffixes,

115-119

Authors: Muhittin ELİAÇIK

The introduction of fatwas in the form of verse in the Ottoman Empire led to the fact that these poems were included in Turkish literature as a genre. Fatwa word, comes from the root feta in the brave, young, strong sense and it’s solution with a strong answer to a difficult problem. The work of giving fetvah in the Ottoman Empire was performed by the shaykh al-Islam in the center and by the mufti in the provinces. This business has been seen as an important public service; by the mufti or shaykh al-Islam a difficult question of sources were searched and were being revealed. For this reason, an expression for the mufti or the shaykh al-Islam is used "hallal-ı müşkilat". A very large part of the Ottoman fetvas was written Turkish and as prose and in a small amount it was found as poetry. On the other hand, the number of fatwas given in Arabic reached an important number. The poetry fatwas in the Ottoman Empire were written by shaykh alIslam or muftis, which has a special place among Divan poets. Bostanzâde Muhammed Efendi is also one of these sheikhs. He was even more famous with his fatwa, which ended the discussions on coffee in the Ottoman Empire. We have earlier introduced four of his poetry fatwas. In this article, his one poetry fatwa which was found later is introduced.

132-150

Authors: Başak KARAKOÇ ÖZTÜRK

The aim of this research is to evaluate the reading skills’ process of developing by way of activities, methodtechnical, instruments in sixth grades in the way of Turkish Language Teaching Curriculum which has been valid since 2006-2007 academic years. The research is a descriptive survey study. The population of the research is the teachers who teach in state and private elementary schools in central districts (Seyhan and Yüreğir) of Adana. The sampling for the data was determined via random stratified sampling. Each school in the population was regarded as a group and 214 teachers who teach Turkish to the 6th grade were selected with purposeful sampling out of 129 schools which are determined through random stratified sampling. The data of the study were collected through “The Questionnaire to Evaluate the Field of Reading in Turkish Language Teaching Curriculum for 6th Grade of Elementary School” which was developed by the researcher at the end of 2006-2007 academic years. The data of the questionnaire which was applied to teachers was analyzed with the techniques of descriptive statistics, namely frequencies and percentages. Consequently, most of teachers plan activities else except which are in the teachers’ guidance book about the field of reading rarely. It is determined that majority of methods used by teachers are oral and silent reading, reading by asking, reading by forecasting and reading by debating. Also the frequently used materials of teachers were, the teachers’ guidance book, the course book and the students’ activity book. More than half of the teachers did not use sufficient materials for the field of reading and it was stated that the main reason for this situation was the lack of materials in schools.

164-172

Authors: Derya PERK

Infanticide; described in literature as the murder of the children by their parents regardless of their age in fact occurs in different forms and has many causes. As this notion created a social impact, it is handled as a theme in many works. Therefore, this subject is emphasized in many different eras and these cases are reflected upon the works. In German literature too, there are examples dealing with these cases. For Infanticide which in fact has many reasons, one and most common reason for mother is restoring honor by killing their own illegitimate children born out of an extramarital relationships. The Works dealing with this issue are Heinrich Leopold Wagner's "Kindermörderin" (The Child Murderess), Karl Friedrich Staudlin's "Seltha, die Kindermörderin" (Seltha, The Children Murderess), Johann Wolfgang von Goethe's “Vor Gericht” (In Court) and Patrick Süskind's “Das Parfum” (Perfume). But if we narrow down, the works written in or tell about 18th century are profound examples. Reasons to murder her own child for a mother such as not to be excluded from her neighborhood, to be able to stay secret or set up a new life, her emotions towards the father of her child, and also the changing punishments given to these cases over the years and the way how they were perceived in the society can be revealed from these works. Briefly, how this Notion was dealt with in literature will be emphasized by touching also how it was met in society and law system in Germany.

