INTERNATIONAL JOURNAL OF LANGUAGES' EDUCATION AND TEACHING

11-27

Authors: Ahmet Zeki GÜVEN

Meeting social integration and cooperation, creating more healthy and qualified society is possible with individuals of the society as a result of internalising values and transfering these values to next generation. The society which protects its own values and transfer them into next generation will continue their existence in future. The most effective way of reaching this success occurs as a result of qualified value education be given to individuals. There is a great responsibility for both family and schools in terms of effective and productive value education. Especially, schools could make value transformation be more meaningful with not only just theoric education but with practical education. At this point, there is also a great responsibility for teachers. Teachers being a role model for students and performing value education with different activities can obtain more effective and more productive results at this point. Teachers’ courses taken in undergraduate education and in-service training in their career play an important role in this situation. So, the views of Turkish teacher candidates on value and value education was tried to be determined in this study. Semi-structured interview form based on qualititative method was used for data collection in the research. So, semi structured interviews were made with 15 students in 4th grade who study in Akdeniz University, Faculty of Education, in the department of Turkish Language Education and these interviews were decoded by noting and using voice recorder. Content analysis was used in data analysis. As a result of the research, Turkish teacher candidates in interview stated that values are common customs and traditions holding society together and passing down from generation to genaration. Also, Turkish teacher candidates indicated priority values which must be taught to middle school students as love and respect. Turkish teacher candidates who stated that there is no practice for value education in their training schools emphasised that especially, dramatisation and discussion methods must be benefited for teaching values more effectively and productively. Turkish teacher candidates stated that observation and interview with students’ family are the easiest way of determining whether middle school students gain any value or not. According to Turkish teacher candidates material examples which can be used for value education are short films, pictures and photos.

