International Journal of Language Academy

12-22

Authors: Esma DUMANLI KADIZADE & Elif Canan KILIÇ

One of the cornerstones of the societies, language has been a common means of communication used in every period. The language is characterized by the skills which form it and therefore developing such skills by education allows effective communication. Programs preferred in the practical dimension of education have continuously been changed in order to provide a more qualified education. While speaking and listening skills are separately taught in 2006 Program, these skills are combined in the 2015 Program as oral communication. The purpose of this study is to examine the place of the 2006 Program speaking skills in the 2015 Program’s oral communication roof. Document review was utilized in this study based on the purpose and it was revealed that combining speaking skills of the 2006 Program with listening skills in the 2015 Program and creating the oral communication skills has promoted the effective communication. Furthermore, learning outcomes were provided separately for each grade and similar or almost same quality outcomes were detailed when the grade increased. However, it was found that no significant difference is available between two groups apart from the change of classification.

31-49

Authors: Ayşe ATEŞ & Nesrin SİS

It is known that various approaches and techniques are used in teaching Turkish to foreigners. Every year we try to develop this field by using various methods and techniques related to foreign language teaching. By using these methods and techniques, it is possible to reach the result that there is no model, method or technique set in Turkish teaching of foreigners. Introducing a new model of language teaching with foreigners in order to close the gap in this area will bring a new breath to the field. In this context Gass's Second Language Acquisition Model will be introduced in this research. Gass's Second Language Acquisition Model is a model based on five levels of learning and intermediate conditions. Learning levels; Appercieved Input, Comprehended Input, Intake, Integration and Output. Gass (1988) established a framework for second language studies. The main purpose of Gass's research is to understand the second language mechanism and its requirements. So Gass (1988) aims to bring a break from the existing perspectives around the world. It is based on socio-linguistic, psycho-linguistic, and linguistic aspects of acquisition and Gass's Second Language Acquisition Model mixed approach, which is formed by a sketchy combination of these general approaches. The Second Language Acquisition Model, formed by the passing of the theories, is essentially a general framework. Within this framework, learning areas will be addressed. Research has examined written sources for researching the emphasis on teaching Turkish to foreigners. In this respect, the method of document examination has been used in the qualitative researches. Suggestions have been made in terms of workable light handling that can be done with this new model.

63-78

Authors: Bilge BAĞCI AYRANCI

Language is the most important tool that holds society together that is an assurance for the future of society. Problems related to language weaken the bond of being a nation gradually by infuluencing deeply communication in society and that is a great danger. Language that transfers culture, will be alive by the help of teachers who are the ones that transfer knowledge. Unless we educate candidate teachers who understand the importance of language in cultural heritage language will face problems such as deterioration more and more. The language awereness level of the candidate teachers is important because of this reason. At faculties of education in Turkey the course entitled “Current Problems of Turkish Language” is given as an elective course. This study is based on the views of the candidate teachers about the current problems og Turkish language who haven’t taken the sourse entitled current problems of Turkish language. Since the candidate teachers are the future of the society and role models of generations, their views about the problems of language are of importance. The sample group of the study is up of students of University of Bozok, Faculty of Education. Before the interview forms are formed, views of the students related to this subject were taken who were not included in the study of current problems of Turkish language. The data taken from this interview made up the questions of the interview form. In the study this form was used. The answers of the candidate teachers were classified according to themes by consulting to expert views and the answers were turned into tables according to their themes made up the questions of the interview form. In the study this form was used. The answers of the candidate teachers were classified according to themes by consulting to expert views and the answers were turned into tables themes. By the interpretation of the answers, some solutions related to the current problems of Turkish language are reached. This study also includes suggestions made by candidate teachers with their own wishes related to current problems of Turkish language. Current problems of Turkish teachers are limited to within the following themes by: the language errors on television and radio, social media language errors, non-case, our alphabet constraint Technology, alien migrant problem, the use of foreign words, early foreign language teaching, narrowing of the vocabulary, shortening words, the writing of the word differences, unknown words, slang, ıdioms, and incorrect use of proverbs, Attention to Turkish lesson, wrong supportive attitudes , not recognize Turkic, word derivation infertility, spelling mistakes, they use the Technology-induced errors in the use of Language, lack of textbooks, the hard of Turkish usages, emphasis and intonation problems, not reading books, native speakers of the theoretical teaching, the teacher is the wrong model, few Activities.

98-115

Authors: Beyhan CAN & Firdevs GÜNEŞ

The aim of this study is to analyse the effect of the instruction based on Self-Regulated Strategy Development Model on improving the story writing skills of the 4th grade students. This study was performed in a way to include the effects of the practices within this context on the elements of the stories that the students wrote and on their attitudes towards writing and on their self-efficacies. The study is an experimental model within the scope of the quantitative research and is a quasi-experimental design with pre-test – post-test control groups. Application of the study, in which two groups were involved in as experimental group and control group, took 9 weeks and the stories written by the students, Writing Attitude Scale, Writing Self-Efficacy Scale and Gradually Scoring Key for the Story Elements were used for collecting and assessing the data. Arithmetic average, t-test for dependant samples, percentage (%) and frequency (f) calculations were used for data analysis. As a result of the study, education based on the selfregulation strategies was found to have positive influences on students’ capacities and levels to utilise the story elements, their attitudes towards writing and their writing self-efficacies.

129-140

Authors: Funda UZDU YILDIZ

Formulaic competence, socio-cultural competence, discourse competence, linguistic competence, interactional competence and strategic competence are the constituent components of communicative competence. In order for communicative skills to develop during language learning, it is expected that there are inputs towards these components, all of which are to be interpreted by students. One of these competence components, formulaic competence consists of the expressions used as formulaic phrases, idioms, lexical frames, and collocations. The formulaic expressions should be specifically included in teaching as they take great importance in the verbal communication. Namely, the formulaic expressions fulfill a variety of functions during their utterance by the speaker and the conversational interaction between the speakers. By the help of these expressions, the speakers save time, create a shorter processing path to arrange the content, organize their discourse and meet the physical, emotional and cognitive necessities for the listeners. They are significant as for their capacity to include very much information of the speakers for the listeners. Having numerous functions in communication, presenting the contextual, functional and impact levels of the formulaic expressions as clearly and meaningfully to the students in teaching Turkish as a foreign language might accomplish teaching more effective. It is thought that it will be more beneficial to present the selected expressions on this purpose as verbal communication activities besides applying other components of competence in order to develop formulaic competence. This study provides information about the structure and function of the formulaic expressions that might be used to develop the instruction of formulaic competence among other constituent components of the communicative competence in teaching Turkish as a foreign language, and includes contextual and functional examples that may be used during the organization of the activities.

152-162

Authors: Mesut GÜN & Murat YILDIZ & Tuğcihan GÜVENDİK

The biggest victims of Syrian Civil War are the children. It is required to help to Syrian children who live in Turkey currently by giving them pschological support to get over dire effects of war and to prevent getting away from school life by providing new education oppurtunites. In this article barriers to get access an education as transportation issue, economic difficulties, negative attitude of families for Syrian refugee children were emphasized. Future plans, what they expect from life, opinions of Turkish people were referred from several refugee children. A big part of children carry into their future by holding grudges against political events in their country but some of children have hope to turn back their country. Even what they want to do as a job in future shape by effects of war. With received answers how to treat them, their psychologic condition, what to pay attention during their classes were intended to explain. Questionnaire which includes semi structured questions in was prepared by in the direction of expert opinion. Obtained datas studied and interpreted by content analysis method. According to obtained datas what to instructors pay attention most about having a chance to continue their school life between refugee children with considering their pschologic condition. Children who can not continue their school life should get access education by solving problems as transportation problem, school building problem, changing negative attitude of families. Considering that conducted research, it will help to contribute educational life of Syrian refugee school-age children and their teachers.

176-192

Authors: Erkan ÇER

The purpose of the current study was to examine the Turkish Teaching Department undergraduates’ levels of proficiency in methods, techniques, strategies and approaches. This may both display prospective teachers’ levels of proficiency in methods, techniques, strategies and approaches and reveal their perspectives on Turkish classes practically. Thus, prospective teachers’ knowledge levels may be determined basing on methods, techniques, strategies and approaches in introduction, body and assessment processes of Turkish classes. The current study is a cross-sectional study in which differences in gender and class levels for methods, techniques, strategies and approaches were analyzed. The participants, chosen by convenient sampling, were 189 undergraduates studying at Turkish Teaching Department in Amasya University. The data collection instruments were a general information form and a four-item-questionnaire to determine methods, techniques, strategies and approaches that the undergraduates had an idea for. The statistical data were analyzed via SPSS 23. Firstly, responses from the undergraduates were classified using frequencies and percentages and the 5 responses having the highest frequency were reported. In the second step of the analysis, the correct responses from each level of class were given 1 point, and incorrect and non-responded ones were given 0 point, and each undergraduate’s knowledge level of methods, techniques, strategies and approaches were determined. Then, Mann-Whitney U and Kruskal-Wallis H tests were performed in order to determine if their knowledge level differed according to gender and class levels, respectively. As a result of the study, prospective Turkish teachers’ knowledge levels of methods, techniques, strategies and approaches were found to be very low.

