Turkish Language and Literature

Top PDF Turkish Language and Literature:

Teaching Turkish Language and Literature: What Teachers Think?

Teaching Turkish Language and Literature: What Teachers Think?

While it is known that assessment studies that are carried out by individuals, who work in practicing programs, are more effective than the ones that are carried out by other various institutions (Fitzpatrick et al., [22]), it is pointed out that qualified approaches, questions directed to students, teachers and other shareholders are important in effective program assessment studies (Burke-Sinclair, [8]). In the meantime, it can be expected mostly from teachers to observe students' differences and cultural changes in program assessment studies carried out for education activities (Pritchard and Marshall, [61]). In this regard, it can be expected from empiric designs that are used by teachers as a leader, to provide important feedback for renewed programs (Stufflebeam [75]; Erden, [23]; Sandholtz, [63], Ringstaff and Dwyer, 1997, p. 51; Schneider, Brief and Guzzo, [64]). The difficulties encountered in transferring acquisitions that the program foresees in courses are noticed by field teachers firstly and they tried to establish solutions directed towards the program. Continuation of Turkish language and literature teaching within system integrity is in direct proportion to how the effective services associated with teaching are offered. Group studies are organized under 16 articles in Ministry of Education regions and education commission instructions and they are necessitated to make it possible to discuss the thoughts about program and its operation in teaching studies. Teacher commission meetings are among important activities that make it possible to make common decisions in order to strengthen relation among Turkish language and literature teachers and to catch the success in education studies. For this purpose, program assessment studies are conducted through feedback chain about program in a vertical mobility. These assessment studies are discussed by school literature teachers in school meetings and discussed in district course meetings via school course president and in province course meetings via district
Show more

11 Read more

Analysis of Prospective Turkish Language and Literature Teachers' Self efficacy Perceptions on Critical Reading

Analysis of Prospective Turkish Language and Literature Teachers' Self efficacy Perceptions on Critical Reading

In order to determine critical reading self-efficacy perceptions of university students “Critical Reading Self-efficacy Perception Scale” developed by Karadeniz [13] was employed. It is a five-Likert type scale containing 33 items. In the scale 25 items are positive and 8 items are negative. Negative items were inversely scored. Within the context of research, to the end of identifying demographic features of prospective teachers, a personal-information form was attached to the measurement tool. Options in the scale were listed as “I completely disagree”, “I disagree”, “I am undecided”, “I agree” and “I completely agree”. Students were asked to select the option that best reflected their feelings and thoughts. The scale was responded by 150 prospective teachers studying at Turkish language and literature teaching departments of two majör city universities. In line with the five-Likert type scale utilized as data collection tool to interpret collected scores, the ranges were set by dividing range number by the number of options (4/5=0,80) [12]. Accordingly, in the detection of levels of scale items, score ranges were graded such: I completely disagree 1.00 – 1.80, I disagree 1.81 – 2.60, I am undecided 2.61 – 3.40, I agree 3.41 – 4.20, I completely agree 4.21 – 5.00). In data analysis SPSS program was harnessed; for the descriptive statistics constant variables mean scores ± standard deviation and standard error were provided in a table format. For categorical variables data were summed as number and percentage. Kolmogrov Smirnov test was used to see if or not numeric variables performed a normal distribution. In the event that normal distribution was detected in the comparisons of two
Show more

9 Read more

A Study of Student Perceptions Related to Friendship Value in Turkish Language and Literature Course Program with Metaphors

A Study of Student Perceptions Related to Friendship Value in Turkish Language and Literature Course Program with Metaphors

Ministry of National Education has also inserted values targeted to be gained by the individuals into elementary and secondary educations’ curriculums and it was aimed to convey these values to new generations with the help of these courses and units [36]. In this context, it is emphasized in Turkish Language and Literature Course Teaching Program aiming at letting students to comprehend the national, spiritual, moral, cultural and universal values [60] that, with the help of works of Turkish literature, education system is not particularly a structure that puts academic success in the first place by giving some pre-determined knowledge, skills and behaviour and that the main aim of education system is to raise individuals who adopted the foundations of values and to be able to affect their habits and behaviour [60].
Show more

9 Read more

Anadolu University, Open Education Faculty, Turkish Language and Literature Department Graduated Students’ Views towards Pedagogical Formation Training Certificate, Special Teaching Methods Courses and Turkish Language and Literature Education from: Sampl