43-55

Authors: Ali TAŞTEKİN

Attributing different titles to the activity of teaching Turkish to non-native speakers is related to the perspective of those who conduct this activity. If Turkish Language teaching centres are sub-units of Schools of Foreign Languages and Departments of Foreign Languages of our Universities or teachers have a foreign language background, then the title “Teaching Turkish as a Foreign Language” is adopted and claimed to be universal. In determining success at teaching and learning, the psychological perception of the educational activity and the associational power of the words used are far more important factors than the teacher, students, educational environment and educational tools. For this reason, avoiding the negative connotations of the adjective “foreign” in the activity of teaching foreigners Turkish as spoken in Turkey would be beneficial. In order for the activity of Teaching Turkish as Spoken in Turkey to Turkic Speakers to be successful, it is crucial to dwell on the formal and contextual quality of the books written for this purpose. Almost none of the course books and supplementary books in the field of teaching Turkish to non-native speakers has taken Teaching Turkish as Spoken in Turkey to Turkic Speakers into consideration. The books written for the purpose of teaching Turkish to non-speakers should be examined thoroughly in terms of content and method and should be organized in accordance with the purpose and level of readiness of the target audience. Activities of Teaching Turkish as Spoken in Turkey to Turkic Speakers are still conducted at public and private primary and secondary schools and colleges as well as private courses by self-educated teachers who are trained within a master-apprentice relationship. Turkic populations who had long been parted by necessity have found the opportunity to reunite and turn towards common objectives after the dissolution of The Union of Soviet Socialist Republics. This recent state of affairs resulting from the use of various alphabets such as Arabic, Kirill, Latin by Turkic republics that declared independence and by autonomous and semi-autonomous Turkic communities or Turkic minorities living in various regions in the World have risen the need for a common communicative language and alphabet among the cognate people of those communities. For this reason, Activities of Teaching Turkish as Spoken in Turkey to Turkic Speakers have gained a particular significance today. Activities of Teaching Turkish as Spoken in Turkey to Turkic Speakers are still handled within the scope of “Teaching Turkish to Foreigners” and people who have no background of Turkish language are given the same curriculum as Turkic speakers. This causes students who have zero Turkish language background and the ones who have the basic structural knowledge of the language at a native level to be given the same education in the same classroom environment and same tests. In these classrooms where the students’ levels of readiness vary dramatically, half of the students are unable to follow the lesson. While teaching Turkish as spoken in Turkey to the Turkic speakers, the equivalence level of the words in the dialect to be taught must be taken into consideration. You can teach someone who knows nothing about a subject better than the ones that have different or inaccurate knowledge of the subject. The same applies to teaching Turkish spoken in Turkey to Turkic speakers. In order to decide which of The Turkic dialects is to be the common communicative language, we must pay attention to factors such as the geographical size of the land that the dialect is spoken in, the domain, the level of appeal and the power of the dialect in visual and print media. As Turkish spoken in Turkey is number one in almost all of these factors, it should be the common communicative language among Turkic speakers. When taught consciously in a classroom environment, the similarities and associations between the dialects would help Turkic speakers to learn Turkish language more easily; but when neglected, the result would be the opposite. To form the first texts with the common words in Turkic dialects in the books to be written for Teaching Turkish as Spoken in Turkey to Turkic Speakers would facilitate language learning. There is a need for a systematic study in terms of every aspect such as the title, the common alphabet, the books and materials to be produced and teaching methods to be used in Teaching Turkish as Spoken in Turkey to Turkic Speakers. The characteristics of Turkish dialect spoken in Turkey and other Turkic dialects are still not considered in the activities conducted on the subject; and the activity is considered as foreign language teaching instead of teaching another dialect of Turkish language. It is considered that Turkish as spoken in Turkey should be the common communicative language among the Turkish world and for this reason it is crucial to teach it to people who speak other dialects of Turkic languages. First of all, common and similar semantic, vocal and structural units in the dialects must be identified and texts and methods that emphasize these similarities must be determined. Teaching Turkish as spoken in Turkey should be divided into two main sections as “Teaching Turkish as spoken in Turkey to Native Turkic speakers” and “Teaching Turkish as spoken in Turkey to Non-native Speakers” and teaching methods and educational tools should be determined accordingly. “Teaching Turkish as spoken in Turkey to Native Turkic speakers” should also be classified into groups. For example, under the sub title of “Teaching Turkish as spoken in Turkey to Turkic speakers”, specific course books for “Azerbaijan Turks, Kirghiz Turks, Kazakh Turks, Uzbek Turks and Turkman Turks, etc.” should be prepared in order to teach them Turkish as spoken in Turkey. In addition, instead of grammar based methods, techniques that give grammatical knowledge subtly should be preferred in Teaching Turkish as Spoken in Turkey to Turkic Speakers. While teaching Turkish to adults that come from various parts of the world with various language knowledge and skills, we should benefit from the power of pictures and shapes which are considered the common language of humankind. The sentence, which is the basic component that states a meaningful idea, should be taken as basis while teaching the language; and for the ones who do not know the Turkish alphabet, firstly letters, which are the smallest units of written language, should be comprehended by means of alphabets with pictures. Instead of making students memorize words, the meanings and forms of the words should be presented within the sentences while tenses and personal pronouns and endings should be comprehended within the sentence. While teaching sentences; first, correct pronunciation of the sentence, the meaning and correct articulation (first oral and then written) of the sentence, and then how to analyse the sentence structure and produce similar sentences should be taught; stress, intonation and spelling rules should be comprehended by means of sentences. Teaching Turkish as spoken in Turkey to Turkic speakers and Teaching Turkish to foreigners are still considered the same. A state policy has to be formed on this matter; the scope, content and teaching method of teaching Turkish to non-native speakers must be evaluated based on scientific criteria and measures must be taken in terms of professional Turkish language teaching. In a word, new measures must be taken and scientific studies must be conducted for the activity of Teaching Turkish as Spoken in Turkey to Turkic Speakers in terms of fields varying from raising course teachers, producing course books, determining the method and location of the class to the production and selection of educational tools..

71-85

Authors: Alparslan Oymak

The views of Western World on the East and thus on the Ottoman and Turkey within the framework of orientalism are obvious. But how did the Ottoman and then Turkey viewed India which is located in far more east? It is worth studying how India is viewed by Turkey with regards to the recent concept of “Ottoman Orientalism”. In order to answer this question, it would be wise to look at the Indian travel books from 18th century until the end of 20th century. Owners of these travel books form a group changing from statesmen to the intellectuals, from newsmen to authors. All these travelers were looking for a similar fabulous context when they first met India. While some of the travelers who had grown up with the Eastern tales such as the 1001 Nights were disappointed with what they found, some others were able to get the mystical context they were expecting to find. It is interesting that, almost all authors view India through an orientalist perspective. The architecture of the country and its developed city centres bring about the comparison between Turkey and India. Then, when one sees the life away from the city centre, the concept of “Civilization” is questioned. So it is seen that, Turkish people who are regarded to be uncivilized by the Western people, think the same for the Indians. There are prejudices against the Indian life style and beliefs. Consequently; Turkey’s view on India is similar to the view of the Western World on Turkey