211-235

Authors: Hatice TURHAN1 & Erkan ÇER2

This study was performed to reveal how learning situations that may help people gain sensitivity to life and nature should be set with the theme “rights and freedom” in Turkish Language Teaching because in Turkish Language Teaching environments, rights and freedom of humans, children, life, and animals should be sensed with the awareness of democratic culture, qualitatively designed in a multi-stimuli way. This study is a descriptive study in the screening model. In this study, the data are presented in an integrated approach-based activity for the development of rights and freedoms for the introduction, development, conclusion and evaluation of the educational situation. Data in this study were obtained by the activities to develop right and freedom pertaining to introduction, progression, conclusion and evaluation parts of the learning situation. As a result of this study, within the context of rights and freedom, it was proposed how children and adults rights, equality of women and men, environmental awareness, right to live and individual freedom should be presented to children by learning situations equipped with qualified stimuli which are appropriate for the developmental level. The proposal of this study is to prepare the educational situations for the Turkish teaching process in which qualified stimuli suitable for the developmental level are emphasized for different activities, the activities reflecting the languages and meanings of the students are included, and the qualifications of the teaching services are increased and the active participation of the students is provided.

250-265

Authors: Halit KARATAY & Haluk GÜNGÖR & Uluhan ÖZALAN

Teaching Turkish as a foreign language is becoming more important in foreign language teaching in modern world. This situation, caused researchers develop new methods to teach foreign language in an effective way. Especially in 19th century, with the developments in linguistics and pedagogy, many foreign language teaching methods were developed. It is observed that some of the methods have lost their importance and replaced by the new methods. Callan in a method that was developed to teach a foreign language in a fast way. This methods was developed by Robin Callan in 1960 in order to teach English to foreign people in fast and effective way. The method prioritize listening and speaking skills and in fact aims four language skills to be developed. It was determined that there are not any studies on teaching Turkish with Callan method in literature. The present study touches this method in terms of teaching Turkish and removes this deficiency in literature.

285-302

Authors: Ömer KEMİKSİZ

Comprehension skill encompasses reading and listening skills. Activities towards reading and listening texts in Turkish language courses aim to help students comprehend and analyze what they have read/listened by means of getting them achieve various acquisitions. One of the objectives of listening and reading skills is reported as "comprehending and analyzing the text" in the Curricula of Turkish Language Course (6th, 7th and 8th grades). Acquisitions specified under the title of this objective constitute more than half of the total acquisitions towards language skills in both reading and listening skills. This requires activities in the workbooks to give place to such acquisitions. This research aims to detect the overlapping level between activities in Turkish language workbooks and acquisitions of comprehending and analyzing the text that students have read/listened. The research is conducted through document review. Research sample includes a total of six teacher's guidebooks being two books from secondary school 6th, 7th and 8th grades. Guidebooks are preferred since they both include activities and activity instructions. Various tables and graphs are used in this research to present the number of activities including the acquisitions of comprehending and analyzing the read/listened text, distribution of these acquisitions by grades and workbooks, the most and least used acquisitions in the activities. According to the findings of the research, it was found that acquisitions of comprehending and analyzing the read/listened text are used more in the activities compared to other listening/reading acquisitions, some books do not include activities towards these acquisitions, acquisition towards finding the meanings of words or phrases in texts is the most commonly used acquisition.

313-328

Authors: Ali GÖÇER

Today, a second foreign language learning has become need situation as never seen before. Individuals to meet tourism, trade, education, etc. in the field the needs and they want to learn a second language in order to be more effective areas of works. As a result of this request, individuals is to find want to see sightseeing or go to school in the country that wants see or training to maintain and he finds himself the target language in the learning environment. Those who want to learn Turkish with the aims to come to Turkey and they learn Turkish. In this context, many people who need to learn Turkish have recourse to the Turkish teaching institutions. The aim of this study is to draw attention achieve the ability to use effectively in the importance and function of task-based learning applications students who want to learn Turkish in Turkey as a second language by gaining the understanding and explaining skills especially listening and speaking. For this purpose in this study are mentioned the tasks of designing learning environments based approach applied by the learner autonomy, implementation and the activities that can be given during practice achieving the intended outcomes of teaching and learning Turkish as a second language.

7-25

Authors: Firdevs GÜNEŞ1

Understanding is a limitless skill in our minds. There are too many researches to improve this skill. As a result of these researches, understanding models that explain the concept of understanding, processes and skills are being developed. This model has three basic groups like traditional, cognitive and constructive. The traditional model is interested in finding meaning and keeping it in the mind. The cognitive model focuses on comprehension. While reading a text It focuses on how to understand it and place into the mind. The constructive model focus on the meaning in the mind and try to improve the understanding skills. With the constructivist approach, the understanding of the meaning in the context has progressed to the understanding of the meaning in the mind. Significant changes have been recorded in the content, purpose and practice of the concept of understanding in this process. In the past, studies to learn what it meant in the text have left their place in the teaching of comprehension, and are increasingly focused on the development of comprehension skills through direct instruction. In addition, it began to focus on the activities of knowing the meaning of the words and asking questions about the text, teaching the understanding strategies and going beyond the meaning of the text. Nowadays, it is emphasized that studies aiming to develop meaning in the mind and to produce new meanings by moving from the information in the text are emphasized. Constructive Understanding Models have been utilized in the new Turkish teaching program applied in our country. The meaning in the mind of the learner is being tried to be developed instead of its meaning.

40-61

Authors: İlyas KAYAOKAY

In Divan literature, poems which are praised for living or lifeless are called praise. It usually comes as a part of the casters. However, there are separate episodes of psalms in verse forms. In this study; Hüdâyî, who lived in the 17th century and composed of the disciples who wrote in the book Leyla and Majnun, who had left half of the Kaf-zâde Faizi (d.1622), who had written in the foreground in his literary histories. Hüdâyî (d.1628) is a religion which is the founder of the Celvic sect and at the same time gained the respect and prestige of everyone in the age and time when he lived with scholarship, poetry and Sufi identity. In his influence, Kaf-zâde Faizi also adopted this view towards the end of his life. Perhaps because of this, Hüdâyî praised Leyla and Majnun in her work, which she did not make any bet on her divan. This poem, which has caused the contradiction of some of the information about the life of Faizi, has been put forward in the classifications of how Fa'izi has pointed out to which aspects of Hüdâyî, and how much he is attached to realistic elements which are praised. This praise poem, written with a sincere style, was noteworthy for Hüdâyî's influence, and at the end of his work, the poem was tried to be presented as a whole.

82-108

Authors: Murat ÖZGEN & Gülece METİN

Adverbial clauses are part of the grammar that has been extensively and comprehensively studied in the literature of modern linguistic studies in terms of their structural and functional aspects. Preliminary observations indicate that in the books of teaching Turkish, this subject presents a similar and recursive framework, and that it is far from providing an elegant description. In this respect, the modern findings as to the relevant grammar subject has not been fully transferred to the contexts of teaching Turkish as a native language. The aim of this study is to transfer the structural and functional aspects of this grammar subject into teaching Turkish environments as it has been analyzed in modern grammar studies. To this end, we first provided a comprehensive analysis of adverbial clauses in modern grammar studies. Then, we moved on to describe what has been stated under the title of converbials in the books of teaching Turkish. At this point, we employed the method of “document analysis”. Next, the relevant material was presented within the scope of a teaching proposal presented within framework of an interim conclusion. This material includes all structural and functional aspects of the adverbial clauses as they have been analyzed in modern grammar studies.