Anadolu University, Open Education Faculty, Turkish Language and Literature Department Graduated Students’ Views towards Pedagogical Formation Training Certificate, Special Teaching Methods Courses and Turkish Language and Literature Education from: Sampl

The aim of this study is to find out Anadolu University Open Education Faculty Turkish Language and Literature graduated students’ views towards Pedagogical Formation Training certificate and their opinions about special teaching methods. This study has been done in one of the universities of East Karadeniz in Turkey in which the 20 Turkish Language and Literature graduated students participated in Pedagogical Formation training certificated program. The data are collected from teachers’ candidate (prospective teachers) of Turkish Language and Literature who joined special teaching methods in Pedagogical Formation training program, as a result interviewing sessions had been held. During the interview, the approvals of participants have been taken into the consideration. The data collected from interviews has been analyzed according to content analysis method with emphasizing on accurate translation as possible. After approving its reliability by participants, audio recordings were shattered. The data which was collected with interviews was analyzed by content analysis method. At the end of study the teachers express that their participation in pedagogical training program and taking part in special teaching methods course helped them to overcome their deficiencies. So, especially in Turkish Language and Literature teaching they experienced difficulties in practice with the intense use of theoretical knowledge in textbooks, and are not able to develop written and oral expression skills in test-driven examination system. Accordingly at the end of Pedagogical Formation Education program it represented the efficiency of teaching methods and techniques, effective and efficient learning. So this paper signifies the practice opportunity which participants have experienced during the program and in this regard the recommendations have been suggested to the possible problems.
Show more

17 Read more

Examination of the Problems of the Department of Turkish Language and Literature Students Receiving Pedagogical Formation Training

Examination of the Problems of the Department of Turkish Language and Literature Students Receiving Pedagogical Formation Training

According to the 2023 Turkey’s Education Vision announced on 23 October 2018, after the current pedagogical formation training is terminated, an expertise program on the teaching profession will be introduced at the easily accessible graduate level (http://2023vizyonu.meb.gov.tr/doc/2023_VIZYON _ENG.pdf). In spite of the fact that six months have passed since the announcement, there has been no new information about the system, and the trainings carried out by universities continue at full speed. The literature review reveals some studies about teaching profession-related attitudes of the students who receive PFT (Bozkirli and Er, 2011; Kartal and Afacan, 2012; Ozkan, 2012; Sengul Bircan, 2019), student opinions on the quality of the pedagogical formation program (Taneri, 2016), self-efficacy of teacher candidates related to the profession of teaching (Cocuk, Yokus and Tanriseven, 2015; Kanadli ve Karakus, 2016), motivations of teacher candidates toward the PFT (Altinkurt, Yilmaz ve Erol, 2014; Yildirim, Alpaslan ve Ulubey, 2019), and the problem of training teachers and PFT in Turkey. There is no study on the uncertainties experienced by teacher candidates during and after the learning process. The curent study, aimed to determine the problems experienced by the students in the Department of Turkish Language and Literature (reffered as “DTLL” hereafter) in the process of pedagogical formation education, based on the uncertainties. For this purpose, answers to the following questions were sought:
Show more

9 Read more

The Evaluation of World Literature Courses in Turkish Language Teaching Departments Based on Conceptual Field

The Evaluation of World Literature Courses in Turkish Language Teaching Departments Based on Conceptual Field

In this study, World Literature course that are given in Turkish Language Teaching Departments of the universities in Turkey have been evaluated within the scope of "World Literature" that was used by Goethe in the 1820s and developed afterwards. With the purpose of conducting this evaluation, course contents of World Literature of Turkish Language Education Departments in Turkey and European Credit Transfer System forms have been obtained, and these contents have been examined within the context of the conceptual field that is pointed out by the definition. In this study where document analysis was used among the qualitative research methods, the data have been evaluated under the headings of "learning outcomes" and "course flow chart" based on multiculturalism, multidiscipline and multitime which are the key words of world literature. The first remarkable point is tackling the topic of Turkish literature as a world literature sub-unit that is independent from East and West. Considering the axis of the study, it is observed that the Turkish language teaching programs focus on the relationship between written work and writer within the scope of multiculturalism in world literature teaching course. These written works exceed beyond the culture elements they belong to, and they are worldwide famous and generally novels.
Show more

