In his famous work Essays, French writer and philosopher Montaigne wrote: “What we call friendship is a coincidence that makes our souls be together or affections we gain by necessities. In friendship, souls are so close, attached and joined together that the stitches might eventually become invisible. If they want me to tell why I love him (Etienne De La Betie) I believe I can put it only this way: Because he was just himself; and I was just me.” . Ahmet Hamdi Tanpınar, one of the most important figures of Turkishliterature describes his intimate friendship with Nurullah Ataç as: “Friendship is a fate, too. And it is a good fate. In the beginning of every considerable action and each idea movement, there flows a fountain. In the beginning of every great work, there waits the face of a friend disguised as an angel. The path of cause is always tough. It is essential for the shoulders to touch each other and for the songs to mix with each other in order not to stop in the middle. Fame, the feeling of what you are doing, pride as a crown of foolishness, wrath or hate cannot go beyond a small and blinding drunkenness next to his warmth. (…) Only the palace of friendship has no cracks and its roof does not leak.” . Mustafa Kutlu, an acclaimed story writer and columnist in
Abstract Educational activities would be successful if they are effectively practiced. The Ministry of National Education decided to call obligatory meetings in order to discuss educational problems and improve educational programs for each field. These meetings take place at the school, district and provincial level. It is discussed that teachers frequently encountered problems and solutions at these meetings. This study focuses on problems and possible solutions at Turkish language and literature lessons by perspective of teachers. In this study, reviewing document technique, which is a kind of qualitative method, has been used. The data for this research consist of reports of Turkish language and literature presented in teachers’ meetings that were held in Ankara between 2009-2015 years and were recorded with the consent of the Ankara National Educational Directorate. As a result of research are mentioned problems and solution suggestions about theme of curriculum, textbook and workbook, the transition to higher education examination and professional orientation and in-service training activities.
The findings indicated that French and Arabic are the two languages from which the words utilized in the field of Literature and Grammar were borrowed. In addition, Farsi follows these two languages in the field of literature. German was another language that contributed to Turkish grammar after French and Arabic. Furthermore, the findings showed that only one word was borrowed from Italian and Spanish in the field of literature. Likewise, Russian and Farsi contributed to Turkish grammar with one word. It was also identified that the languages that influenced the fields of Linguistics and Pedagogy in Turkish were French and Arabic, respectively. Whereas these two languages were followed by Farsi in the field of linguistics, they were followed by English in educational sciences. When the parts of speech of loan words were explored, nouns and adjectives constitute a significant majority of the borrowed words in Turkish.
Source people (prospective teachers) in answering to the question “what are your suggestion to pedagogical formation program as a person graduated from open education faculty Turkish language and literature department ?” % 15 affirmed that the time of program should be short. The reason behind this idea is economical problem and being far from family members, while % 20 asked for “there should be given more weight for implementation and applications”. It means this program relies less on implementations and applications which are the main reason of deficiencies in open education programs. % 10 of participants stated that “Certificates should not be focused; but the education”. This means the main item which is emphasized in the program “formality certificate” is influenced their training negatively. % 20 stated that “the certificate program time should be longer”. The considering points are, they look for the way to enhance knowledge and skill and to improve the teaching profession. While % 5 stated “Everyone should be able to get this program wherever they live”, it represents that because of financial or other problems joining home city participation in the program will be more useful and effective. Also % 5 mentioned that “This opportunity should be provided unconditionally in the field of distance education” too. So, creating opportunities for graduated students will be more reasonable and effective. In addition to % 5 of participants uttered that “it should be given during BA program”. The education will be given during License program will save teacher/student time. % 5 with asking for “a program should not be concentrated” believed that with such program they will not catch their goals. % 10 stated “it cannot be done because of money or formalities”. This represents students’ stressed feeling in the case of economical difficulties to pay the fee. Also with giving this program widely the number of students will be increased so it made them to feel anxious about ‘the rise in KPSS basis scores”.