102-114

Authors: Cem ERDEM - Ali YAKICI

With technological developments, communication devices cause increasing and accelerating of interaction between societies. With this interaction, people have been eager to learn foreign languages. Learning foreign language is related with using it in context and using in tune with language comprehensions. Listening comprehension which develops as a first skill constitute important field in studying foreign languages. The purpose of this dissertation is to describe the quality of educational activity and listening proficiency which are substantial for Turkic studies departments in Poland. In this study implements quantitative method has been used. In this research, in order to determine the listening proficiency, the relational cross-hatching model has been used, which is a kind of survey model. For determining of listening proficiency study implements both test and conversation practices. The first part of practice listening test which was done with 34 students. Second part of practice which was interview technique has been implemented. Conversation which was done to determining level of listening has been performed with 6 students. Results were tabulated with a statistically independent sample test and single factor analysis of variance (Anova). The survey was carried out in 2012-2013 and 2013-2014 academic years in spring semesters. Thirty four students of the third year of Turkic Studies departments in Poland have been chosen with the stratified random sampling method. As a result of the survey, significant differences listening, comprehension among students who attended the survey has been determined. Additionally, results have shown that curriculum has to look back on and design at it again.

131-143

Authors: Cihan ÖZDEMİR - Fahri TEMİZYÜREK - Latif İLTAR

Today, it is most likely to come across our people who have varied status like students, teachers, workers, employers and intellectuals in many parts of the world. It can be seen that as a substantial number of our citizens also live in the Middle East countries. In this study, it will be focused on Lebanon that is a country famous by its many features, present problems and is referred to media very often but less known in the world with the issues we will study on this paper. We will try to study, in this article, the presence of Turkish language, culture, society and citizens in Lebanon which have not been studied enough till now by the researchers both living in Turkey or abroad.

172-194

Authors: Erhan Yeşilyurt - Abdullah ŞAHİN

Proverbs and idioms our cultures reflection in the language and one of our literature-rich products. A lot of research and pass in the Turkish Teaching Programs shows that this anonymous products important for our language. Also proverbs and idioms are required for the transfer of culture. In this study, teaching books were examined which written to teach Turkish to the English in the Ottoman period. Phrases covers more ground than proverbs our language. It is the same in the books which written to teach Turkish to English. There is special chapter for proverbs and the English meanings in some books which written to teach Turkish to English. The majority of this books were written by the people who came for working for agree simply. In the research, the authors recognition of the importance of the proverbs and idioms in language teaching was seen at the book writing. Properties and structure of the Turkish language should be respected at the new teaching books. Proverbs and idioms are important parts of our culture. Despite the many studies, It is observed that our values started to be kept. Fort his reason, everyone should have the awareness of Turkish language and proverbs and idioms should be used operably.

203-213

Authors: Fethi Kayalar

The aim of the study is to determine such influences as gender, age, the type of native alphabet, academic branches and academic achievement on learners' Turkish language anxiety in the context of Turkish Universities in the first academic term of 2014/2015. In an effort to delve into the issue of affective variables related to Turkish language learning, we tried to determine the extent to which foreign students in some universities perceive Turkish language learning anxiety in terms of gender, age, native alphabet and native country and to see if there is any significant difference in terms of their academic branches to learn Turkish Language and academic achievements in tests of Turkish Language. For this purpose, a 16-item scale with a five Likert-type was used. The questionnaire was applied to 133 beginner level and lower intermediate level Turkish Language learners in Atatürk University, Erzincan University, Ondokuz Mayıs University, and Gazi University. After analysing the collected data, the findings indicated that academic branches and non-Latin native alphabet can be considered as a significant anxiety factor for foreign students learning Turkish language for education in Turkish Universities. The study also offers some context-specific pedagogical implications, suggestions and ways to decrease learners’ anxiety for Turkish Language teachers and practitioners.