9 Read more

A Study on the Aesthetic Value of Texts in Turkish Language Textbooks

A Study on the Aesthetic Value of Texts in Turkish Language Textbooks

One of the main objectives of education is to enable the individual to obtain an aesthetic perspective by using language. It is through such classes as Turkish Language and Literature that students not only explore skill-based aspects of Turkish language but also get acquainted with its artistic properties. Therefore, the texts used in these classes should provide students with aesthetic taste and opportunity to sense the artistic aspects of the language. In this study, aesthetic properties of the texts in Turkish textbooks at secondary school were evaluated. The study examines whether and to what extent these texts are effective in developing students‟ aesthetic tastes. One poem and one narrative from a textbook at each grade were randomly chosen and evaluated in accordance with the criteria of aesthetic pleasure. It is concluded that the texts in secondary school textbooks are insufficient in providing students with aesthetic values; several suggestions were made in order to develop students‟ aesthetic pleasures.
Show more

10 Read more

Analysis of problems encountered by instructors teaching Turkish as a foreign language to Syrian children and their opinions on their participation in the certification program for teaching Turkish as a foreign language

Analysis of problems encountered by instructors teaching Turkish as a foreign language to Syrian children and their opinions on their participation in the certification program for teaching Turkish as a foreign language

The participants are the Turkish instructors serving in the city of Adana and Mersin for the project PICTES. The study follows a purposive sampling, which allows for the selection of items in such manner that they are rich in information and the detailed analysis of these items. Purposive sampling is used to study one or more cases that meet certain criteria or have some characteristics (Büyüköztürk et al., 2014). The criterion of this study is the Turkish Instructors serving within the framework of the project PICTES. The number of participants was limited according to the point of data saturation. Researchers with a sample of a certain size reach a point that they sample the same data. This point is defined as “data saturation” in data sampling. According to Glaser and Strauss a researcher, reaching to the point of data saturation, where the findings regarding the research problem are explicit enough, may realize that new data will not lead to more information or opinion (1967, cited in Yıldırım & Şimşek, 2013). A total of 25 people participated in the study (68.00% is female; average age is 𝑋̅=26; 32.00% is male; average age is participants=28.38). Of the participants, 21 are classroom teachers; 3 are Turkish teachers and the subject matter of one of them is Turkish language and literature. In the study, the participants are identified as I 1 , I 2 , I 3 . Table 2 shows the distribution of the participants in terms of gender and subject
Show more

28 Read more

Acoustic and Linguistic Properties of Turkish Whistle Language

Acoustic and Linguistic Properties of Turkish Whistle Language

This paper presents the acoustic and linguistic properties of Turkish Whistle Language. Whistle Language is a natural communication method usually used for far-distance interaction in some regions in the world. In a whistled speech, auditory features of spoken languages are transposed. Therefore, whistle lan- guages carry some properties of vocal speech with its own vocabulary, gram- mar, phonology and prosodic features. There are a few places in the world using this whistled communication style and Kuskoy region in Turkey is one of them. Although there are some researches on Turkish Whistle Language, unfortunately there have been a limited number of scientific publications in the literature. On the other hand, the research results present very stunning results such as people can still continue articulating some words while whis- tling and there is a high understandability rate while communicating. There- fore, it is described as an incomplete form of Turkish Language. The research results also indicate that Turkish Whistle Language is a non-tonal language transposing formants and therefore it can be used to evaluate the formant changes in the transform of a language. These research results indicate many other valuable properties of Turkish whistle language. But, unfortunately there has not been a collective study combining all these properties. Besides, there are still unclear and conflicted points in the literature as can be implied in this paper. This study aims to bring together the research results to under- line the distinct features of Turkish Whistle Language and to motivate re- searchers to go forward on this subject. The paper is mainly focused on acous- tic and phonetic properties of Turkish Whistle Language. Historical or cultur- al based details are out of the scope of this study.
Show more

9 Read more

Examination of Listening Anxiety of Turkish Language Teacher Candidates

Examination of Listening Anxiety of Turkish Language Teacher Candidates

In the study, firstly the anxiety levels of the Turkish language teacher candidates were determined. According to the obtained data, it has been revealed that Turkish language teacher candidates experience not a high level but a certain level of listening anxiety. It was seen that the average listening anxiety score of Turkish language teacher candidates was 45,35. Considering that the highest score of listening anxiety can be maximum 88, it was seen that Turkish language teacher candidates experience a listening anxiety. This result of the study is consistent with the relevant literature. According to Maden and Durukan (2016), Turkish language teacher candidates have an average level of listening anxiety as well. This may be stemming from teacher candidates having different listening styles. According to Maden and Durukan (2011), the difference in listening styles leads to extreme differences in people in the context of listening ability. On the other hand, listening anxiety of Turkish language teacher candidates may be due to their individual or learning environment deficiencies and problems. Likewise, Çiftçi (2006) states that there are a number of factors such as physical, physiological, psychological that affect listening. Aşılıoğlu (2009) and Emiroğlu (2013) have noted that Turkish language teacher candidates experience problems stemming from themselves and the instructors. Since the problems experienced will prevent an effective listening, Turkish language teacher candidates' listening anxiety may be increased.
Show more