125-134

Authors: Esra Lüle MERT

Self-efficacy is not a passive characteristic or determiner of the self-system, but a dynamic aspect of the other factors that make up the self-system such as the capacity to do work, the success one experiences in that work, motives and self-regulation mechanisms. In the research, it was aimed to specify the self-efficacy perception of the candidate Turkish teachers. The study is screening model. The data of this study was obtained through “Self-Efficacy Scale” developed by Ülper and Bağcı (2012). The data obtained in this study was analysed using SPSS (Statistical Package for Social Sciences) for Windows 21.0 program. In comparing the quantitative data t-test was used to define the differences between two groups. One-Way ANOVA test was used to compare the parameters among the groups when the number of the group was more than two. The Scheffe test was used to identify the group causing the difference. The “teaching knowledge”, “specific field knowledge”, “general field knowledge” and “teaching implementations” level of the students, who participated in this study, is fair. Their “measurement implementations” are high. It is found that their “general self-efficacy” level is fair. Among the 200 student who participated in this study, the measurement implementation scores of the students at the grade 3 were found to be higher than those of the students at the grade 2. The measurement implementation scores of the students at the grade 4 were found to be higher than those of the students at the grade 2. According to the findings of this study the self-efficacy perception of the candidate teachers is at the “fair” level. The self-efficacy perception of the candidates is not different from each other in terms of gender and grade level. It is observed that some of our findings overlap with the findings obtained in the literature while some of them set totally opposite results forth. This may result from structural and contextual features of the measurement tools as well as the personal traits of the candidate teachers participated in this study.

161-173

Authors: Mehmet CANBULAT

The views of students of Turkish Education Department related to adolescent language was analysed by sociolinguistic approach in this study. As this language variant showing up any phase of language development and get lost which is like adolescence acne has been hardly examined in Turkish teaching, ıt takes part neither in courses nor course books. This language variant used in spoken language by individuals is ignored. Although it is accepted that one must complete a language phase to begin the next phase for effective language development, adolescence language is seen as a matter that this language variant which occurs especially in the evolving process from childhood to adulthood must be immediately abondoned. This phenomenon seen in all the native languages is evaluated as if it was only seen in Turkish teens as a result of wannabe. Descriptive analysis technique which is one of qualitative research designs was used in this study. Research data was collected by structured interview form used frequently in qualitative research. Research questions were developed by the researchers and expert opinion in the area of linguistic was taken for the suitability and quality of the research questions. Research group of this study was consisted of the students of Turkish Education Department of Faculty of Education in Akdeniz University in 2016-2017 school year by using criterion sampling technique. According to the findings, the majority of the students expressed views such as adults corrupted the language, this variant threatened Turkish, this language was wannabe and virtual environment effected the languge negatively. Teachers, media and peer groups wera also stated as they had effect in the emerging of negative views against adolescent language.

187-201

Authors: Mesut IŞIK

In this article, the word "lakiye" and its derivatives are examined in terms of semantics by placing emphasize on the axis of the Qur'an. After the etymology of the word was given, its meanings at the word level were examined. As a result of the surveys conducted in the Qur'an, it has been found that this word is used in fifteen different meanings in total, literally and figuratively. In this study, the idioms used with the word "lakiye" have also been identified and examined in terms of semantics. As a result of the investigation, fourteen expressions in which the word "lakiye" has been used was detected. For the better understanding of these terms, the phrases established with the word "lakiye" ın the Modern Arabic, were presented as examples. This word has been examined under two different headings, at the word and phrase level, under the conception of semantics. In the context of the lexical relationship at the word level, it has been examined under three intermediate titles: true, semi and metaphorical. As the true meaning is known, any word is the first meaning to come to mind. The side meaning is a new meaning that the word is gained by analogy with movement from the real meaning. When it comes to metaphor, it is also a presupposition that prevents a belief from being understood in a true sense. The semantic science at the level of idioms treats the idiomatic words as an independent whole after considering them individually. The context in which it is used and the cultural influences that it is used on are the metaphorical meanings that the end result has gained. Furthermore, the metaphor and the intellectual influence on the idiom of the phrase examines the art of speech.

213-224

Authors: Emrah EKMEKÇİ

Employing drama activities in foreign language classes has proved to help language learners improve their skills. Within the context of drama course offered in an English Language Teacher Education program in Turkey, the present study suggests some drama activities based on well-known Nasreddin Hodja jokes. The study aims to find answers to whether Nasreddin Hodja jokes can be exploited in the foreign language classes and integrated in drama activities. It also tries to find out that whether the junior students could find out linguistic elements to be used in the drama activities. The document analysis method has been employed in the study. Students have been asked to analyse 470 Nasreddin Hodja jokes on the purpose of determining the linguistic elements and communicative functions of the jokes. The study concludes that drama activities based on Nasreddin Hodja jokes have numerous linguistic elements and communicative functions to be exploited and they can be used in designing drama activities in the foreign language leaning context.

239-251

Authors: Şebnem KAYA

With its overwhelmingly monistic viewpoint, ecocriticism, like the natural sciences it benefits from or shares with, adheres to a priori phenomena, marginalising, for the most part, the supernatural. Yet this study which does not conceptualise the natural and supernatural in contradictory terms postulates that – though rejected by science because it lacks the “regularities of nature” – the supra-physical correlates with natural or physical phenomena and therefore can be considered within the scope of ecocriticism, referring as proof to “the battalion that vanished” at Gallipoli, Turkey, reportedly on 12/21/25/28 August 1915. That day, during one of the bloodiest battles of the Dardanelles Campaign, a British troop marches into an unusually low-slung cloud and disappears forever. Eyewitnesses interpret and document what they saw as divine intervention, and in time, albeit on the periphery of World War I, the nebulous event turns into a myth inseparable from the literary ecology, as well as the collective (environmental) memory, of both the Turkish and Allied sides. This study is intended to ruminate on the mentioned hard-to-comprehend event as a myth once and still being verbalised and written about by the many, adopting a dualistic approach like “Clouds do not swallow men, the case of „the battalion that vanished‟ excepted.” While not downplaying the materiality of the happening – by touching upon such meteorological issues as the atmospheric conditions conducive to the formation of clouds and the features of different types of clouds alongside the topography of the battlefield – the study, using as its base the Gallipoli soldiers‟ accounts and derivative narratives, highlights the metaphysical dimension of the ecologically mysterious event, calling attention to the likelihood that the natural and the supernatural may segue into and complement each other and the Divine may manifest Himself through material nature, a course conceivable to call “pantheistic ecocriticism.”

268-277

Authors: B. Arif GÜLEÇ & Nuray GÜLEÇ

This research paper presents use of social media in foreign language teaching by academic staff in Turkey. The research instrument was a questionnaire about social media usage in language teaching by the academic staff in the lectures and the methodology of the research used a survey approach. The data collected from forty academic staff were scored by percentage and frequency. The degrees that academic staff held were BA in the first place with 40 per cent, MA in the second place with 35 per cent and PhD in the third place with 25 per cent. The most experienced majority of the participants were in their profession between six and ten years. Majority of the academic staff were female with a per cent of 67,5. According to the research results, 35% of the participants used social media in their lectures. Most used one was YouTube with 20.58% and TedTalks was the second with 17.64%. Academic staff used social media always by 50%, often by 21,42%, sometimes by 7,14% and rarely by14,28%. 65% of the academic staff did not use social media in language teaching. All of the participants had access to internet and technology within their campus. The motives behind using social media were self-improving, catching-up with the colleagues and engaging more students in the lectures. Most of both learners and academic staff agreed on social media’s fully positive effect on the lectures. Based on the data found through the research, suggestions on the matter were presented in the study.

290-304

Authors: Arzu ÇEVİK & Fahri TEMİZYÜREK & Firdevs GÜNEŞ

The purpose of the present study was to identify the effects of the Writing Models Based on Mental Design on the students development of text writing skills. In the study of Mental Design Writing Education Model, pre-test post-test control group design was used as the model of it. The program enhancing forming texts including explanatory and informative text types based on mental design was applied to the students by educating them about the education of writing these text types. The study was conducted to 40 fifth grade level students in a school in Bartin in the first semester of 2015-2016 education year. The program including activities designed based on the development of students’ writing skills lasted 17 weeks. Before the process of conducting the program to the students, the researcher prepared a program improving the students’ writing skills. Based on the program, the pilot study was conducted to the fifth grade students during six weeks in the second semester of 2014-2015 education year. The data of the pilot study was used in order to redesign the program by mental design writing model to develop writing skills. The data collection sources appropriate for the writing program were formed by the pilot study. Before the application of the program, the pretest was conducted to the experiment and control groups in order to determine the students’ writing and text forming skills based on mental model. The findings of the pretest showed that there was not statistically significant difference between the groups and they were similar. Through the application, while the experiment group accepted the writing education based on mental model, the control group continued the regular writing activities in the curriculum. After the application, the post-test was conducted to both of the groups. In light of the post test scores, the experiment group students improved writing skills based on mental design. Also, the development level of the writing skills of the control group students remained at a particular level. It was observed that there was statistically significant difference between post-test scores of experiment and control group students. Experiment group students showed higher level of improvement than the control group students. To conclude, it was found that Mental Design Writing Education Model had positive effect on formation of the texts based on the current study.