Having identified the table, it was understood that the multiculturalism has a quantitative priority in parallel with the findings obtained in Table 2. Literary works that are included by course contents, are specified between parentheses next to the relevant literature section in the table. Analysis of written works with a geographic tendency represented the multiculturalism. In this analysis, it can be concluded from the table that the written works of Ancient Greek and Latin literatures have the highest rate (F 38). English, French, Italian, Spanish and German literatures comes after this rate. The reason why Greek and Latin literatures have a quantitative amplitude affluence can be understood after examining the relationship between the written work and geography. This is because most of the resources accept Ancient Greek as the starting point of world literature. For example, Ozdemir (1980) classified the world literature and divided the first stage into the epics of Homeros with the title of those who enlighten the world of human. On the other hand, Epic of Gilgamesh, which might be one of the first written works of the world with its universality, is not included in any course content or course flow. Goethe does not determine Ancient Greek as a starting point with his words "If we desire a real pattern, we need to go back to Ancient Greece in which humanity was always represented in its written works. We need to look at all the remaining ones from historical point of view and we need to adopt the good one substantially (Goethe, 1930; Damrosch, 2013).” But he defines it as a literature that should be used as base. Although today the literature argues the Western-based descriptions of world literature, it is possible to state that this recommendation of Goethe has been adopted in Turkish language teaching programs.
The aim of this study is to investigate the problems encountered during education by the Department of Turkish Language and Literature students who receive pedagogical formation training. The case study was used as a qualitative research design, in which students’ opinions were obtained by using a semi-structured interview form. 36 students voluntarily participated in the study, in which the convenience sampling method was used. The collected data were evaluated by using the content analysis method. The findings of the study show that the students consider the formation training necessary; that some of the lecturers did not fully teach the curriculum; they had problems with lighting and heating in the classroom; and they could not focus on the departmental courses due to the addition of the formation courses. In addition, students believe that pedagogical formation training should not be used for commercial purposes. Keywords: Turkish language and literature, formation education, qualitative research, student problems
Turkish Language Literature and Critical Reading Critical reading is a set of activities related to an individual’s pursuit of attaining the better, the more appealing and more accurate by filtering what is being read and learnt through reviewing from his/her personal knowledge and background; it is an act of demonstrating the better, the more appealing and more accurate intellectual products through the acquisitions from reading . “In critical reading the reader should demand to be aware of what is written to what end and in which manner as well. The reader should pay heeds to the attitude adopted by the writer in conveying a given text, consistency of provided information and selected words. This ability calls for additional knowledge, skills and habits in addition to basic literacy skills” .
Abstract: The fact that the prospective Turkish teachers’ having a command of different methods and techniques as being Turkish teachers of the future is important in terms of its positive effects on the comprehension and expression skills of the middle school students. This study used the case study design and the qualitative approach. The aim of the research was to test the effectiveness of literature circle method and contribute to the field in theoretical and practical context. Fourty-six prospective Turkish teachers were conveniently sampled from the state university in Istanbul, to participate in the study. During six weeks, the opinions of prospective Turkish teachers who applied literature circle method were collected through unstructured interview forms. The data collected were subjected to a content analysis. It was concluded that prospective Turkish teachers found the method of literature circle favorible, in terms of cooperation, solidarity, gaining different perspectives, revealing hidden talents, developing self-confidence, aesthetic pleasure, enriching vocabulary and catching the details.
The variables employed in analyses are private final consumption (CONS), gross domestic product (GDP), government final consumption (GOV), total taxes (TAX), and total transfer (TR) respectively. All variables are real with 1987 prices. The quarterly Turkish data covers the period of 1987:1 2003:4. The data can be reached through The Central Bank of Turkey, Electronic Data Distribution System.
This study includes only folkloric examples regarding case suffixes of Turkish Language. Also, ways of using tongue twisters, riddles, singing ditty, proverbs and idioms in the lesson have been discussed. Some of the properties that make folkloric works suitable for teaching Turkish are: ability to be sung in a tune (melody), laconism (having short sentences) and applicability in the classroom as well.