188-199

Authors: Demet GÜLÇİÇEK ESEN & Hatice YURTSEVEN YILMAZ

Standard language may be defined as a variety of language that has its rules specified in the dictionaries and is used in formal correspondences as well as in the areas of education, law and press with a broad function and validity that has no social class and locality (TDK, 2016). The native languages and dialects in which the individuals are born, can differ according to the individual, family or social environment even inside the same country. Although they are born into different language atmospheres, children begin to learn the standard language at school. In this respect, the acquisition of the standard language depends heavily on Turkish language teachers and classroom teachers as well as Turkish textbooks and workbooks. Therefore, it is inevitably crucial for children meeting with the literacy and linguistic skills in the first years of primary school that the knowledge and skills presented in the textbooks are accurate and perfectly designed to ease the learning process of children. On the other hand, the rules of the language should be properly implicated so that children can acquire the love of language and language awareness. Therefore, one of the most effective factors in the proper development of speaking and writing skills is the proper learning of syllable. Learning syllables effectively is also important in the proper usage of stress and intonation as well as in dividing words at the end of line for the acquisition of speaking skill. Based on all these factors, it is aimed to investigate the syllable activities in Turkish textbooks according to the views of primary school teachers. In this respect, the research questions are specified as followed: • What are the views of the classroom teachers about the teaching methods used in syllable activities in Turkish textbooks? • What are the views of the classroom teachers about the effects of syllable activities on learning the spelling and syllable hyphen in Turkish textbooks? In this research study, interviews will be conducted with teachers to strive to investigate the syllable activities. Therefore, the basic interpretive qualitative research design will be used to deeply investigate the research problem.

213-228

Authors: Birgül AKDAĞ ÇİMEN

In this study, the challenges encountered in foreign language education in Turkish context and instructors’ suggestions for overcoming the challenges were investigated. The participants of the study included 15 instructors working at the same university during the academic year of 2016-2017. The study followed a qualitative research design. The data were collected through a written interview form including open-ended questions. The qualitative analysis of the collected data suggested that the challenges encountered by the EFL instructors fall in three main categories: external factors (inappropriate physical conditions of schools, inappropriate curriculum, lack of appropriate teaching materials, strict curriculum, inappropriate evaluation system, lack of technological facilities, heavy reliance on exams, and time limitations), studentrelated factors (learners’ demotivation, biases against language learning, low proficiency, and lower life standards), and teacher-related factors (lack of certain qualities, habits of traditional teaching, demotivation, decrease in teacher prestige). Likewise, their suggestions for a more effective foreign language education pointed to the improvement of the challenges in these categories.

238-245

Authors: Hasan Ali GÜNEŞ

The Kayikci Kul Mustafa is an important figure in the 17th century minstrel poetry. Kul Mustafa, who is of military origin and participated in many battles, has successfully reflected the wars and important events of his era in his poems. In a poetry collection registred at Harvard University Houghton Library Ms. Turk 59 which is writen in 17.th century we found some new poems those are written by Mustafa. In this work, we will study about Mustafa, including new poems and new information about him, guiding by the poetry collection.

259-272

Authors: Müge IŞIKLAR KOÇAK

Historical translation studies have mainly concentrated on literary repertoires in Turkey for more than thirty years, leaving the other repertoires in the shade. This article will focus on scientific repertoires, one of the neglected repertoires, paying attention to their formation through translation. Scholarly studies have shown that Ottoman and modern Turkish societies have hosted a plethora of scientific encounters via translations from eastern and western languages since the 14th century. As the critical reading of secondary sources illustrate, individual and institutional agents of translation have played a pivotal role in selecting, importing and adapting scientific knowledge and models into the Ottoman and modern Turkish scientific systems. The present research has shown that history of science is closely linked to history of translation in Turkey. To this end, this article is an attempt to open up possible research areas for translation historians regarding the scientific repertoires generated in the Ottoman and Republican periods. The article further suggests that three research topics stand out as deserving attention from translation historians: a) conceptualization of translation and diverse practices of translation in the scientific repertoires, b) scientific concepts and nomenclature which were imported and developed through translations and retranslations, and c) the status and roles of individual and institutional agents who were involved in selecting, producing and promoting the translations of scientific texts.

284-295

Authors: Gülten GENÇ

The application of metaphor analysis on foreign language acquisition is relatively new. In this way, students’ prior beliefs about learning a foreign language are possible to make explicit, identify, and analyze. So, this study attempts to investigate how Turkish tertiary level EFL learners view their courses of English as a Foreign Language (EFL) through a metaphor analysis and the effects of gender, status at school, and self-reported academic success on their perceptions. Two hundred and fifty EFL learners were asked to generate metaphors of how they conceptualize learning English via prompts provided by the researcher. Data for the study were collected during the 2015-2016 academic year from the students of different faculties attending the School of Foreign Languages in a state university through a semi-structured questionnaire form. Firstly, a qualitative research method, which began to classify the data involving metaphorical images of the participants, was employed. Then, quantitative dimensions were analyzed using descriptive statistics, frequencies and chi square test of independence. The results indicate that students use various positive and negative conceptualizations to reflect their beliefs about studying English as a foreign language. Their concept of English is essentially an instrument of a better career, a better life, and success in business. The desire to gain social recognition or economic advantages has been seen as the first motivation for learning English. In addition, gender and academic success were not significant factors in their perceptions but “status at school” was. EFL learners, especially the ones taking optional English courses, hold positive attitudes toward the process of learning English. Implications and applications for learning English as a foreign language and suggestions for future research are discussed.

