International Journal of Language Academy

14-36

Authors: Ali GÖÇER

The purpose of this study is to determine the efficiency of the application group study examining the texts they create with the context of process-based writing in Turkish student teachers writing education course in the faculty of education. In this study, were carried out four working groups. The working groups determined by the method for sampling and clustering from the third grade students taking the course of Writing Training in the Faculty of Education at Turkish Education Department. Information about the model of process-based writing was given to functional groups, and future studies are planned, and giving instructions to guide groups were made throughout the process. Groups have completed their products in accordance with the instructions. The products that revealed of groups has been examined the basic elements of text and the criteria of textuality ‘coherence and consistency’ in the context. According to the results, Turkish student teachers in the Faculty of Education has been shown to have required qualifications they have created with texts process-based model of writing and group studies considered in terms of the criteria.

44-55

Authors: Muna YÜCEOL ÖZEZEN

The number words in language research and grammar sources in Turkey are always divided into two categories: number nouns and numbers as adjectives. However, in Turkish, number words can be also used with main linguistic reference functions such as concealment, substitution and replacement. In other words, a number word can be used as number as pronouns as well as number nouns and number as adjectives. For a number noun to be used anaphorically, it should be in the form of either cardinal or ordinal number. Distal or proximal references can be observed in lexical phrases formed with cardinal or ordinal numbers as adjectives in Turkish: such as adamlardan biri “one of the men”, öğrencilerin ikisi “two of the students”, üçüncü kişi “the third person”. However, classification of number nouns as a pronoun as a lexical class can be possible through abridgement of phrasal structures formed with cardinal and ordinal numbers: such as biri “the one”, ikisi “the two”, üçüncüsü or üçüncü “the third”. When the subjects of concealment, substitution and replacement exceeded the lexical level, many phrases containing any number word are also becoming noticeable. In this paper, how the referential functions of number nouns are described in the texts will be dwelt upon. Then, these functions will be classified by showing examples from the literary texts in Turkish.

69-75

Authors: Şerif TİRYAKİ

Language is a mechanism which constantly changes and develops. This change and development effects not only the grammatical elements but also the words within language. While some words are conserved as they are some others fall out of use. The words and forms which have been used in historical period of language but have fallen out of use today are named as the French originated term “arkaik” within related sources and the dictionaries. Arkaik words have a significant position in that they both bear the traces of the thistory and the origin of the language they belong and reflect the cultural wealth of the society.Turkish language has a large vocabulary in terms of archaic words used in literary works. One of the writers using this vocabulary most effectively is Mustafa Kutlu who has a unique place in the recent Turkish narration. Among the factors that make him different and special is wide coverage of folk literature and folklore elements in his works. This is the reason why a considerable number of archaic words used in other Turkish dialects or Anatolian dialects but not used in written language of Turkey’s Turkish are encountered while reading his works. His literary work, Beyhude Ömrüm, is interesting in this respect. In this study, the words which may be consdiered as archaic in Beyhude Ömrüm are identified and lined up alphabetically. With the help of the dictionaries and other sources the meanings and historical process of these words are emphasized, and knowledge about their use in Anatolian dialect have been given.

91-106

Authors: İsmail GÜNEŞ

Ancient Anatolian Turkish is a historical written language that encompasses approximately 13.-15. Centuries in the Anatolian geography and that developed based on Oghuz language. This historical period is one of the periods which language researchers discuss on how and where Turkish language formed. However, by getting in the text from time to time, some dialect features make it difficult to pronounce as standard Old Anatolian Turkish. During this historical period of Turkish language, many works, whether translation or original, were authored. In some works belonging to the early periods of Ancient Anatolian Turkish, various dialectic features of the Turkish Language are seen together. In these works that are Connecting Karakhanid (Karahanlı) Turkish period and Old Anatolian Turkish period it is possible to see both Oghuz language and Eastern Turkish language features. Thus, researchers have different opinions about these works which are called Mixed Language Works. Mixed Language Works, with their linguisitc features, are important as regards with their information about the historical dialects of the Turkish Language. Mixed language works which carry language features that are belonged to West and East Turkish language played an important role in progress of Oghuz language. Some linguists called this period as Olga-Bolga matter based on mixed language works. Kitab-ı Ata Dede which its only copy is in Turkish Language Institution, seems as a mixed language work in terms of its language features. In this study, despite featuring mixed language, the manuscript named Kitâb-ı Ata Dede has been examined for its voice changes, which primarily carries Ancient Anatolian Turkish features and isn’t come across within the resources. It is aimed to contribute to works that are about mixed language studies by exposing phonetic features of work which it carries.

116-123

Authors: Gizem ENGİN & Salih Zeki GENÇ

Empathy skills seem important to live healthy communication process. Teaching profession is based on communication. Teachers’ high empathy skills provide to effective process for students. In faculty of education should be tried to developed empathy skills. This study aimed to determine the emphatic tendency level of pre-service primary school teachers. Also, it was investigated the emphatic tendency level of pre-service primary school teachers according to gender and hometown. The present situation was exactly described so this study was designed as a descriptive study. The Emphatic Tendency Survey, developed by Dokmen (1988), was used as a collecting data tool during this study. Scale is 5-point Likerttype. Rating is formed as “Completely Disagree”, “Mostly Disagree”, “Undecided”, “Mostly Agree” and “Completely Agree”. The scale consists of 20 items. Data were obtained from 205 Pre-Service Primary School Teachers who studied at Canakkale Onsekiz Mart University in 2014-2015 academic year (fall semester) via survey forms. The collected data were analyzed by using SPSS. Descriptive statistics such as arithmetic mean, standard deviation, minimum-maximum values, percentage calculation also t-test and Anova were applied on data. The average point of pre-service primary school teachers’ emphatic tendency level was calculated as 71.38 points. As a result of this study, there were no significant differences in the emphatic tendency level of pre-service primary school teachers according to gender and hometown variables.