68 Party (Cumhuriyet Halk Partisi, CHP), the number of assimilationist policies dramatically increased in the second half of the twentieth century when Turkish politics witnessed three military interventions (Kolcak 2015). In April 1961, General Cemal Gürsel, the leader of the 1960 coup d'état, lauded a book written by Mehmet Şerif Fırat, who asserted that the Kurds were Turkish in origin (Gunter, 1988). 2 A month later demonstrations took place in Bitlis, Deykir, Diyarbakir, Mardin, Siverek, and Van in which ethnic Kurds proclaimed their distinct identities (Kinnane 1964, pp. 32-3). Moreover, journals publishing some articles on the Kurdish language, folklore and literature –New Path (Riya Newe), Origin of the Tigris (Dicle Kaynağı), Tigris- Euphrates (Dicle-Fırat), Voice (Deng) and World of Peace (Barış Dünyası)– were all banned (Gunter 1988). Just after the 1971 junta, giving non-Turkish names to newborns was prohibited (Yegen 2009). The 1980 military regime, on the other hand, exacerbated the political and cultural repression of Kurds by adopting new laws such as the ban on the explanation, publication and broadcasting of thoughts in any language other than Turkish; and the confiscation of films, books and newspapers relating to Kurdish characteristics (Kurban, 2003; Yegen, 2009). More importantly, Turkey’s current constitution of 1982 was drafted under the aegis of the military tutelage which imposes several restrictions on the exercise of Kurdish ethno-cultural rights, including those pertaining to mother tongue education, the official use of Kurdish, and the constitutional protection of Kurdish linguistic, cultural and historical features (Kolcak, 2015).
In the present study, it was observed that globalization had mostly positive effects on the teacher training process, however it was determined that there were certain adverse effects as well as these positive effects. Similar impacts are stressed in the literature. In a study conducted by Balkar and Özgan (2010), the teachers expressed their concerns about the loss in the significance of Turkish language and Turkish values with globalization. And in the study conducted by Gömleksiz and Kılınç (2012), on the effects of globalization on Turkish education system, faculty members stated that globalization positively enabled the comparison of the education programs with international programs, easy access to information and training versatile individuals, promoted new quests and increased living standards, however also led to alienation and imitation of foreign curricula as well. According to Erdem (2008), the number of educational science faculties increased with globalization, educational sciences departments were restructured and accredited, the number of graduate students in educational science departments abroad increased significantly, online educational science journals were published, access to online educational manuscripts was facilitated and Turkey began to participate effectively in several international projects on professional development. Especially the number of classrooms and publications designed specifically for the PPSE increased and educational science findings became a commodity. Furthermore, due to globalization, there is an increase in the number of private and foundation universities and a decline in the quality of education and the students in higher education. The students with low academic achievements and high financial means started to attend private or foundation universities and academic achievement and financial power were equalized (Uslu Çetin, 2015: 6). Thus, the gap between the educational opportunities for the rich and the poor was widened. In fact, at the center of the debate on globalization, there is the inequality-based theories and practices of the neoliberal thought that is the owner of the globalization process (Cinar, 2009: 16).
Abstract The current study investigated whether monolingual adult speakers of Turkish and bilingual adult speakers of Arabic and Turkish significantly differ regarding their spoken productions in Turkish. Accordingly, two groups of undergraduate students studying Turkish Language and Literature at a state university in Turkey were presented two videos on a computer screen, and asked to narrate each film in Turkish as completely as possible, which was videotaped by the researchers. Subsequently, two sets of corpora were compiled from the video transcriptions and analysed through a computer programme. The findings showed that the bilingual group does not significantly differ from the monolingual group in their choice of word order and voice, and that they overused the present progressive tense, and conversational fillers while narrating video-films as opposed to the monolingual group. It might be concluded that both languages are active in their mind, and that their lexical access to their L1 is slightly stronger than that to their L2. The study concludes with a few suggestions for further directions.
In the Turkish body of literature, it can be seen that there are related scale instruments limited in number, such as Number Sense Test about Decimal Numbers (NSTDN) developed by Sengul & Gulbagcı (2012) adapted for fifth-grade primary school students to directly assess the number sense skills in children during early childhood; Assessing Number Sense Instrument developed by Wakefield & Ivrendi (2008) (as cited in Ivrendi, 2011); and Number Sense Screener adopted by Inal Kızıltepe (2018) for Turkish children aged 60-71 months. In this context, measuring number sense skills with valid and reliable instruments is thought to be beneficial to assess and support the number sense skills of children in the early period, and increase the predictability of children‟s mathematical successes beginning from the early period. Therefore, the purpose of this study is to introduce a scale instrument that can enable longitudinal studies to be performed to the body of literature by adopting Inal Kızıltepe‟s (2018) version of Number Sense Screener for Turkish children aged 72-83 months and performing a validity and reliability examination on it.