10-21

Authors: Fahri TEMİZYÜREK - Muhammet Raşit MEMİŞ

Tanzimat reform era is being accepted as beginning of children’s literature in our country while it was emerged earlier period in the West. In order to develop this literature healthfully that may be said relatively new field, it is necessary that educators, academicians, writers of children’s book and those concerned should work together consciously and systematically. It has not been come a long way in developing of children’s literature until today in Turkey because of working independent of each other. About solving this issue, non-governmental organizations which have power to gather unrelated people and organization and can create public opinion, come to the front. In this paper, Çocuk Vakfı, one of few non-governmental organizations carrying out works to improve children’s literature in our country, is handled, aims and activities related to children’s literature are mentioned and contributions of these activities to the progress of children’s literature are tried to be evaluated

43-75

Authors: Hakan YALAP

Serbian language is contained many Turkish loanwords in daily language. Serbian culture also has a lot of common values with the direction of the Turkish culture. So close that the relationship with the Turkish language and culture studies in Serbia Turcology is dated to the early 20th century immediately. Fahim Bayraktarević ( 14 November 1889-22 February 1970 ) in this section by establishing the Department of Eastern Languages Faculty of Philosophy at Belgrade University in 1925, " Turkish Language" began to teach the courses as electives. In 1960, the Faculty of Philology faculties related to attain self- structure " Eastern Languages Department" opened and Turkish Language and Literature has also been an important unit in this department. From that date Turkish language , literature and culture in the license, master's and doctoral education is given in the department. Due to its special curriculum structure Belgrade University Faculty of Philology, Turkish Language and Literature Department has been productive Turcology part of Europe in the past. Especially there is an attention to Turkey and Turkish are positive way in recent years that each year forty students has been accepted to the department in the country. Turkish Language and Literature department is in University of Belgrade, Faculty of Philology as a detached in Serbia that has been prepared program of University of Pristina in 1976. University of Belgrade department of Turkish Language and Literature has made an indicator to other Balkan universities. Turkish is an elective lesson outside of University of Belgrade in University of Novi Sad and University of Novi Pazar. Everybody who want to learn Turkish can be signed up for a course in these universities. The Republic of Turkey provides lecturers support to the three universities. It will be reviewed about the university curriculum and it will be criticized the Turkish teaching and methods of Turkish teaching in Serbia, the future of the Turkish teaching and the importance in Serbia will be discussed in this article.

119-125

Authors: Kurmangazy SADYKBEKOV

A large portion of preserved works written in Kipchak Mameluke belong to religious works. Because, Mamelukes were an Islamic state and had many religious works translated from Arabic language. It is known, that except those Muslim Kipchaks who moved from Asia Minor and Central Asia to Egypt and Syria, there were semi-shamanist and shamanist Kipchaks in Dest-i Kipchak steppes that had no relation to Islamic culture and later they confessed Islam and were promoted to higher position. As the Kipchaks coming from Non-Muslim countries as slaves and as Emir and Sultans had not known any Arabic language enabled them to translate many of the religious works from Arabic into Kipchak in Mameluke territory. Neither Soviet Turkologists nor the turkologists of the Independent Turkic countries studied the mentioned religious works among the memorials of Mameluke Kipchaks. The article deals with the study of religious works written in Mameluke Kipchak and emphasizes their significances in respect to our national religion, language, history and culture. Also, peculiarities of these works are highlighted.

133-164

Authors: Masoud Mahmoodi-Shahrebabaki - Batul Shamsi Nejad

In order to meet the reading needs of English as-a-Foreign-Language (EFL) learners, educators are urged to develop effective instructional means for teaching reading comprehension and reading strategy use. Although studies on foreign language reading strategies are burgeoning in the realm of language acquisition research, recent interest has spotlighted learners’ metacognitive awareness of strategies. This study investigated the effect of metacognitive strategy training on the reading comprehension of 111 intermediate EFL learners. The participants received five sessions of instruction on metacognitive strategies guided by the blueprints of Cognitive Academic Language Learning Approach (CALLA). The results of t-test, and two-ways analysis of variance (ANOVA) revealed that there was a significant positive relationship between the students' metacognitive reading strategy use and their reading comprehension performance. There was also a significant positive relationship between the use of CALLA and the students' reading comprehension performance