317-324

Authors: Erdal YALÇIN

Divan literature which is an Islamic literatüre mostly has influenced poetry field. Divan poetry in which priority given to aesthetics and strong emotion has seven centruies old past. Previously, it was under the influence of Arabic and Persian, gradually has been developed in its own course. Therefore, its is a poetry that has definite culture accumulation based on written or said tradition. Divan poetry has exhibited its first examples in XIII. centuries, and has carried on its influence until the last of XIX.centuries. In this span many poets were educated, and they have exhibited laws of love with their most pleasant poetries. Love is indispensable subject of divan poetry. Love in Islamic literatüre mostly by sufis, has been expressed by many descriptions and definitions. But fundamentally it has been expressed in two ways as divine love and human love. Both manners mention pure love and adoration. In divan poetry, love progresses from human love to divan love, most often the two of them expressed side by side, one within the other. The poet of Adıyaman Master Asım who is topic for our study is among the poets who scrutinised within divan literature. The purpose of this study, introducing Master Âsım, who has not been researched scientific, to scholar world.The XIX centuries poet Master Asım’s only work that reached to present is his divan with reference to this divan, information will be given about poet, and the sense of love that was reflected to his poetries will be examined.

337-348

Authors: Murat AYDIN & Fatma AÇIK

In this study what words are used in which levels is determined in teaching Turkish as a foreign language. It is obvious the importance of words in reading, speaking, listening, writing and grammar teaching as basic language skills. Owing the importance of said we have already primarily in teaching Turkish as a foreign language textbooks and boks are shared educational material on the internet and there are so me reading books a few supportive. An important role is played for textbooks for teaching Turkish as a foreign language with the quality of basic resources that both show the structure of Turkish to reflect the vocabulary and the Turkish acquire four basic skills are tried to be made through these books. We selected twenty one boks from five different publisher and determine vocabulary of these books as well. Collected data are examined with the descriptive research model and 5500 words target that should be considered is determined reachingby Gazi TOMER and Gökkuşağı Turkish set. Doing vocabulary study is very helpful to learners who learn Turkish as a foreign language as the main language at the point of determining which words would be taught. Besides, vocabularystudies, thecreation of basic vocabulary, the language of the insight into the development process, in making healthier than the words of the text analysis and will contribute to the understanding of the culture change movement. In this way each level based on the frequency of Turkish words and words with prepared textbooks learned more systematic and easy to work with its vocabulary of a language that may contribute to the next.

360-372

Authors: Nurdan BESLİ

Also called "conditional mood", " subjunctive-conditional ", "optative conditional mood" in Turkish, subjunctive-conditional mood is a grammatical term that expresses the intention, wish or condition regarding an action or a situation. In the older periods of Turkish, the mood was recorded to be –sAr, which later on turned into –sA. –sA, suffixed to verb roots and stems, helps to denote a condition or wish. When used on a conditional basis, the mood differs from other subjunctive moods in that it is formulated in a subordinate clause. The mood is dependent on the main clause as it does not convey a complete thought. A sentence which is conjugated with the suffix –sA, which might also be used individually instead of the formation of a subordinate clause, may indicate hope or wish, which is the generally-known meaning of the suffix. Although researchers occasionally touch upon the subject, it is possible to encounter the different meanings indicated by the suffix –sAr in a few studies and commentaries.Although generally expected to imply hope and wish in a sentence, this structure may not change the meaning, but may add a special dimension and enhance the sentence. The sentences that are conjugated with –sAr reflect the various applications of the suffix in that it may appear in the formation of the doer/subject, object, adverbial clause, indirect object, noun cases and qualitative subordinate clauses.These different uses are named and highlighted by the researchers, depending on the place and function of the sentence groups. We regard the– sAr morpheme to be generally used to enhance a sentence, rather than being just a statement for a condition, hope or wish. Excerpted from old Uyghur Turkish texts, the examples of –sAr morpheme in the old Uyghur Turkish are presented.

390-400

Authors: Abdulhakim KILINÇ

Criticism of text tries to find out how the text in a transcript, which is written by an author, is established by making use of a set of criteria and methods. A lot of factors like intertextual relations, phases a text go through after it is written, condition of transcripts, prevalence of the text cause differences to some degree in the way of implementation of text criticism. Investigating antique era texts that may have centuries old difference between copies and parts of the text, and/or critiquing the texts that have copies replicated in every three or five years needs different point of views. While in a text that its author copy or copies, which can be associated with its author’s transcript, can be found, critique is done by basing on this text; it is necessary to establish the text once again by evaluation and comparing all copies in case of the absence of a copy, which is associated with author’s transcript. Despite a lot of differences related to the implementation of the method some criteria remain constant. Rhythm, rhyme, figures of speech, propositions, sentence structure, semantics and coherence of the text, language properties of the period, author’s vocabulary, tone and mindset, and intertextual relations have a role in the evaluation of parts of the text. In this paper, some of the readings chosen from a doctorate study “Fuzûlî’s Turkish Divan” are discussed with their reasons.

410-425

Authors: Violeta JANUSHEVA & Jana JURUKOVSKA

Bearing in mind that the Macedonian daily newspapers contain phraseological expressions taken from the English language (original, transcribed or directly translated), the paper wants to exploit what happens with various phraseological expressions present in the Macedonian newspapers. It is interesting to see whether there are any similarities or differences between them and their correlates in the English language and whether there are problems during their translation. It stresses out the inter-linguistic relations between the two languages that are based primarily on the semantic and the structural aspect. The research has qualitative paradigm (analysis of content) and descriptive design. The corpus contains of phraseological expressions that are excerpted from several daily newspapers in the Republic of Macedonia. Analysis, comparison and synthesis are the methods used for data processing and gaining conclusions. According to the semantic and the structural aspect, the research shows three types of phraseological expressions: phraseological expressions that are complete equivalents; phraseological expressions that are partial equivalents and phraseological expressions that show no equivalence at all. Further, the phraseological expressions that show partially equivalence are divided into two groups regarding the lexical units used to express the meaning of the phraseological expressions. The research indicates that regarding the analyzed phraseological expressions both of the languages have more similarities than differences. The number of phraseological expressions, which show complete and partially equivalence is dominant. The phraseological expressions that show no equivalence suggest that both of the languages keep their phraseological identity. They are translated in Macedonian language with the meaning they have in the English language. Thus, there is a need of more careful approach to their translation, which is an indicator of mastering the both languages.

436-450

Authors: Yaşar TOKAY

Hüsrev ü Şîrîn veya Ferhād ü Şîrîn hikâyesi Doğu edebiyatlarının en meşhur ve belli başlı hikâyelerindendir. İran ve Türk edebiyatında da çok yaygın olan bu hikâyede, Sasanî hükümdarlarından Hüsrev Perviz (596-628) ile Ermen hükümdarının yeğeni Şîrîn arasında geçen aşk macerası anlatılmaktadır. Ayrıca suyolları yapmakta usta bir mimar olan Ferhād da Şîrîn'e âşık olan bir genç olarak hikâyede yer almaktadır. Böylece kıssanın konusunu, üç kişi ve iki aşk çerçevesinde gelişen olaylar meydana getirmektedir (Özkan, 2014: 179). Fars edebiyatında ilk kez Şehnâme'de karşımıza çıkan Hüsrev ü Şîrîn mesnevisi, Nizâmî'de en güzel ve mesnevi tarzı ile kaleme alınan bu hikâye üzerine yazılan ilk eser olarak görülmektedir. Nizâmî'nin eseri kendisinden sonra yazılanlara model olmuş hem Fars hem de Türk edebiyatını büyük orandan etkilemiştir. Türk edebiyatında Hüsrev ü Şîrîn yahut Ferhâd u Şîrîn yazan şairler şunlardır: XIV: Yüzyıl: Kutb (Hüsrev ü Şîrîn) Türk Edebiyatının ilk tercüme Hüsrev ü Şîrîn mesnevisi, Fahrî Hüsrev ü Şîrîn Anadolu’da yazılan ilk bu adlı mesnevidir. XV. Yüzyıl: Şeyhî (Hüsrev ü Şîrîn), Ali Şîr Nevâyî (Ferhâd u Şîrîn), Ahmed-i Rıdvan (Hüsrev ü Şîrîn), Hayatî (Hüsrev ü Şîrîn), Mu’îdî (Hüsrev ü Şîrîn), Sadrî (Hüsrev ü Şîrîn), Harîmî (Ferhâd u Şîrîn), Cemâlî (Hüsrev ü Şîrîn). XVI. Yüzyıl: Âhî (Hikâyet-i Şîrîn ü Pervîz ve Rivâyet-i Gülgûn u Şebdîz), Celîlî (Hüsrev ü Şîrîn), Lâmi’î (Ferhâd-nâme), Ârif Çelebi (Ferhâd u Şîrîn), Şânî (Ferhâd-nâme), İmam-zâde Ahmed (Hüsrev ü Şîrîn), Halîfe (Hüsrev ü Şîrîn), Mahvî (İdris Beg ) (Hüsrev ü Şîrîn), Hatîfî (Hüsrev ü Şîrîn), Emrî/Emrullah Çelebi (Hüsrev ü Şîrîn). XVII. Yüzyıl: Fasih Ahmed Dede (Hüsrev ü Şîrîn). XVIII. Yüzyıl: Sâlim (Hüsrev ü Şîrîn), Ömer Bâkî (Ferhâd-nâme). XIX. Yüzyıl: Mustafa Ağa Nasır (Hüsrev ü Şîrîn), İsmâil Nâkâm (Ferhâd u Şîrîn). (Demirtaş, 1952: 567-573; Kazan, 2012: 73 ) (Üst, 2014: 49).