142-150

Authors: Özlem ÖRDEM

This study examined Tanzimat (Reforms) and Servet-i Fünun novels in Turkish modernization process from the perspective of Bauman who developed the idea of ‘ambivalance’ linguistically. This study is qualitative with its descriptive review and content analysis technique. Subsequent to the analysis of Turkish modernization theories and reading the selected novels in the study, the ideal characters from the novels were extracted, and the relationship between the sociological discourse and the ideal characters in the novels was established. This link was attached to Bauman’s term ‘ ambivalence’. It was found that there was a correlation between Bauman’s sociolinguistic term and sociological discourse and the ideal characters in the novels. Bauman states that naming and classifying a society is an ordinary practice of modernity. Based on this conceptualization, it can be said that the same naming and classifying process was observed in Ottoman. Unlike Tanzimat, Servet-i Fünun can be perceived as a marginal and unusual community and represent ambivalence in the society. Therefore, it can be stated that there is a correlation between Bauman’s ambivalence and the ideas regarding Turkish modernization along with the ideal characters in the novels. Henceforth, Bauman’s analysis of ambivalence in modernity can be reinterpreted to study Turkish modernization.

159-167

Authors: Şebnem KAYA

In 1922, at a time when death was closing on her, Katherine Mansfield (1888-1923) could forget the solemnity of her state by adopting a holistic approach to the world, which, in 1973, Norwegian philosopher Arne Næss (1912-2009) would theorise about and term “deep ecology.” At the Institute for the Harmonious Development of Man at Fontainebleau-Avon, on the threshold of her permanent end, deep in her psyche Mansfield found happiness in the feeling of kinship with and compassion for life forms other than her own. There she also saw the physical representation of the philosophy of deep ecology in Russian mystic George Ivanovich Gurdjieff’s (1866?-1949) “Movements,” a symbolic dance deemed sacred and traceable to Sufism which, with its stress on the unity within the universe, had centuries ago foreshadowed deep ecology. Furthermore, at Fontainebleau, where the paths of people of different nationalities and creeds intersected, Mansfield felt affiliated with humans, thereby calling Gurdjieff’s disciples “my people,” and contemplated in unison with them man’s symbiotic relation to the universe. This paper, focused on the last stage of Mansfield’s life which she spent in France with references to her letters and other relevant writings, proposes to discuss that in the said period and setting, the writer acquired a sense of oneness with both human and nonhuman nature, or nature in its totality, which ultimately, like alchemy, transformed the painful period she had to endure into a rewarding one.

184-194

Authors: Duygu AK BAŞOĞUL

The aim of the study is to investigate the novel “Kapiland’ın Kobayları” written by Miyase Sertbarut by using critical discourse analysis which is one of the qualitative research method. This method can be defined as an approach that determine power factors/relationship within discursive structure, how to create force/power by using discourse and their effects to group(s) applied pressure/power. The based model on analysis is Vienna School (Wodak, de Cillia, Matouschek, Januschiek ve Liebhart)’s approach. Depending on this model, the novel were analyzed in terms of contents, strategies and means and forms of realisation. Also was made socio-psychological descriptions. Finally, the findings of the study were presented, evaluated and recommendations were made accordingly. Reading texts play an important role in improving critical thinking skill. Hence it is expected that the research will contribute to teaching Turkish in the step of deep structure made clear.

216-231

Authors: Mehmet ÇİÇEK

As Turkish is a foreign language for everyone whose mother tongue is different from Turkish, Turkish instruction textbooks for foreigners are also prepared in accordance with the outcomes specified in the European Language Portfolio (ELP). Obviously, various techniques and methods are employed to help learners to acquire language skills. The most important aspect of language skills and outcomes is to teach basic core vocabulary belonging to one language. In this study, English word sets included in the European Language Portfolio (ELP) A1 level and word sets given in Yunus Emre Institute Teaching Turkish for Foreign Learners A1 textbook (YEILT) were compared. Research results indicated that a total of 779 words were found in the ELP, and a total of 1856 words were detected in the YEILT. These quantitative data refer to the words which are “known” for the ELP and the words “need to be known” for the YEILT. 55% of the words were the same in both the ELP and the YEILT. Furthermore, as the data about the ELP are limited, it may be suggested that the similarity of the words is satisfactory in terms of the outcomes. On the other hand, because the data about the ELP are obtained through translation, there are some disadvantages of obtaining data about words without their contexts, and this requires special efforts. The word sets given at the end of Turkish textbook were used to determine the words in the YEILT. Then the word sets in the YEILT were categorized according to their types in order to make a comparison among them. The same categorization procedure was employed for the words in the ELP. By making comparisons, it was aimed to determine whether the words demonstrated a significant difference according to the word types, and then significance levels were found (p<0,05). After these procedures, both of the resources were compared. Finally, different and/or similar words, the words which are the same in both resources, and the words included only in the ELP and etc. were listed and interpreted.