183-202

Authors: Mehmet Nuri Kardaş - Muhammed TUNAGÜR

Speech is an important and effective means of communication needed for self-fulfilment in man's social life. This form of communication has become increasingly important issue each passing day in terms of regulation of the relationships with people through the ages of man, effecting of persons each other, being a nation, in every kind of interaction with other nations. Today, this importance has increased considerably due to the spread of the mass media related to advancing technology. In this sense, starting from pre-school education to all levels of education, regulating different, rich, enjoyable speaking activities is a need in order to gain students effective speaking skills. In the research implemented qualitative research method, document scanning technique has been used. Domestic and foreign studies have been analysed through document scanning method in literature. With the help of these studies, samples of original activities have been tried to be prepared. In this study, 13 samples of activities have been developed to improve speaking skills Turkish Education program (2006) considering the objectives and acquisitions. Developed activities are named as follows in relation to the content: 1. Fan, 2. Flag on You, 3. I'm in Parliament, 4. I'm the Announcer, 5. From region to region, 6. Take the Microphone, 7. Voice Record of Mine, 8. Intonation Game, 9. Speaking Bell Glass, 10. Imagination Chair, 11. With Whom We Are this week ?, 12. I'm Marketer, 13. It's your turn.

247-260

Authors: Nevin Akkaya

Today, it is a necessity to make use of information technologies in creating, distributing and accessing information resources. The electronic resources as products of the developing information technologies include bibliographical text databases, e-journals, e-books, open achieves and web sites. Today, Many printed material can be accesssed by electronically in readers. Furthermore, e-books have been increasingly preferred as a mode of reading because of its advantages such as portability, storage and rich content. Individuals who want to sustain their development on this mode of reading prefer screen reading. Because reading has become a necessity because of the developing information technologies. This study aimed to examine the views of students studying Turkish language teaching at an education faculty on e-books and screen reading. Action research, one of the qualitative research design, was used during the research. Data were analyzed by content analysis. Whereas 40.7% of the ones who have taken part in this study have expressed not knowing anything about e-books, 57.8% of the participants have claimed they have knowledge about the issue of e-books. 55.3% of the participants consider that e-books contribute to the habit of reading. 73% of the participants have expressed that they have no knowledge about screen reading.

275-288

Authors: Talat AYTAN - Nail Güney

Language teaching aims to improve comprehension and narrating skills. While oral narration skills are mostly needed in daily life, writing becomes prominent in academic and cultural activities. In this study, the problems in written expressions of 16 students who are studying Turkish as a second language at Yıldız Technical University Turkish Teaching Centre A1 level and will start their bachelor, master and doctorate degrees. The data of the study is obtained from the texts written by the students in writing course. Those texts written by guided writing method have some topics such as introducing families, patient-doctor dialogue, travel plan, giving a recipe etc. The errors that are identified in writing activities have been analyzed according to error analyzing method. Initially, the detected errors have been defined, later they have been classified and mentioned with their frequency rates. According to the results, the students speaking Arabic, Persian, Bosnian and Lala as their mother tongue make more mistakes in writing while the students speaking Shona, Hausa and Malay as their mother tongue make more stylistic errors.

303-311

Authors: Ünal Zal

Among the works of literature, poetry is the sole genre which can never be completed. No matter who defines it, and how it is defined, there is always a missing point. The reason for this is that poetry has a characteristic sanctity. Within the concept of existence, poetry is the harbinger of literary secrets that we see and for the poets who dare to dive into darkness in every age, it is a song in which the individual finds himself, and which is the common voice of society, and it is the smiling garden of destiny, so to say. Also, poetry is the combination of language and entity. Concepts such as universe, life, death, love, art and philosophy are best expressed through poems. It is the enthusiasm of a single individual and a common attitude. Since time immemorial, people have thought that poets are the closest people to the Creator because they renounce their comfort for the sake of trying to rediscover the secrets of stars, waters and trees as they look at them with admiration. One of the poets expending a lot of effort on this way is Ak Welsapar, a Turkman poet living in a remote northern country in a twist of fate. He pursued his art to describe his homeland pleasantly, to love it, and to be proud of it. He collected his emotions in these two books known as Ak Öý (1996) and Watanym Galdy (2005). In this study, the poems of Ak Welsapar, one of the significant representatives of current Turkman literature abroad, will be dwelt upon; on the basis of the two books entitled Ak Öý (1996) and Watanym Galdy (2005), his view of life, his expectation, his dreams, his griefs, and his present status will be assessed.