18-32

Authors: Eda ÇORBACIOĞLU GÖNEZER

L’organisation mondiale de la Santé (OMS) estime que d’ici 2020, le tabac sera la principale cause de décès et d’incapacité, avec plus de 10 millions de victimes par an. De nos jours on connait très bien les conséquences de la cigarette sur la santé. Afin d’aider les fumeurs pour qu’ils prennent la décision de cesser de fumer, on prépare des affiches. Ces affiches nous montrent tantôt les dommages causés dans le corps par le tabac, tantôt les dangers du tabac. Pour persuader les personnes au sujet des dommages de la cigarette, il faut sensibiliser le public visé.Dans les campagnes anti-tabac on se confronte aux figures de style. Les figures de style se composent des figures de mots, des figures de sens, des figures de constructions et des figures de pensées. Les figures de mots concernent le signifiant des mots, les figures de sens se basent sur le signifié des mots, les figures de construction se basent sur l’organisation du discours, les figures de pensée concernent seulement les relations entre les idées. Les figures de style nous servent à passer le message de façon éloquente et persuasive. Outre des spots TV pour sensibiliser le public aux effets néfastes du tabac, les affiches des campagnes enrichies des figures de style permettent de mieux monter les effets néfastes du tabac.

41-58

Authors: Kemal EROL

The evolition, the change and the metamorphosis process of a literary school or social mentality depend on place and human element, of course, the conditions of these. So the place and the social conditions, belonging to that period, have an important role in the formation and the differentiation of the political and sociological movement. The socialist poetry concept of the new generation poets who occured in our country after 1950s, is correlated with this. Talip Apaydın is one of these who reflects the truth of village and peasant in the context of the place and the human element, in their poems. Talip Apaydın (1926-2014) is the prominent of the socialist realistic movement; who also expresses Anatolias’ rural geography with its troubles in his poems as in his novels, stories, memories and his plays. Describing what was seen and recognized by the artist realistically is the main factor in the socialist concept which has affected every aspects of literature and art with poetry. With this mentalitiy, Apaydın also deals village and town environments, human relationships with descriptions of the nature in its own naturalness in his poems as well as his stories and novels. Apaydın, starting the literature with the socialist poems, has two poetry books called “Susuzluk” (1952) and “Kırsal Sancı (1999). The poems in this works are the explanation of the perception about the villages and the towns in Anatolia after 1950, and the people living in there. Although the place expressed in the poems is the regions, where the artist knows very well like Polatlı, Eskişehir, Beypazarı; it actually reflects the general view of backwoods in Anatolia of that term. Apaydın describes his works with the perspective of a peasant, not with the perspective of a townsman unlike other poets in the previous term. So in his works; the auditory, sentimental and olfaction images have more priority rather than visual images. The described backwoods is not the ideal backwoods of the republican ideology. The problem highlighted about the backwoods in this context, is the poverty of the people in rural, experienced social inequalities, administrative and class contradictions.

67-76

Authors: Yusuf SÜLÜKÇÜ

This study is a technical and methodological analysis of Kitâb-ı Mecmû-ı Tercümân-ı Türkî ve Acemî ve Mugalî (A Book Collecting Translations in Turkish, Persian and Mongolian), which was written to teach Turkish to Arabs in Egypt in the period of the Mamelukes, regarding the language material used in the book as well as foreign language instruction. The only manuscript of this work is in the Leiden University Library in the Netherlands. This book consists of 76 sheets with 13 lines on each page. The writer of the book is unknown, and its copyist was Halil bin Muhammed bin Yusuf el-Konevî, a Turk from Konya, Turkey. This book was intended to teach Turkish, the language of the rulers, to the Arabs, who comprised the public ruled by the Turks and spoke Arabic. As the language material, the first section of the book included 1,110 nouns and 18 verbs under 26 theme headings, and its second section included 455 verbs and 14 nouns. Together with the words in the grammar section with multiple meanings, there are 1,674 Turkish words in the book in total. It was found that the suffix, -ġıl/-gil, which is used in singular imperative mood and stopped being used in ancient Anatolian Turkish, was still in use in Egypt in the period when the book was written. The book also includes 89 words that it claims to have been used by the Turkmen and compares Kipczak and Turkmen. In accordance with the language instruction traditions of the time, this book divided the words into three groups, nouns, verbs and prepositions. In terms of language instruction methods and techniques, the book listed the nouns thematically, while it listed the verbs considering the sequence of events, closeness of meaning or oppositions between them. This technique is similar to the methods and techniques used currently in the instruction of foreign language and vocabulary. The writer states in the book that he or she had examined the previous works on similar subjects and preferred to take a different route. Another characteristic of the book that distinguishes it from the other books in the same field is that it has a table of contents. Like other Turkish instruction books, this book includes slang as well. The books published today are not called dictionaries, even though they have dictionary sections at the end. Thus, this book should not be described as a dictionary-grammar book based on its content. The researcher believes that it would be more suitable to describe this book as a Turkish instruction book aimed at teaching Turkish to foreigners (Arabs) who are beginner-level learners.

90-98

Authors: Mustafa SOLMAZ

The aim of this study is to evaluate the Context, Input, Process, Product dimensions of 10th grade English Teaching Curriculum using Stufflebeam’s CIPP model. Furthermore, it is aimed to explore whether the answers change based on the gender of the participants. With this aim, teachers’ who apply the program and stuents’ who are educated based on the program views are referred. The teacher and student five-point likert questionaires of which reliability and validity are provided by Karakaş were applied as the data collection tool. The study took place in the northen-west part of Turkey. The questionaires were applied to 26 English teachers and 227 students. According to the data obtained teachers and students are not satisfied with the context, input, process and product dimensions of the 10th grade English Curriculum. The view of students does not have meaningful difference based on the gender. As for that when teachers’ view is examined, it is detected that male teachers think more positively only about the dimension of Input of the Curriculum.

117-131

Authors: Mustafa SARICA

Languages hide, under their current images, the traces of a thousand years extending into the unknown and left behind. To make visible these traces, we should look to morphological and semantic fluctuations as stretch, shrink, falling syllable, expansion, contraction and change. Starting out from an unknown era, walking from the premise root morpheme and still existing today, free and bound morphemes, questioned the principles of morphology and syntax, can provide information, taking advantage of the diachronic perspective, about both the current function and appearance beside historical stages. Under this heading, etymology and morphological analysis’s contribution has been questioned to understand Turkish’ structure. Morphemes queried with analysis methods providing to make visible and measurable the morphological mark in words have been questioned language which belongs structurally in terms of etymology and structure and aimed intelligibility of Turkish language. To query the Turkish’s today, was respected the possibility of principle that word keep in the structure and texture morphological stages of development with deep morphology method. According to this, between the root morpheme and its derivations, texture and structure union is ongoing. Although known to be based on a root structure of each derivation block in Turkish, roots sounds change in the track of words and flexing of formal been observed to cause problems. By historical linguistics approach, diachronic perspective and deep morphological analysis, this research can make visible morphological stamp special to Turkish and aims to assist in the understanding of Turkish.