307-318

Authors: Nurullah ULUTAŞ

Nearly all elements of traditional folk literature are used in modern Turkish literature. One of these elements is theatre. The book of Dede Korkut is one of the remarkable products of the world literature and national epics of Turks found approximately 200 years ago. In this scope, it is a rich resource inspiring post-Republic era Turkish theatre writers. A good number of play writers transform and modernize this resource and offer it to readers/audience. One of these writers is Turgay Nar. In his first theatre play titled Tepegöz (Trans. Cyclops), Nar develops social and political critics over the motif cyclops. One-eyed giants known as Kyklops in Greek mythology are found as Tepegöz in Turkish epics, fairy-tales and mythologies. This typology can be found in not only Turkish and Greek societies, but also oral narrations of Indians, Germans and other societies. In this play, the writer questions the damages that the character Tepegöz brings to the community of Oghuzs. The writer emphasizes social and political critics through metaphors, symbolic narration, unsafety, mythological elements and fairy-tale heroes and in this play, he stages the responsibilities of those in authority towards the society. Tepegöz, who is born as a mistake of Aruz Koca, leader of Oghuzs, causes trouble for the nomad group and takes the power with a coup when the people were lonely. As he takes the control of the authority, he exploits the labor of the people and punishes, kills anyone who disobeys him until he is killed. The writer carries the words of Brecht: “The womb which the monster crawled out of is still fertile" to the rear cover of the book and offers an effectively symbolic and lyric narration of the exploitation of people in almost every period of time in his play. The play which can also be read as Foucault's power of the panoptic eye makes references to capitalist powers who monitor and exploit society in every way.

331-342

Authors: Violeta JANUŠEVA & Jana JURUKOVSKA

In the Macedonian language, little, or no attention at all is given to the important role of the punctuation and orthographic marks regarding the coherence and stylistic effects of the written texts they provide. Bearing in mind that the last edition of the Orthography (1988) has been used for approximately 20 years, the new edition of the Orthography of the Macedonian language was welcomed with hope that it would resolve, if not all, then, at least some of the dilemmas, unclearness and impreciseness of the orthographic rules present in the late Orthography. Indeed, the new edition of the Orthography (2015) brings in changes, supplements and provides accurate information. However, the written practice is overloaded with countless examples of incorrect use, which refer to the use of punctuation and orthographic marks, especially of the dash, and this is not in accordance with the standard norm of the language. Hence, the paper’s aim is to compare several basic rules regarding the use of the dash in the two editions of the Orthography (1998 and 2015) and to show that many mistakes are present in one relevant segment of the written practice, i.e. in the journalistic sub-style. The research has qualitative paradigm (analysis of content) and descriptive design. The methods used to process the data and to draw scientific conclusions are analysis, synthesis and comparison. From the analysis, it can be noticed, that the incorrect use of the dash appears partly due to the fact that some rules in the two editions are not clear and precise enough and are exposed to dual interpretations, as well as to the disrespect and the scarce concern of the language norm from the Macedonian language’s speakers. The analysis supports the need of more frequent appearances of new editions of the Orthography in order to make the already existing rules more precise, and to give more publicity to the changes that have already been made in the new edition.