324-342

Authors: Sultan Akdemir - Muammer C. MUŞTA

The aim of this research is to determine the values in Social Sciences Teaching Programme which are most appreciated by Primary School 4th and 5th grades’ Teachers, their perception and opinions about these values and the activities that they do in classroom. This research is a case study and qualitative and quantitive research methods have been used together. The sample of the research includes 18 schools in the center of the city, Konya in 2011-2012 Academic Year and 124 participating Primary School 4th and 5th grades’ Teachers. The data in research have been obtained by having 124 participating teachers’ opinions through interview forms via e-mail or face-to-face. The qualitative data have been considered by using descriptive analysis approach and the quantitive data have been considered by using SPSS analysis approach. When the findings of the research have been examined, it has been concluded that among the values in Social Sciences Teaching Programme “being fair” is the most appreciated value and “aesthetic” is the least appreciated value by 4th and 5th grades’ teachers. According to the results of the qualitative questions taking part in the interview form, the teachers think that the values have a very important role in the personality formation of the individual and the cultural structure of the society is also influential for the formation of the values. Generally, the individual values of the teachers correspond to the values in Social Sciences Teaching Programme. They have the opinions that the family has the most responsibility in the education of the values, and then the school and the teacher. They evaluate whether the values have been attained or not by making mostly an observation. Also, generally they think that the values have degenerated today. When we look at the activities done and methods, strategies and techniques applied for values education in the classrooms, most of them take part in Social Sciences Course Book or Social Sciences Workbook. Materials used are also easily reachable ones.

353-363

Authors: Ayşe Nur SIR DÜNDAR

During the Ottoman period, cities were administrative units representing the existence of central authority and hegemony. It collected several activities and services within the domain and constituted a whole with its sub units in terms of administrative and civil duties. The development of city was dependent on the development of common life areas, which are neighborhoods. It was possible to see this structure, which is the basis of Ottoman urbanism, in Bursa, Edirne, Istanbul and some other Anatolian cities. Particularly Bursa has rapidly grown within the two centuries following the conquest and displayed a fine example of urbanization as a historical and cultural center. The idle fields in the city were allocated to Turkish tribes, new neighborhoods were established and the nearby villages were transformed into neighborhoods, increasing the total number of neighborhoods in the city. Beside this physical development, the newly established neighborhoods were given Turkish names as the old neighborhoods’ names were also made Turkish. Within this context, it was important to create a neighborhood in the localization of Bursa and the names given to those neighborhoods were also important. Because the names of places are the living documents for the habitation (settlement) history of a nation. Studies to be conducted on neighborhood names are the research subjects of several social sciences such as sociology and anthropology and also the linguistics. Evaluation of the names of places phonetically and morphologically will contribute to the development of toponomy, which is an important branch of linguistics. This study has reviewed the neighborhood names in Hulâsatü’l-Vefeyât, a work of Gazzizâde Abdüllatif Effendi, which is considered as an urban monograph among the monographs on Bursa. The review was conducted on the copy of the author which was registered in Süleymaniye Library Assad Effendi, numbers 2257. First, information is provided about the neighborhoods of Bursa, then the neighborhood names in the work are detected, they are classified according to their physical and humane characteristics and presented in a table.

9-25

Authors: Dilek TÜFEKÇİ CAN

Language, which optimizes the act of speaking which is one of the most significant features of human beings, is the most ancient thinking agents. As is the case in the previous centuries, the language itself, whether it is the artefact of oral or written culture, has still been sustaining its features as one of the most influential communication agents in the 21st century. Since narrative related to language has a specific function semantically. Thus, narrative includes every kind of written and visual agents from literature to rhetoric, animated cartoon to ballet and opera to advertisement. The meaning beneath the surface of the narrative is constructed as a result of various agents’ combination or separation. In other words, written, visual and verbal narrative alter as a consequence of each agent’s interaction with one another. Because of this fact, language improves in its historical process. Even though the aim of this study is to review the language improvement in general, it is also of great significance to define ‘language’ in terms of literary theories such as psychoanalytic criticism, structuralism, semiology, intertextuality. Another aim of this study is to trace how the language is formed and how it reached its polyphonic position in its historical process. Even though written language, in other words literary language, which has formed its systematic structure by disengaging itself from oral language, can be an artefact of social, cultural and ideological structure, it still attempts at improving in the sense that the subconscious structures, extraordinary syntax and intertextual references are employed by the authors.