As a result, it is shown that the physical and physiological characteristics, the height, body weight, BMI, reaction speed, agility and body fat ratio values of the Olympic Champion Turkish Deaf Men’s National Handball Team is parallel to other handball players in the literature. But the flexibility and jumping values were found to be lower than other hearing-impaired athletes and handball players. In particular, grip strength values are higher than other hearing-impaired athletes, and parallel to the values of handball players.
Table.1 shows the expected sign of the coefficients and the reasons considering the trade literature and the case of Turkish economy. Table.2 presents the estimated models and Table.3 lists the description of the variables. It is expected that Turkish emigrants stimulate Turkish trade by demanding home country products and/or participate in international networks to enhance Turkish trade with Europe. In other terms, Turkish emigrants affect Turkish exports through home biased effect channel as well as they affect Turkish exports and imports through the network effect channels. It is assumed that per capita real GDP reflects the wealth of countries and a positive relationship is expected between per capita real GDP and trade. The coefficient on per capita real GDP measures the income elasticity of trade, exports and imports. It is assumed that real exchange rate has a negative relationship with exports, but positive relation with imports since an increase in LRER reflects the appreciation of the Turkish Lira.
Piano lessons, which are among the music field information courses in professional music education programs, are defined by The Council of Higher Education (YÖK) as piano education and teaching which constitute the basis of the music teaching program, embraces technical exercises and etudes, compositions from Turkish and other composers around the world, educational music samples, and comprises piano literature and teaching and learning techniques for school music (YÖK, 2007, p. 181-202). The phrase “piano education and teaching constitute the basis of the music teaching program” in the course of the music education program indicates that the piano is an effective instrument in fulfilling the aims of music education.
Based on these references, it can be concluded that concerning the relation between literature, child book, character/protagonist and education, one of the most important properties that child book protagonists should have is “that the protagonist provides opportunity to the child to identify with him” (Sever, 1995). As is widely known, characters in children’s books are always either negative or positive references for children (Mardi, 2006) Taking this fact into consideration, taking after a character in a positive sense will help the child to improve his behavior. In addition, the child will not only ameliorate his behavior but also see the relevant character as a friend and thereby start to understand the society and people thanks to this imaginative hero (Erdem, 2011), and have self-confidence (Zivtçi, 2006). Moreover, the child who makes imaginative friend with the protagonist of the story he reads will have the opportunity to develop his personality by analogy with the features of the protagonist and have an insight into what kind of problems he would encounter and how to behave in the presence of such problems thanks to that protagonist (Kırıtoğlu Özdil, 2011).
Abstract The aim of the present study is to determine the influence of student-centered methods employed in Turkish language instruction on the academic success of students through meta-analysis. To this end, a literature review was conducted on the relevant studies conducted between 2000 and 2016 in order to determine the studies were suitable for the meta-analysis. The review revealed that there are 96 studies available on student-centered methods based on multiple intelligences, creative drama, collaboration and games. 22 studies, which qualified for the meta-analysis, were selected and analyses were conducted as necessary. Effect size calculations of the determined methods were made individually. Calculations of the addressed studies were made in accordance with random effects model due to the heterogeneity of effect size calculated in accordance with the fixed effects model. Comprehensive Meta-Analysis CMA software was used for the calculations. This study was deemed necessary due to the unavailability of a study addressed at the methods employed in Turkish language instruction in the literature. As a result of the study, it was determined that student-centered learning methods have an overall positive and high level effect on the academic success of students. The results of the studies combined with meta-analysis suggest that use of student-centered methods in Turkish language instruction is effective on the academic success of students.
The study focuses on the teaching of foreign culture (mostly English) to young learners in Turkey. After reviewing the relevant literature, the study investigates how Turkish children can be introduced to foreign culture in and out of the class and can be made to learn it at home (by their parents, siblings and etc.), in certain social occasions (e.g. birthday parties, other celebrations), through media and technology (e.g., television, computer, computer games etc.), in social and educational institutions such as kindergartens (through friends and teachers, and by using the teaching-learning materials) and schools (through their teacher and class-mates, through the teaching material, etc.).The research is both qualitative and quantitative in nature. The participants of the study consisted of young learners. A questionnaire designed by the researchers was used for collecting the study data, which was subsequently analysed. The analysis helped in identifying possible ways of teaching foreign culture to young learners is discussed by the help of clear and efficient examples and explanations. The study presents and discusses real life situations and applications. Since culture teaching is a field in its infancy, the findings of the study should benefit researchers and teachers alike, while paving the way for additional future research.