INTERNATIONAL JOURNAL OF LANGUAGES' EDUCATION AND TEACHING

81-100

Authors: Emin Onuş

The first graduate physical education teacher of Turkish Cypriots Kubilay Belig is a poet at the same time. He took courses in literary masters such as Arif Nihat Asya, Naim Buluc and collects poems in the book Kır Çiçekleri in 2007. He is writing poems about Cyprus Turkish national struggle, flag, nature and free issues where another feature of the poet is also writing poems with aruz prosody, in this respect he is one of the rare names in Cyprus. In this article Kubilay Belig’s artistry and poems will be evaluated.

114-127

Authors: Fatih YILMAZ - Yeşim Talas

Nowadays, learning a foreign language becomes necessary; the importance of teaching Turkish to the foreigners is getting more and more. Although Turkish is a rooted language, it is quite a new field to teach Turkish as a foreign language. Varies studies have been applied on teaching Turkish as s foreign language and came a long way. However, when it is examined, it can be seen that one of the most common problems of teaching Turkish to the foreigners is the lack of teaching materials. Animation as a material used in teaching Turkish to the foreigners has become remarkable day by day. In foreign language teaching, visuality is an important factor on permanent learning, thus animation plays an important role in teaching foreign languages. In this study aiming at using animation as an alternative to the lack of materials and to provide permanent learning, activities are developed according to the Common European Framework of Reference. Activities are designed by using the animation “Bee Movie” produced in 2007. The activities are prepared to develop main language skills (listening, writing, speaking and reading) on A1 level. In each activity, duration, target language skill, educational attainment, materials and application of the activities have been explained. In this study it is expressed that these activities will be a solution for material scarcity by enriching the learning atmosphere, increasing student motivation, providing individual education, providing the improvement of students’ language skills, converting abstract topics into concrete and providing permanent learning.

144-163

Authors: Fethi DEMİR

The literary genre which is affected by 1980 political impact’s economical,social, political and cultural status is poetry. On the one hand cases which look contradictory with eachother like capitalist and liberal policies not being appropriate to fulfil the expectations and like 1970’s excluding ideological engagement-based poetry, evaginates the world of poetry. Thus poets, critics and academics start talking and discuss about effects 1980 political impact’s social, cultural and economical conditions on poetry. Effects of this chaotic and contradictory atmosphere can be seen the most clearly in discussions between which are attempts to classify after 1980-term poetry individualistic poetry- social poetry. attempts to classify after 1980-term poetry which is the first of discussion areas is based on mapping the after 1980-term poetry’s poetry background, idenifying the poetical trends and finally arranging the world of poetry which is completely complicated. The second discussion area of the after 1980-term poetry is based on emphasising the individualism/individuality and discussions between dominant poetics and socialist realism. These discussions are structural aspects of poetry and beside from attitudes towards social problems to connection of poetry with tradition, from imagine of future to understanding of human, from features of poetry to masters of Turkish poetry.

179-197

Authors: Hakan YALAP

Literary texts are works of art with multiple meanings that reviewers are trying to solve in many different ways. Authors/poets who have a cultural surroundings which have been reached and for having spirit riches which they shaped with this environment so in that way they inscribe into their texts many special and common hidden meanings, with intention to transfer them to the future generations. After discovering inner meanings in poetry, it becomes deeper, representing embodiment of artist’s knowledge and wealth of spirit through the meaning of the language. The main aim of literary reviewers should be observing the text from the author’s aspect. The poet that is “Ateş” rhyme ghazal, which was written by Şeyh Gâlip who is most important poets of Sebk-i Hindî’s style, has been commented according to method of “Düşünce Alanı Merkezli” (DAM) improved by Ziya Avşar in this article. Şeyh Gâlip, who is one of the most imortant poets of Sebk-i Hindî’s style specified his metaphysic poems with an abstract word order. The element of fire takes very important place in his world of art and sense. The element of fire in Gâlip’s poetry indicates a wide range of existing and non-existing meanings which originate from two different worlds and get united in imagination. Method of text analysis “Düşünce Alanı Merkezli” reminds of the traditional explanation methods. However, by establishing the order between meanings in text, this method separates from the traditional one. To find out of thought field is very important in comment. Because the art is being connected between the things that exist and those that should exist with symbols. In this method of text analyzing, the highest significance have main thinking domain, assistant thinking domain and combined thinking domain. The aim of this method is to make subtle and deep meanings accessible in poet.