6 Read more

Teaching case suffixes with the aid of the usage of Turkish folk literature in teaching Turkish to the foreign students

Teaching case suffixes with the aid of the usage of Turkish folk literature in teaching Turkish to the foreign students

The positioning of Ottoman Empire among the most powerful nations has increased the interest toward Turkish language. Therefore, countries that were willing to have warmer relations with the Ottomans had opened schools to prepare people who could speak Turkish. Related to this topic, Agildere says; „The relationships of the turks with other countries have increased during the time of Ottoman Empire. Countries that had an interest in collaborating with the Ottomans in business, politics or military issues had been keen in learning Turkish (Ağıldere, 2010: 694).
Show more

15 Read more

Language difficulties that international postgraduate students experience during their education with the medium of Turkish language

Language difficulties that international postgraduate students experience during their education with the medium of Turkish language

Table 4 above shows that students felt that they cannot understand the subject knowledge in different courses they get in Turkish as the language of instruction. Particularly when they attend the lectures, they find it difficult to understand the lecturers in that they touch upon the important aspects of the content knowledge. As a result, they might miss some of the important points being explained by the lecturers. One of the students added this way: “The main content is related to the knowledge and the new scientific findings that we have to get from our instructors” and added “if we cannot understand the lecturers how we can understand the content knowledge the lecturers are trying to teach us about and as a result we cannot improve our content knowledge”. Another student also found it difficult to understand teachers in the class, but when it came to developing his content knowledge from the course literature he could study similar materials in English. He explained that “the literature is not the problem because at times you find 70 75% of the subject that you are doing… I will simply read it in English and I will understand what they were saying, what they needed”.
Show more

17 Read more

8695 (AS only) Cambridge International AS and A Level. English Language Literature in English Language and Literature in English

8695 (AS only) Cambridge International AS and A Level. English Language Literature in English Language and Literature in English

candidates have the opportunity to produce their own imaginative writing, as well as producing writing for a given audience. In Paper 9 Poetry, Prose and Drama, candidates answer two questions, each on a different text. Candidates are required to study two texts, from a range of poems, prose and drama, with options from the canon of English Literature and modern texts in English. Close study of all the texts chosen is needed in preparation for a choice of essay and passage-based questions.

64 Read more

The power of language tests In Turkish context: A critical study

The power of language tests In Turkish context: A critical study

What Shohamy argues above is particularly relevant in the case of Turkey where, as in many other countries, English is considered to be a vehicle for educational and occupational mobility. However, despite the high value attached to English and all the investments and efforts, there is widespread discontentment with the proficiency level of students. Therefore, authorities are in a constant search of ways to develop projects to teach English more effectively such as reforming English language curriculum and hiring native speakers of English to work with Turkish EFL teachers. In Turkish context, one such attempt is the introduction of the FKT for teacher candidates of English since this is the easiest and quickest way for policy makers to demonstrate action and authority. However, for a test to exert the intended effect it has to adopt test methods that also result in good learning exercises and applicable classroom practices (Pearson, 1988). Unfortunately, this is not the case in Turkey.
Show more

21 Read more

The Use of Complaints in the Inter Language of Turkish EFL Learners

The Use of Complaints in the Inter Language of Turkish EFL Learners

The analysis of the Turkish data yielded a complaint speech act set which includes the components ‘justification’, ‘candidate solution: request and/or demand’, ‘complaint’, and ‘explanation of purpose’. Unlike what Murphy and Neu (1996) found in the native English data set, the analysis of our data revealed that a certain number of speakers produced ‘criticism’ along with ‘complaint’, a separate speech act. Also, the type of candidate solution seemed to differ in that Turkish speakers came up with both a request and a demand. One of the sentences uttered by the students to request a solution is:
Show more

18 Read more

Kemalism as a language for Turkish politics: cultivation, reproduction, negotiation

Kemalism as a language for Turkish politics: cultivation, reproduction, negotiation

Kemalism as a Language for Turkish Politics Cultivation, Reproduction, Negotiation Agapi Leda Glyptis London School of Economics and Political Science, University of London Thesis submitted for examin[.]