48-65

Authors: Gülşah ALMAZ, Kamil İŞERİ, Emre ÜNAL

The purpose of the study is to determine pre-service teachers’ self-efficacy perceptions towards the usage of creative drama method. The study is conducted with the use of screening model with descriptive method. Study group of this research consisted of 1st, 2nd, 3rd, 4th grade students who study Primary Education, Social Studies Education Turkish Language Teaching and Science Education programs in Nigde University at 2013-2014 academic year. Study group consisted of 1368 students. “The self-efficacy scale for the usage of creative drama method” which has been introduced by Can and Cantürk-Günhan (2009) has been used as data collection tool for the research which has the scale includes 5 point Likert scale and 47 items. Based on the results of the research, it is understood that the teacher candidates have affirmative attitudes on using the creative drama method. It is observed that there are significant differences among gender as a variable, departments and classes of the primary school education department while determining the self-efficacy perceptions on using the creative drama method. It is seen that there is a significant diffrerence among the groups’ self efficacy perceptions towards use of creative drama. The source of difference is beetween primary education and Turkish language education preservice teachers, besides between primary school education and science education preservice teachers in favor of primary education pre-service teachers.

79-87

Authors: Mehmet Nuri ÇINARCI

People use different ways to transfer some mental activities they have in their world of thoughts to real life. The transfer of thoughts to real life happens in many forms; such as language as a communicative tool, writing which is a concrete form of verbal expression and body language. Writing, particularly graffiti has a vital role in the expression of feelings. Graffiti on modern world provide people with opportunity to express their love, political opinions they defend, parties they make propoganda for and to make advertisment for the products and services they want to sell. Parallel with the usage of graffiti in this way in modern world, there are some cases when poets write poems on wall, as well. In this paper, we will focus on the influence of a poem on the wall cited in the tezkire of Ashik Chalabi on the biography of two poets in the tezkire of Hasan Chalabi. Then, it will be mentioned about the writings of Evliya Chalabi which he wrote on walls and tree trunks specifying the date and the poems which Faruk Nafiz Çamlibel came across on the wall of a public house during his trip. To give example, it is benefitted from the poets' biographies written by Ashik Chalabi and Hasan Chalabi, the writings of Evliya Chalabi he wrote on mosques' wall and tree trunks in the cities he visited and poem Han Duvarları of Faruk Nafiz Çamlibel.

101-108

Authors: Muhittin ELİAÇIK

Istihdam which took its place among the meaning arts as a elequence term is one of the arts that is discussed rarely and in a different shape in eloquence books. Istihdam which is lost among meaning arts as pun, connotation, müsakhele, tavcih, mugâlata-i maneviyye and cinâs- ı manevî could sometimes be used instead of these arts. In the art, beside being used different words in the same phrase for a word with two meanings; there’s imlied a meaning with itself and the other meaning with its pronoun or there’s explained different meanings with each both pronouns.In the art, other words are served to an ambiguous word and words which are convenient to the meanings are selected. This one of the literary art which is based on word repeatings, did not take its place among many rhetoric books, and it is given in a different shape in some rhetoric books. Some arts like tevriye, musakhele and tavcih which are about some words that has many meanings, took their place in an unity in rhetoric books but istihdam took its place in a few books because this art is not accepted as a fundamental art. There’s no unity about this subject among books and while not placing in one of the first rhetoric book Miftâhu’l-ulûm ,it’s placed in detailed explainer Kazvinî’s el-Îzâh. In rhetoric books after Tanzimat, its placed in some books and there’s mentioned as an another name of another art. In this article, this art is researched from rhetoric books and put forth in a comparative way.

149-168

Authors: Recep AKAY, Mehmet Halit ATLİ

This study is in 2010-12 academic year in German Language Courses of Sakarya University. The institution, to which the students are registered has got syllabus, but they didn’t acquired language knowledge and skills for academic purposes in the foreign language, which institution syllabus prescribed. This study is required to provide a better teaching of foreign language for the students who semothertong is Turkish in the German preparatory classes of university. Dependently it is thought that instructor in the German preparatory classes have problems teaching a foreign language. According it is aimed with this study that both parties recognized their short comings and due to the fact that a new syllabus are suggested a proposal. Another aim of this research is that the German acquisition of Turkophones is different from the students and that they acquired conjugation of target language in a consequence of significant phases. If this hypothesis is proved with present research, method and tools, which are employed up to now in teaching of German for the Turkophones student, lose their validity from now on and here obtained result plays a supporting role in determining of a new principle. 2010-2012 academic years at the Sakarya University the department of German Language and Literature students has been selected for this population and sample selection study. The data, which used in this study, are based on the master thesis of researcher, which he made in year 2012.

