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.

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.