360-371

Authors: Betül YALÇINKAYA AKÇİT

Erec by Hartmann von Aue is regarded as the first knight novel written in German. The Knight poetry reflecting the Middle High German period and dated between 1180 and 1300 imitates the French Literature in 12th century in form and handles King Arthur as to substance. Therefore these works are also called Artus novel. The knights, the heroes of Artus novels, need to reach an ideal adventure and courtly love. The relationship between these two elements, that is, the balance between the development of the individual and his responsibility towards the community, is imperative. Since the type of knight in Erec written in the 12th century is not able to keep this balance, he had to face a number of adventures. Through the virtues he has, he eventually overcomes all the the difficulties and proves his reputation, as well as ensures the continuity of his current title. The Book of Dede Korkut consisting of twelve stories is a product of oral tradition which provides knowledge related to various topics ranging from Oghuz's lifestyle to their beliefs and is estimated to have been inscribed in the second half of the 15th century. The type of alp embarks valour in consequence of injustices he encounters. Succeeding in various tests through his virtues, alp doesn’t only acquire a reputable position in the society but also deserves a name. Qualitative research approach is used in this study. Within the scope of document review technique those works are examined through content analysis and the obtained findings are corroborated with citations. The findings compared in the conclusion reveal that both works include similarities relevant to the tasks and characteristics ascribed to the individuals who are considered as ideal heroes of the society.

389-400

Authors: Tazegül DEMİR ATALAY

The aim of this study is to determine the common competency perceptions of literature teacher candidates for measurement and evaluation and to examine whether this situation is related to various variables. In this context, research within the scope of measurement and evaluation common competency perception is examined in three sub-dimensions. These can be specified as "Basic Concepts, Measurement Techniques, Statistical Analysis and Reporting". Each of these subscales relate to the following variables: gender, age, graduated high school, father and mother education status. Afterwards the total scores of common competency perceptions are evaluated with the same variables. In the study, the relational scan model which is included in the survey approach from the survey methods is used. The students who continue to the Pedagogical Formation Program of the Faculty of Education of the University of Caucasus constitutes the universe of study. In this context, the research is carried out in the spring semester of 2016-2017 with a total of 297 students in the Turkish Language and Literature department. In the research " Scale Measurement and Perception Common Competency Perception for The Teacher Candidates " is used which was developed by Nartgün (2008). As a result of the research, it has been found that the common competency perception in the Basic Concepts sub-dimension of the field of measurement and evaluation of literature teacher candidates is "Adequate" level with an arithmetic average of 3,43; In terms of Measurement Techniques, the common competency perceptions have been found to be "moderate enough" in arithmetic mean of 3.21; Regarding the statistical analysis and reporting dimension, it has been determined that the common competency perception has been "adequate" in 3.52 arithmetic mean. While there has been no statistically significant difference between the variables of Basic Concepts, Measurement Techniques, Statistical Analysis and Reporting, gender, graduated high school, father and mother education status variables, which are subscales of scale of literature teacher candidates's measurement and evaluation common competency perceptins ;it has been determined that literature teacher candidates have a meaningful difference in Statistical Analysis and Reporting sub-dimension with age variable. In this context, it has been possible to say that according to the LSD test to determine which age level the meaningful difference arises, a meaningful result has been obtained in favor of 24-26 between 21-23 and 24-26. According to this finding, when the arithmetic average has been taken into consideration, it has been determined that the teacher candidates are more successful in statistical analysis and reporting step as age increases. The total scores of the common competency perception of the literature teacher candidates's measurement and evaluation has not made a statistically significant difference with such as gender, graduated high school, father and mother education status variables; but causing a significant difference in terms of age variable has been another result attained.

410-428

Authors: Meriç GÜVEN

The input data at the initial point, which define the position of units in language according to their formation and realization stages, the output data at the end-point of the “primary data”, the status that ensures, demonstrates, and confirms the accuracy and precision until the “secondary data” are called as the “significant digits” of the language units. For language units, the “significant digit” is the first digit where there is the exponential notation and where grammatical analysis starts. Since there is a certain order in the functioning of the language, and since the structure and systematic of a language are based on certain rules, the concretization and conceptualization in language occurs in significant digits that are suitable for the “accurate usage” of language units. In linguistic notation, if any of the digits is passed with the development of language units; if the whole or a segment of language units cannot be used is not used in its “significant digit”; or used in a wrong group or class within the composition and series; this situation causes the loss of the significant digit in the language unit it belongs: “significance loss” occurs in this way. In situations where the distinction between the statically language based on logic and the dynamic language that is related with narration psychology is not made in a clear and accurate manner; and when all the morphemes starting from the smallest ones are not used in their own “significant digit”; and in case the denomination and interpretation are not made in their own “significant digits”; misconceptions will emerge about the task of the language units and about the functions of the role of “affix, word, phrase” in the language. Such misconceptions that are the subject matter of grammar and learning psychology and that are observed in all language units from the sentence to affixes constitute the most important problems of the language learning and teaching.