182-193

Authors: Zeliha Zühal GÜVEN, Teresa Hecht Valais

Project-based learning (PBL) is based on the idea that students learn by experiencing and solving real world problems. Students, as a team, investigate a complex question, problem or challenge as an extension of what has already been learned in class in this extended process of inquiry and present a project. As it requires authentic use of language in order to communicate with group members, class mates and the teacher, PBL can be very useful in EFL (English as a Foreign Language) program if the “voice and choice” of the students are developed through carefully planned and managed instructional benchmarks. This research was conducted to investigate the opinions of the English prep school students about the Project Based Learning implementation they were involved in at the School of Foreign Languages at Selçuk University in Konya, Turkey, in 2011-2012 academic year. The case study, one of the descriptive qualitative research models, was used as a method in the study. 50 randomly selected prep class students participated in the study voluntarily. The data were gathered through face to face interviews and a semi-structured form with 6 open ended questions. The findings revealed that Project Based Learning could be used as a means to guide learners advance towards autonomous learning. It was also noteworthy that formative assessment should take place in the learning environment as involving learners in their own assessment will help them see their strengths and weaknesses.

10-34

Authors: Bekir GÖKÇE

Sentence in traditional grammar, adopted as a unit of the high-level language, this understanding, the 1960s began to change with the evolving text linguistics. Text analysis alone is inadequate sentences understood to be based on the principles of text linguistics began. In this context, text linguistics, a text in and of itself has selected for review, the text forming the relationships between structures and these structures have been questioned. The text which is based on communicative, verbal or written language is the product. A written text, sentences are ranked in succession, but have been created as a result of the author's conscious choices. Coherence and consistency, these structures are indispensable criteria. Text, "linguistic integrity” that is greatly indebted to these two elements. In this study, supporting text text linguistic and functional manner possible examination reveals that it is aimed. For this purpose, substantiating the text is supposed to represent the selected type of experiment. 8 Ministry of Education Publications Grade Turkish essays in the book’s text on the computer loneliness, text linguistics has been tried to be questioned in terms of intrinsic value. Referring to the descriptive survey and document analysis utilized in the study; forming the text of the numbered sentences, and those sentences in their own relationships with each other, the deep structure has been identified in detail the role. Computer Loneliness trial, were analyzed in three sections. Description section of the text , type, and discussed in terms of content ; analysis section view of text coherence and consistency were examined; obtained from data interpretation section of the assessment were made. In the analysis of results of the study in the supporting text to benefit from the opportunities of text linguistics has proved to be functional.

43-60

Authors: İzzet ŞEREF

The language teaching process should not only be restricted with the teacher’s own observations and experiences, but also be based on the scientific and theoretical information. In this research found that communicative approach a big impact in last twenty years language teaching to Turkish teaching to foreigners is dealt with. The activities that have been developed to apply in teaching to foreigners Turkish writing and speaking skill according to communicative approach. The aim of the study is a modern approach to communicative language teaching approach, writing and speaking activities to provide alternative activities to prepare teachers to Turkish teaching to foreigners. Communicative approaches to language teaching techniques used in creating activities (group work and pair work, drama, improvisation, role-playing, simulation, problem solving, communication games) are used.

72-79

Authors: Ramazan TOPDEMİR

Poets, writers, artists, music lovers, artists, nation, nation, state, and future carry the state makes. Works of national and moral values of society form. Poets of the founders of the national identity, and spiritual architects. Beyatlı Yahya Kemal, the most important is a cornerstone of our identity. Turks in the Balkans to develop and spread of civilization and culture is based on deep slate. Turks in the Balkans, the struggles, victories, defeats, is treated to a wide range of social relations literature. Beyatlı poets of the birth of Yahya Kemal Balkan cities Skopje and the lyrical poems dealt with the moral and material direction. The poet spent his childhood and youth years in Skopje and the Balkans, sorrows, joys, aspirations takes a sensitive manner. Yahya Kemal, established Turkish architecture, with different perspectives on the history of the Balkan cities in Turkey by telling us yesterday, far from the shaft, and spiritual values, recalling the necessity to determine whether we're having our values gives the message. Yahya Kemal Balkan cities, especially focusing on the poetry of the social, cultural, and lyrical themes literature, Balkans brought the rich archive. Yahya Kemal and the Balkans drawing the attention of new generations, our history, our civilization in poetry in a different way to learn by.