210-228

Authors: Kemal EROL - Mehmet TÜTAK

The first literary works were being produced in Tanzimat period. In the II. Meşrutiyet period some important improvements can be observed after the written comments about the importance of children’s literature. The improvement in this period which had been begun by İbrahim Alâettin Gövsa was carried to the higher point with the contributions of so many writers. Çocuk Şiirleri (The Children’s Poems) (1911) which was written by İbrahim Alâettin Gövsa is the first book In Turkish Literature for the children. The book has a great importance because of drawing the attention to the instant relationship between the literature and education. İbrahim Alâettin Gövsa’s writings in the scope of children's literature shows the way to his followers. He produces important works on the child education and psychology. In İbrahim Alâettin Gövsa’s Çocuk Şiirleri (The Children’s Poems) (1911) consists so many articles about the attitudes of children and values which the children should have. İbrahim Alâettin Gövsa who thinks that literary works enlarge the children’s mind, complete the intellectual education, and feed dream land, reflects the national and universal values in Çocuk Şiirleri (The Children’s Poems) (1911). İbrahim Alâettin Gövsa who believes that the childhood has a great importance about the forming of child’s character tries to explain the features which the children should have to be an independent individual. İbrahim Alâettin Gövsa to reach his aim uses so many values in his poems. The values are especially love such as pity and compassion, joy of living, working and producing value, concern books and reading, cultural values, ownership consciousness, courage, sincerity and friendliness, helpfulness, kindness, integrity, honesty and sensitivity.

246-255

Authors: LEYLA KERİM

The idea that literature and psychology which are based on human and the issues related to human in all their historical process should be scientifically explored from each other’s perspective was first suggested by Sigmund Freud. Freud used the literary works as materials to examine their writers and protagonists better; consequently, his approach is known as the psychoanalytic criticism since he examined writers’ and protagonists’ earlier lives, dreams and psychologies through these literary works. In this respect, Afanasy Fet’s work ,“A Dream” could be considered as a very interesting study theme. Fet, who is not as well-known as L. N. Tolstoy and F. M. Dostoyevsky in Turkey, is one of the poets that belong to the literary approach known as the “Clean Art” in 19.th century Russian literature. The poem named “A Dream” has a special place among A. Fet’s works because of its subject matter and its being one of the “clean art” works. The work is about Lieutenant Losev’s vision he dreamt. The reason for us to choose this work which provided a basis for our study is that dreams have big importance regarding psychology, and they are directly connected to sub conscience. Due to the psychoanalytic approach, the works examined can be understood better, and the hidden factors can emerge. We recognize two different sub consciences in this work that is analyzed with psychoanalytic approach: first, a protagonist who is narrating his dream and feelings (Lieutenant Losev) and then Afanasy Fet whose feelings and psychology are reflected on the work. As a result of our analysis, we could say that Afanasy Fet reflected on Lieutenant Losev with regard to the deductions we get through the methods of psychoanalytic criticism. Since the methods of psychoanalytic criticism have not been given enough place in the studies on Russian Literature in Turkey, we believe that our study will be useful in this field.

273-287

Authors: Mehmet Nuri Kardaş - İlayda İL

Orkhon Inscriptions is one of the largest cultural heritages of the Turkish nation. These cultural assets are the property of being the memory of the nation they were born through. Indeed since these monuments transfer the values they contain to the future, they have a characteristic that is the masterpiece of the Turkish nation which plays a significant role. What a nation keeps alive is its values. In this sense, for the Turkish nation, it is important that these monuments is examined in terms of the transfer value and is used in educational activities. The aim of this study is to identify the values in Tunyuquq Monument which is the first of Orkhon Inscriptions and to determine the importance of these values in Turkish value transfer. In the study, the descriptive analysis, one of the qualitative research techniques, has been used. By the researcher, values form was prepared in consultation with experts and the value elements in Tunyuquq Monument were determined and then with the problem of the study, the following conclusions were reached: ? In Tunyuquq Monument, about 179 value elements have been identified, directly or indirectly, including 25 different values of the Turkish nation. These values and their handling frequencies in the Monument are given as follows: Bravery - bravery value (f = 24), Leadership value (f = 21), Nation-family unity value (f = 15), Homeland - the nation benefit (f = 15), Taking responsibility value (f = 12), Freedom and independence value (f = 11), Diligence value (f = 9); Farsightedness value (f = 9), belief in God value (f = 9); Sacrifice value (f = 7), Integrity value (f = 5), Sensitivity-kindness value (f = 5), Respect value (f = 5), Solidarity value (f = 4), Loyalty value (f = 4), Tradition-customs value (f = 4), Wisdom value (f = 4), Peace value (f = 3), comply with laws-law of value (f = 3), Protect the language value (f = 3), Patriotism value (f = 2), Esteeming Elder’s sayings value (f= 2), faithfulness value (f=1), humbleness value (f = 1), taking into account of the public’s views value (f = 1). ? The values in Tunyuquq Monument and the values taken into account in social studies largely (MEB, 2005) highly are parallel (75%). ? Tunyuquq Monument is a rich work which should be used in training activities for teaching Turkish and value transfer.