146-163

Authors: Tolunay EKİZ & Ebru ŞİRE KAYA

This article is one part of a larger master thesis titled “Increasing Self-Efficacy in Reading Skill through use of Native Culture in Turkish ELT Prep Classes” conducted at Çukurova University. There have been many studies into the teaching of target culture in EFL classes; however, little has been done into the place of native culture in foreign language teaching. It is believed that incorporating the native culture into reading in the target language may provide familiarity with the topic and contribute to foreign language learning. Therefore, the aim of this study is to discover whether reading about the native culture in the target language may affect students’ reading skill and their reading marks or not. Reading was significantly chosen because the students are exposed to the target language in EFL classes mostly through reading. The study was carried out for ten weeks with two Level 3 ELT prep classes, one experimental and one control group, at Foreign Languages Centre, Çukurova University, Adana using teacher diary, student minute papers, student oral feedback, and comparison of reading average marks. The qualitative results indicated that the topics about the native culture appealed to the majority of the participants, made vocabulary guessing easier and increased their knowledge about their own culture, permitting them to be able to share it in multicultural contexts.

174-187

Authors: Esim GÜRSOY & Özge BULUT

Used as an alternative form of assessment, portfolios are a collection of students’ work, which demonstrates students’ achievement and knowledge. As a result of learner-centered methodologies and benefits associated with portfolios, more and more teachers are using them for learner development and assessment. Due to this interest, the current study investigates opinions of teachers and students towards using writing portfolios in language learning classrooms at a large state university in Turkey. The study focuses on advantages, disadvantages, and effects of writing portfolios on students’ learning process. 12 teachers and 100 prep-school students contributed to the study. Survey type research design is used and data were gathered both from teachers and students’ via questionnaires. For dual and multiple comparisons Kruskal Wallis and Mann Whitney U Tests were conducted. Both questionnaires were found reliable with .707 (teacher) and .722 (student) alpha values. The results showed that the majority of teachers have positive opinions and perceptions regarding portfolio keeping and its effects on language learning. However, the students were mostly dubious regarding the effects and benefits of portfolios. Although the research indicates a lot of advantages, some drawbacks of keeping portfolios were also identified by teachers’ and students’. The findings show that teachers think portfolios are helpful to students’ learning while students are uncertain about the effects of portfolios in learning English.

206-224

Authors: Seda SİVACİ

The purpose of this study is to gain insights into students’ perception of learner autonomy development and to explore learners’ perceptions of learning English within a CALL environment. In order to gain insights about the students’ perceptions of learner autonomy development, four areas of learner autonomy were examined: (a) Learners’ motivation level in learning English, (b) Learners’ use of metacognitive strategies in learning English, (c) Learners’ responsibility perception of their own and their teachers’ in learning English and (d) Learners’ practice of English in the outside class activities. In order to reach the goals mentioned above, both qualitative and quantitative data were collected by the help of questionnaires, semi-structured face-to-face interviews. The data collected from the questionnaire were subjected to descriptive analysis and the data collected from interviews were subjected to content analysis. The findings indicated that the majority of the students had a high motivation and most of them tended to use some metacognitive strategies like self-monitoring and self-evaluation. On the other hand, the findings revealed that most of the students considered the teacher as more responsible for most of the tasks during their own learning process, and tended to spend a little time for outside activities to improve their English. During the study, the students were encouraged to take an active involvement to the CALL classes to increase their motivation, use language learning strategies, take responsibility for their own learning and engage in outside class activities.

10-28

Authors: Hasan AHKEMOĞLU & Aynur KESEN MUTLU

As a research tool, metaphor has been used recently in eliciting teacher or learner belief as a result of the assumption that our thought processes are largely metaphorical in nature. Indeed, the metaphors we use not only represent the way we perceive the world and reality but also shape our professional ideas, attitudes, and practices. This study aimed to investigate the conceptual metaphors of both ELT major and non-ELT major learners in regard to their perception of an English language teacher. In addition, the study searches into the similarities and/or discrepancies between ELT major learners and non-ELT major learners in how they perceive an English language teacher. Data were collected through metaphor elicitation sheet, semi-structured interviews, and personal essays. Both qualitative and quantitative methods of analysis were used. Personal metaphors were analyzed and main conceptual themes were identified. The main results of the study indicate that while some metaphors are peculiar to English language teacher such as oracle, schizophrenic, and gum, some metaphors seem to be common with the ones developed for the concept of a teacher such as "light", "guide" and "bridge".

37-51

Authors: Merve TEMEL & Yonca ÖZKAN

Language learning and teaching has always been a crucial issue due to newly emerging circumstances and rapidly increasing requirements of the globalizing world. There are many researches in this field to help learners and teachers overcome difficulties and have achievements in language. Compared to other skills, speaking in a different language is the most challenging one for learners. Besides cognitive, personal, social factors, etc., affective ones like motivation, confidence and anxiety also have an important role in performing speaking. Individuals learn a language well if they have an intelligible input and their affective filters are low enough to let it in. In studies on this area, learners report that their speaking performances are obstructed because a mental block prevents them realizing a good speaking when they feel unmotivated, anxious or insecure. It is therefore important to find strategies so as to handle negative emotions in learners and teachers in helping them. The target of this study is to find affective variables domestic (Turkish) and international students in preparatory classes of two state universities in Turkey might have in speaking English and to explore different strategies that are used to lower affective filter and its correlation with their achievement through speaking grades. The study, which was carried upon 11 Turkish and 11 international students, shows that international students have higher values in affective factors like self-confidence, motivation in, and attitude towards speaking English than Turkish students. Also, their speaking scores and affective strategy use are ahead of those of Turkish students.

71-86

Authors: Buket DEMİRBÜKEN

Though learners differ in acquisition, all languages have some certain linguistic forms that are accepted as complex and simple. Articles might be regarded as complex to understand as even advanced learners may have trouble in correct use of articles. The complexity is possibly higher for learners who have an article-less (henceforth –ART) native language background. This study investigates the use of articles by Turkish monolinguals and Turkish/ Kurdish bilinguals in two different tasks; a fill-in-article task and written- narrative task. Turkish is a (-ART) language while Kurdish is a (+ART) language, so the aim of the study is to examine if there is any variance between Turkish monolinguals (-ART) and Turkish/ Kurdish bilinguals (+ ART) in article use of English (+ART). The findings revealed the superior performance of bilinguals (+ ART) over monolinguals (-ART). The paper also questioned the metalinguistic knowledge of L2 and L3 learners on choice of article in English. The qualitative data was presented with possible explanations and interpretations.

98-110

Authors: Sibel SERT & Yonca ÖZKAN

In today’s world, English has become the global language that helps different cultures communicate each other. As a consequence of this globalization, culture has become an inseparable aspect of English language teaching (ELT). In line with this paradigm shift, many studies have investigated the role and importance of culture in ELT context. One of the most explored topics is language instructors’ perceptions of culture integration into ELT classes. However, few studies question whether their perceptions accord with the actual practices in classrooms. In this regard, the present study attempts to explore what English language instructors’ perceptions of culture and culture teaching in language classes are, and whether they are able to reflect these perceptions in their actual teaching practices. The study also attempts to show the possible factors that may impede the instructors’ applications of culture teaching. The participants were 10 English language instructors at a Turkish state university. Data were gathered via 10 classroom observations and two semi structured interviews carried out before and after the observations. Content analysis was conducted for analysing and interpreting the qualitative data. The findings revealed that the instructors considered culture integration significant in ELT classrooms. However, during their practice they mostly employed very short discussions that compare local and target culture. Besides, their practices were limited to the course book they use as they are obliged to implement a pre-planned syllabus. This study has significant implications for curriculum designers, material developers, language instructors, and language learners.

129-142

Authors: Sermin GÜLERER

Teachers of English, librarians, researchers have been interested in finding the right text for the right reader for many years. In teaching Second Language (L2), text writers often try to fulfil the demand by simplifying the texts for the readers. The emerged term “readability” can be defined as “the ease of reading words and sentences” (Hargis, et al. 1998). The aim of this research was to compare the ways to find the right text for the right reader: traditional readability formulae (Flesch Reading Ease, Flesch-Kincaid Grade Level), Coh-Metrix Second Language (L2) Reading Index, which is a readability formula based on psycholinguistic and cognitive models of reading’, and teachers’ estimation of grade levels by using leveled texts in a web site. In order to do this, a selection of texts from a corpus of intuitively simplified texts was used (N30). Coh-Metrix Readability levels, Flesch Reading Ease, and Flesch-Kincaid Grade Levels of the texts were calculated via Coh-Metrix Web Tool. Three teachers of English were asked to decide the levels of the texts. When the relationship between Coh-metrix Readability Level, traditional formulae and the texts levels in the website was analysed via SPSS, it was found that there was weak negative correlation between Flesch-Kincaid Grade Level and the texts levels in the website (-,39). Additionally, there was weak negative correlation between the texts levels in the website and Flesch Reading Ease scores (-,41). However, there was moderate negative correlation between Coh-metrix Readability levels and the texts levels in the website (-,63), where Teacher1 and Coh-metrix Readability levels had very strong positive correlation (,95). It was identified that readability formulae can help L2 teachers when they select texts for their students for teaching and assessment purposes.

