INTERNATIONAL JOURNAL OF LANGUAGES' EDUCATION AND TEACHING

1-8

Authors: Aylin SEYMEN

The term “translation” is the process of transferring from one language to another language. In fact, translation is a procedure between languages. Therefore, the translation also means intercultural communication. In this study, we want to analyze the intralingual translation. The intralingual translation is not a translation from one language to another language. It is an interpretation of verbal signs by means of other signs of the same language (Jacobson, 1959:233). The intralingual translation of a word uses other signs to understand the context better. So the intralingual translation interprets the signs by using other signs of the same language. In fact, the intralingual translation is a way to simplify a text. This type of translation may seem a new field of translation, but actually we often use it in our daily live. In our daily live, we often use the intralingual translation. For example, while explaining something to our children we are forced to use intralingual translation. In this study we want to demonstrate the significance of the intralingual translate in the medical field and in advertising language. Especially we want to show with examples in which cases the intralingual translation is not used and the reason and cases in which intralingual translation must be used to be clarified the situation.

26-47

Authors: Hülya AŞKIN BALCI

Idioms are considered as one of the most important means of expression of language and provide cultural transmission between generations by reflecting the cultural values of society that speaks that language. These stereotyped expressions which are containing daily life, expressing much notion and jurisdiction with less word, catchy, educatory and capable of transferring from generation to generation, a real ways among the issues that attracted the attention of researchers. Idioms do not provide perspective only on character and identity of the community, but also provide an insight into human behavior and the character that formed a philosophy of life by reflecting common knowledge and worldviews. Thus, cultural indicators or images make it possible to analyze the society in many aspects. Idioms that reflect the interaction between language and culture very well, are one of important issues in the study of language in dimension of intercultural communication and interaction. The purpose of this study is to try to show by doing some classifications, how the same or separate words are used in other languages for a word that is used in a language according to the equivalence principle, by examining some selected idioms in terms of intercultural communication (by scanning idiom dictionaries) and English, German languages belonging to the same language family and Turkish language belonging to different language family. The studies conducted on this topic before, constitutes the fundamental basis of the research. Idioms of every language, considering the fact that they are adapted according to their own rules, are concluded to be of interest for not only in terms of words but also for stories of important similarities and differences between these languages in the light of linguistic culture and indicators.

66-78

Authors: Mehmet Emin BARS

The Turkish clans, having spread a large geography, have a very effective epic tradition. While some of the epics that the number of which has not been axactly determined yet are known and narrated in one or some of Turkish clans, among these very few of them are known in all Turkish communities. While only some part of these narrations are living in oral tradition, some of them are expressed in writing and the other ones reach to the present both in oral and in writing. The Epic of Köroğlu is an epic which is known and narrated in all Turkish clans. As a result of folk science and political actions in Scandinavian countries such as Sweden, Norway, Finland, Denmark and Iceland, the Theory of Historical-Geographical Finn emerges. On the basis of theory lays to reach obvious results by comparing narration of folk knowledge and folk literature. The theory with its origin purposes to determine when and where the oral folk creations are created and what its the first possible form is. The first example which provides expanding Historical-Geographical Finn Theory and structural analyzing of folk narration emerges as “Epic Laws Theory” by Danish folk scientist Axel Olric. Axel Olric states that the rules in folk narration are super organic. These rules are indispensable part of the culture when a bord or epic poet starts to narrate, he follows these laws without realization. The theory of Axel Olric shows that there are obvious basic structures in folk narration. The epic rules of folk narration are applied to different kinds of narration by the researchers. In this article, the epic rules which Axel Olric have created with the inspiration of folk narration are put into practise in the film of Köroğlu in which Cüneyt Arkın and Fatma Girik are taking part in leading roles, and the film under consideration, is tried to be evaluated with its both obeying and non obeying aspects to these laws. At the end of the study, It has been seen that the film of Köroğlu included all the epic laws of folk narratives of A. Olric