289 Read more

Certain Basic Concepts of Teaching Turkish as a Foreign Language

Certain Basic Concepts of Teaching Turkish as a Foreign Language

The concept of language acquisition was mostly tackled within the concept of mother tongue. However, nowadays it has become a concept field that is tackled independently, and studies are conducted about this subject. The concept of language acquisition has also been included in the literature within the scope of foreign language acquisition as well as the scope of mother tongue acquisition. Language acquisition means the individual's acquiring the language rules, vocal properties and words spontaneously since birth. Language acquisition starts in a natural process spontaneously. It takes place with the vicinity of language that is closely contacted by the individual. Language acquisition is completed to a great extent until the school age period. After school age, it still continues relatively on a low level but systematically. Foreign language acquisition emerges when people acquire any other language as well as the native language.
Show more

12 Read more

Use of Vocabulary Learning Strategies in Turkish as a Foreign Language Context

Use of Vocabulary Learning Strategies in Turkish as a Foreign Language Context

Since the 15th century, when the Turkish language initiated its adventure as a taught foreign language, we have come a long way. In a parallel way, with the increasing demand of Turkish as a Foreign Language (TFL), Turkish language pedagogy has been continuing to improve adjusting to the new trends in language teaching in the world. The ultimate aim of learning a language is that effective communication cannot be actualised without knowledge of substantial vocabulary. Vocabulary learning and teaching, from a ‘grammaticalized lexis (Lewis, 1993)’ perspective, forms a crucial part of foreign language development, and thus, Vocabulary Learning Strategies (VLS) - rooted in cognitive and psycholinguistic research paradigms - are of utmost importance (Lewis, 1993; Nyikos and Fan, 2007). With all these in mind, this study aims to investigate the vocabulary learning strategies employed by 155 international students studying Turkish preparatory year programme at the Turkish Language Learning Centre (TÖMER) of a state university in Turkey. Descriptive results reveal that lower proficiency groups (A1 and A2) employ VLS strategies more than B2 level group does. Memory, Affective and Social Strategies are found to be the most frequently used strategies. One-way ANOVA results reveal that there is a statistically significant difference among proficiency levels of the participants. With respect to gender, t-test results show a difference for one type of strategy employed. The results are discussed in terms of significance and association with previous research. In the end, suggestions and implications are given for stakeholders of learning and teaching TFL.
Show more

12 Read more

Using Films in Vocabulary Teaching of Turkish as a Foreign Language

Using Films in Vocabulary Teaching of Turkish as a Foreign Language

Research has shown that the use of film in foreign language teaching is also influential in the development of vocabulary, as well as the fact that students are in other language skills. For example, in the study of Ellsworth (1992), it has been found that students who are particularly concerned about the use of subtitled videos communicate more comfortably on the target audience and develop vocabulary. In the study by Chai, Judy and Erlam, Rosemary (2008), the participants were divided into two groups, one group subtitled film was watched while the other group film was not watched. As a result of the study, it was determined that more words and phrases were known than the other group that did not follow the group watching the movie. In Sydorenko (2010)'s research, it has also been revealed that students can better understand the written and verbal forms of the target language by watching the subtitles.
Show more

9 Read more

How Do Non-Turkish Students Whose Native Language is Urdu and the Second Language is English Transfer Their L1 and L2 to Their L3 (Turkish)?

How Do Non-Turkish Students Whose Native Language is Urdu and the Second Language is English Transfer Their L1 and L2 to Their L3 (Turkish)?

Grammar Structure of Urdu, English, and Turkish in terms of Word Order We also wanted to conduct error analyses that learners make (consciously or unconsciously) while they are producing a sentence with past simple and past continuous. We hoped to explore the structure that learners transfer from their L1 and L2 in order to which has a great impact on L3 learning in terms of word order and lexical acquisition. Table 1 shows the samples of students' sentences except for L2 which is English. English sentences are just written to indicate the sequences of word order in each language. Most of the students did not encounter problems while practicing writing since the word order of L1 (Urdu) and L2 (Turkish) are similar. As it can be clearly seen from the table, there are also students who borrowed words from their native language (Urdu). It can be said that participants benefited from the lexical proximity of two languages (See, Tarbooz-Karpuz and Kitaab-khaana, Kütüphane).
Show more

13 Read more

Show all 10000 documents...