153-173

Authors: Ayhan İNCİRCİ & Ramazan Şükrü PARMAKSIZ

The aim of this study is to evaluate the Context, Input, Process, Product dimensions of 10th grade English Teaching Curriculum using Stufflebeam’s CIPP model. Furthermore, it is aimed to explore whether the answers change based on the gender of the participants. With this aim, teachers’ who apply the program and stuents’ who are educated based on the program views are referred. The teacher and student five-point likert questionaires of which reliability and validity are provided by Karakaş were applied as the data collection tool. The study took place in the northen-west part of Turkey. The questionaires were applied to 26 English teachers and 227 students. According to the data obtained teachers and students are not satisfied with the context, input, process and product dimensions of the 10th grade English Curriculum. The view of students does not have meaningful difference based on the gender. As for that when teachers’ view is examined, it is detected that male teachers think more positively only about the dimension of Input of the Curriculum.

193-207

Authors: Sebine ABİD

The vocabulary of Azerbaijani dialects and vernaculars is a product of centuries. It is possible to find in dialects and vernaculars several words which were used in earlier periods of modern Azerbaijani Turkic but do not exist in current vocabulary of the written language. Although some of the words in Sheki dialect are used in a large geography, some others are used in small areas. Many archaic words found in vocabulary of Sheki dialect do not exist in the vocabulary of the modern Azerbaijani Turkic. Archaic forms of kinship names, ranks, and words not related with social structure, and the names of days and months are used in Sheki dialect. In particular, it can be noted that the elderly people use archaic words in Sheki dialect. Some of the archaic words used in Sheki dialect date back to Orkhon Inscriptions. Appearance of many archaic words has varying dates. The word ini (small brother) used since the time of Orkhon Inscriptions has been preserved as an archaic word in Sheki dialect. Similar to this one, there are several words of kinship such as bice, hatun (lady), elti (sister-in-law), yenge (aunt), buvi (grandmother) and yezne (brother-in-law), and some archaic verbs and other archaic words in Sheki dialect from historical dialects. Any word in written language of Azerbaijani Turkic which went through semantic and formal changes from historical ages to this date are preserved and used in Sheki dialect and other Azerbaijani dialects with their initial form and meanings. In this study, we deal and examine archaic words used in Sheki dialect. The form and meanings of archaic words, to be included in this study, available in texts of historical dialects and modern Turkic dialects will be demonstrated.

217-232

Authors: Fatma YUVAYAPAN

While there has been a considerable amount of literature which has been published on compliment responses (CRs), studies of this kind are usually based on CRs strategies of a particular language or cross cultural similarities and differences between languages. However, there is an increasing concern of the effects of second language (L2) on CRs strategies in native language (L1). The purpose of this study is to widen the scope of compliment speech act studies by examining variations in the use of CRs strategies among a group of English Language teachers and Turkish teachers who do not know English, in their workplaces and by identifying if there is an effect of L2 on their responses to compliments in Turkish. The participants of the study were consisted of 30 English teachers and 30 Turkish teachers who do not know English. All of the participants were Turkish. Turkish teachers who do not know English were experts in different fields such as history, geography and mathematics. The data included short responses of the participants collected through the use of a discourse completion task with 8 situational settings about physical appearance (hair style and beatiful eyes), personality (interpersonal skills), skill/work (cooking, writing a lesson plan, and teaching ability) and possessions (brand new car and smart clothes). The analysis of the data were yielded by the responses to the discourse completion test was done by using descriptive statistics under the framework of Holmes taxonomy of CRs. The results of the study show that there might be a transfer from second language (L2) to CRs in native language (L1) in a particular working place.

247-270

Authors: Ekin ŞEN & Murat ÖZGEN

Modern studies provided us with detailed descriptions of passivization in Turkish; however, they have not been transferred to learning materials of Turkish as a foreign language in a holistic way. The aim of this study is to discuss the properties of the passivization in Turkish as dealt with in modern studies, and to propose a material to learning environments of Turkish as a foreign language, which includes these detailed properties of passivization. In this respect, the research question is whether these properties can be transferred to learning environment in a holistic way. Under this main research question, the answers will be sought to question as to what the properties of passivization in Turkish are, and how they can be transferred to learning environments. The framework has helped shape a material proposal towards how such properties can be transferred. The language level of this material is B1+. Cognitive approach and task-based learning method have been employed in the preparation of this material.

282-297

Authors: Ramazan ÖZBAY & Zeynep TUZTAŞ

This study aims to find out students’ and instructors’ attitudes towards using Second Life (SL), a multi-user virtual environment, via a Task Based Syllabus (TBS). It was conducted with participants of intermediate level students (N=37) and instructors (N=2) of English Preparatory School at a private university in Turkey. In order to design a TBS, a two-month program of intermediate level syllabus has been modified by adding weekly tasks. Unlock Listening & Speaking 3 and Unlock Reading & Writing 3 published by Cambridge University Press were used during the instruction and the tasks were adapted from the same course books. After the completion of the final task, both students and instructors were given an evaluation survey asking for their opinions, experiences and evaluations of the TBS based SL sessions. The findings indicate that both instructors and students have positive and negative feedback; such as, the variety SL brings to a language class and the fact that SL demanding in terms of computer requirements. In order to avoid problems like other users’ involvement or distractions, and in order to help students find suitable rooms (virtual meeting environments) without a time loss or difficulty, teachers could be recommended to have a well prepared list of the free entrance rooms to meet and divert the students, instead of buying a new one.