88-100

Authors: Mesut BULUT

The shadow play of Karagoz which is a product of Turkish nation’s acute mind and which has an important place in traditional Turkish Theatre fulfils important functions in Turkish education with its educational aspect with regard to containing values systematic within itself from past to present. Concerning language and cultural transfer, it has very important functions both in child education and adults’ education with regard to ensuring national culture, national conscience, national solidarity and unity, developing individuals psychologically, socially, and culturally, and specifically with its educational aspect. As the shadow play of Karagoz ,which has a very important place primarily in language and cultural transfer as well as in education with its many aspects, represents traditional Turkish performing arts in its most unique way, everybody, either young or old, still continues to protect its importance; however, it is an undeniable fact that it is not appreciated functionally as it deserves in education. It has been revealed by the scientific studies that the shadow play of Karagoz , which is used Turkish education, provides convenience not only for language and cultural transfer but also for the representation of Turkish nation’s colours, feelings and ideas. In this study, the social and cultural values included in the shadow play of Karagoz, an important element of traditional Turkish Theatre, in terms of its educational aspect in Turkish education were explored via literature review method and evaluations were made about the contributions which the functional use of this play made to the Turkish education, its importance and roles. Moreover, the study aimed at making contributions to the individual and social level of awareness in terms of its functional use.

132-148

Authors: Ömer Gökhan ULUM

Teaching English does not automatically mean teaching from a course book, though employing a course book is possibly the most accepted way of teaching a foreign language today. It is good to specify what the role of course books is or should be in the learning and teaching process. However, it is important to grasp that a course book is just sustenance, not a holy material. Course books must be at the service of teachers and students; they must not rule the teachers and the students. That’s to say, ELT course books have a big importance in language classrooms, though there are contradictory disputes about the actual role of these course books. This study evaluated ‘’Yes You Can’’, the ninth grade English course book for public schools, which was implemented in 2014 by the Ministry of Education, Turkey. The point of the study derives from the fact that it can affirm the strengths and weaknesses of the course book, and conclude whether it is applicable, or needs supplementation or modification for optimal learning. Accordingly, this study aims to identify the views of EFL teachers pertaining to the English course book for the 9th grade. A questionnaire for teachers was administered in high schools selected randomly from the Seyhan district of Adana. The data obtained were analyzed through SPSS, a Statistical Programme for Social Sciences. The analysis of the data shed significant light on the evaluation of the present course book through teachers’ views. In the first place, the responses by a total of seven out of thirty-eight criteria concerning the course book were disapproved while the rest of the items by a number of thirty-one were approved by teachers. That’s to say, teachers have designated an approval regarding the overall appreciation for ‘’Yes You Can’’, the ninth grade English course book.

169-181

Authors: Yusuf SÜLÜKÇÜ

One of the controversial issues in Turkish is compound sentences formed using “ki”. The “ki” preposition in our language is derived from Persian and was used to ornate prose especially to extend sentences. From the 19th century on, in plain prose based on colloquial language, the functions of “ki” differ from those in ornated prose and poetry; yet, these are not mentioned in grammar books. However, the aim of the present study is to determine the functions of “ki” compound sentences in the stories written Refik Halit Karay. The underlying reason for the selection of Refik Halit Karay’s stories is that he is among the authors using best the spoken Turkish of that area in his prose works. In this study, “ki” compound sentences in Refik Halit Karay’s Homeland Stories and Exile Stories are investigated and categorized based on earlier studies on this issue. In the above mentioned stories there are 199 “ki” compound sentences out of which 10 are serving the function of a subject, 91 the functon of an adverbial clause, 64 the function of an object, 2 the predicative function, and 32 in adjective function. The sentences studied are categorized in the light of earlier studies made on “ki” compound sentences by lingusits, their samples compared with the “ki” sentences within the stories, and samples used for other purposess mentioned earlier are looked for. Thus, whereas the most specific feature of “ki” compound sentences is that the main clause is uncomplete and the “ki” clause compensates this lack, in the stories analyzed, though the main clause has an intransitive predicate in the compound senteces, the subordinate clause fulfills the role of the object. Thsi is limited in the works analyzed with compound predicates which have become idiom overtime such as “bak- and öyle gel”.