310-312

Authors: Şahin ŞİMŞEK

Bayram, Y. (2009). Kuramdan Uygulamaya Yazma Yöntemleri (Sözlü ve Yazılı Anlatım Etkinlikleri). Kriter Yayınları: İstanbul, Sayfa Sayısı 219, Birinci Baskı, ISBN: 978-605- 5863-26-5 Öğrencilik yıllarındaki kompozisyon derslerinde yaşadığı hayal kırıklıkları ve öğretim elemanı olarak çalıştığı dönemlerdeki arayışları yazarı, bu kitabı yazmaya teşvik etmiştir. Yazar, yazma eğitiminde başarısız olunmasını, yazma eyleminin insanlar tarafından sıkıcı bir iş olarak algılanmasını, insanların kendilerini yazılı olarak doğru ve düzgün bir şekilde ifade edememelerini kompozisyon dersinin işlenişindeki eksiklere bağlamaktadır. Sözlü ve yazılı anlatımın hep, bilindik yöntemler kullanılarak yapıldığından şikâyet eden yazar, kitabında çok az başvurulan ya da hiç başvurulmayan bazı farklı sözlü ve yazılı anlatım etkinliklerine yer verdiğini belirtir. Kitap bu yönüyle dikkat çekmektedir. Konuşma ve yazma eğitimi ile ilgili yazılmış eserlerin çoğunda etkinlik örneklerinden ziyade kuramsal bilgiler verilmektedir. Kitapta izlenen aşamalar, verilen örnekler, kullanılan yöntemler ve teknikler yeni ve özgün sayılabilecek türdendir. Verilen, örnek araştırmaların çoğu Kompozisyon, Yazılı Anlatım, Konuşma Yazma Eğitimi, Türkçe Öğretimi, Türkçe Kompozisyon, Özel Öğretim Yöntemleri ve Metin Yazarlığı gibi derslerde yazarın öğrencileri tarafından hazırlanmıştır. Konuşma ve yazma eğitimiyle ilgili çoğu kitapta bulunmayan bol etkinlik örnekleri ve alıştırmalarla yazar, yazılı anlatım becerisinin gelişimine katkı sağlamayı amaçlamıştır. Yazar, yazmakla ilgilenenler için bir alıştırma kitabı olmasını beklemektedir. Kitabın yazarı Prof. Dr. Yavuz Bayram, 1970 Trabzon doğumludur. 1991’de KTÜ Fatih Eğitim Fakültesi, Türk Dili ve Edebiyatı Bölümü’nden mezun olmuştur. 1995 yılında OMÜ Sosyal Bilimler Enstitüsü, Türk Dili ve Edebiyatı Bölümü’nden yüksek lisans diplomasını; 2001 yılında aynı üniversite, aynı enstitü, aynı bölümden doktora diplomasını almıştır. 2014 yılında profesörlük unvanını alan Yavuz Bayram, hâlen OMÜ Eğitim Fakültesi Dekanı olarak görev yapmaktadır. Çalışmalarını başta Klasik Türk Edebiyatı olmak üzere, sözlü ve yazılı anlatım teknikleri, edebi sanatlar, edebiyat araştırmalarında yeni yöntemler, imla ve noktalama, Türkçe, öğrenme ve öğretme yöntemleri gibi konular üzerinde yoğunlaştırmıştır. Yazarın incelediğimiz “Kuramdan Uygulamaya Yazma Yöntemleri” kitabından önce basılmış “Sözlü ve Yazılı Anlatım Etkinlikleri” adında konuyla ilgili bir kitabı daha vardır. “Kuramdan Uygulamaya Yazma Yöntemleri” kitabı üç bölümden oluşmaktadır. “Sözlü ve Yazılı Anlatımla İlgili Bazı Değerlendirmeler” adını verdiği birinci bölümde 7 alt başlık bulunmaktadır. Yazar, ilk olarak sözlü ve yazılı anlatım eğitimi açısından olumsuz gördüğü etkenleri sıralamış; çoğu öğretmenin, öğrencinin yazma ürünlerini değerlendirirken bilimsel ve objektif ölçütlerden yoksun yaklaşımlar sergilediğine, ürünü sadece imla ve noktalama açısından gözden geçirdiğine bunun da öğrencide yazmaya karşı isteksizlik oluşturduğuna dikkat çekmiştir. Yazar, bu bölümde sözlü ve yazılı anlatımla ilgili, önce genel önerilere sonra da öğretmene yönelik önerilere yer vermiştir. Öğretmene, sözlü anlatım açısından öğrencileri her fırsatta düşünmeye, tartışmaya, duygu ve düşüncelerini açıklamaya teşvik etmesini; açık oturumlar, münazaralar, paneller düzenlemesini tavsiye eder. Yazılı anlatım açısından da sınıf içi yazma etkinliklerinin ilgi çekici ve zevkli hale getirilmesi için değişik çalışmalar ve yaklaşımlar kullanılmasını; öğrencinin katılımının sağlanması için duvar gazetesi, okul bülteni, okul dergisi hazırlanmasını; şiir, hikâye ve deneme gibi türlerde yarışmalar düzenlenmesini önerir. Yazar, 2004 yılında, Amasya ilinde, 15 ilköğretim okulunun 6, 7 ve 8. sınıflarında okuyan 450 öğrenci üzerinde yaptıkları bir araştırmaya dayanarak yazma eğitiminin en önemli meselelerinden birinin imla olduğunu ortaya koymuştur. Öğrenciler 14 imla kuralından 11’inde başarısız olmuşlardır. Burada imla konusunda yapılması gerekenleri 11 maddede sıralamıştır (Bayram, 2009: 31). Güzel bir yazı yazmak için gerekenleri maddeler halinde vermiştir. “Yazılı Anlatım Çalışmalarının Ölçülmesi ve Değerlendirilmesi” konu başlığında sağlıklı bir ölçmenin öneminden ve gereğinden bahseder. Devamlı göz önünde tutulacak ayrıntılı bir cevap anahtarı/bir ölçüt olmamasının öğretmeni zor durumda bıraktığını, kabataslak dönütlerle ölçme ve değerlendirmenin geçiştirildiğini ifade eder. Hâlbuki ölçme ve değerlendirme ne kadar ayrıntılı yapılırsa öğrencinin yazmaya olan ilgisi o derece artacaktır. “Yazılı Anlatımların Değerlendirme Ölçütleri” şeklinde önce genel (özet) bir tabloya ardından da ayrıntılı bir tabloya yer verilmiştir (Bayram, 2009: 43-44). Bu tablolar yazma ürünlerini değerlendirmede sorun yaşayan eğitimcilere yol gösterecektir. Kitabın ikinci bölümü “Açıklama ve Alıştırmalar Eşliğinde Kuramdan Uygulamaya Yazma Yöntemleri”dir. Bu bölümde yazar, “Cümle Geliştirme Yöntemi”nden başlayarak 22 adet yazma yöntemini önce açıklamış, sonra her bir yönteme bolca alıştırmalar ve etkinlik örnekleri vermiştir. Yazma çalışmalarında farklı yöntemlere ihtiyaç duyan eğitimciler kitaptan yararlanabileceklerdir. Burada yazarın tanıttığı yöntemlerden “Cümle Geliştirme Yöntemi”nde bir yüklem belirlenmekte, sonraki her aşamada bu öge üzerine yeni kelime ya da kelimeler eklenmektedir. Öğrenciler, en uzun ve anlamlı cümleyi yazma çabası içine girdiklerinde, bu onların arasında heyecan yaratabilir ve bu etkinlikten zevk alabilirler. Bu bölümde yazarın kendi öğrencilerinin oluşturduğu metinlere de yer verilmiştir. Tanıtılan yöntemlere göre oluşturulmuş bu metinlerin verilmesi, eğitimcinin bütünü görmesi ve daha genel bir bakış açısı edinmesi açısından önemlidir. “Masal, Fabl, Hikâye Kurma Yöntemi”ni açıklarken yazar, 1. alıştırmada bir yönerge vermiştir. Bu yönergeye göre “Belirsiz bir tarihte, yaz mevsiminde, şahıs kadrosu Maydanoz, Sarımsak, Soğan, Ayçiçeği’nden oluşan ve bencilliğin sonu pişmanlıktır mesajı veren bir masal, fabl ya da hikâye …” kurgulayacaklardır (Bayram, 2009: 117). 2005-2006 Programı’ndan itibaren etkinliklerin yer aldığı öğrenci çalışma kitapları sayesinde öğrenciler, atasözü açıklamaktan kurtulmuş olmakla birlikte, çoğu yazma etkinlikleri ön hazırlık olmadan, öğrenciden konuyla ilgili düşüncelerini yazmasını istemektedir. Oysa yukarıdaki gibi bir yönerge verilmiş olsa, öğrenci yazma eylemine başlama aşamasında, zorluk çekmeyecektir. Kitabın üçüncü ve son bölümü “Sözlü ve Yazılı Anlatıma Destek Etkinlikleri” başlığı altında verilmiştir. Burada ilk olarak edebi sanatların sözlü ve yazılı anlatıma olan katkısından bahsedilir. “Yarışma Düzenleme Etkinlikleri”nde yarışmaların öğrencileri yazı yazmaya yönlendirmedeki önemli işlevinden, öğrencilerin içtenlikle katılabilecekleri konuların seçilmesi gerektiğinden bahsedilir. Daha sonra “Gazete, Dergi, Bülten Çıkarma Çalışmaları”, “Tekerleme Söyleme Çalışması”, “Kompozisyon Dersleri İçin Örnek Sorular” verilerek kitap bitirilir. Bu kitap, yazma eğitimiyle uğraşan eğitimcilere yönelik bir kitaptır. Kitapta ayrıntılı olarak açıklanan ve alıştırmalarla desteklenen yazma yöntemlerinden, yapılacak olan anketlerle öğrencilerin en çok zevk aldıkları, en çok katıldıkları etkinlikler belirlenebilir. Bu araştırmanın sonuçlarına göre öğrencinin ilgisini çeken, yapmaktan zevk duyacağı etkinlikler Türkçe dersi çalışma kitaplarına alınabilir. Yazar, kendi hayatından, yaşadıklarından yola çıkarak eğitim sisteminde, yazma eğitimine dair bir sorunu ortaya koymuş ve bu soruna çözüm olması niyetiyle bu eseri kaleme almıştır. Eserinin birinci bölümünde, sözlü ve yazılı anlatımdaki sorunları tespit eden, bu sorunlara öneriler getiren yazar, eserinin ikinci bölümünde, yazma çalışmalarındaki monotonluğu ortadan kaldıracağını düşündüğü yazma yöntemlerini ele almıştır. Üçüncü bölümde ise sözlü ve yazılı anlatıma destek olabilecek etkinlikleri tanıtmıştır. Yazma sürecinde değişik yöntemler denemek isteyen eğitimcilere kılavuzluk edebilecek bir kitaptır. Kitabın birinci bölümünde, sözlü ve yazılı anlatımdaki sorunların etraflıca ele alınışı ve bunlara çözüm önerileri aranması okuyucunun konuya odaklanmasını kolaylaştırmaktadır. İkinci bölümde yer verilen metin örnekleri dil ve üslup bakımından sağlam metinlerdir. Okuyucu bu metinleri zevkle okuyacak, kendisi de böyle metinler yazmak yahut yazdırmak isteğini duyacaktır.