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After the collapse of the Soviet Union, independent Turkic Republics emerged and teaching Turkey Turkish to Turkic origins became more widespread naturally. Starting to teach Turkey Turkish to Turkic origins, it is determined that teaching Turkey Turkish to foreigners and Turkic origins necessitate different teaching methods. The fact that Turkish dialects spoken by Turkic origins and Turkey Turkish belong to the same linguistic family and they have common vocabulary and etc. are the indications that a different path must be followed in teaching Turkey Turkish to Turkic origins. During the Soviet Union period, a number of studies were carried out in order to get Russian to the forefront and the Turkish dialects to take place on the second plan. Language politics have been realized. As a result, it appears that Russian influenced Turkish dialects. Especially, some expressions in Russian have the effect on Turkish dialects. One of the Turkish dialects influenced by the Russian is Kazakh Turkish. Because of the language policy implemented during Soviet Union, the traces of Russian are seen and certain mistakes are made in the learning process of Turkey Turkish by Kazakh Turks. In this study, the mistakes made by Kazakh Turkish with the influence of Russian language in learning Turkey Turkish have been identified. The mistakes made are given in titles and the correct usage patterns are shown. [ABSTRACT FROM AUTHOR]

The purpose of this study is to evaluate the station technique on primary school students' creative writing ability and its attitudinal effects on Turkish lessons. For his purpose "Pre-test Post-Test research design with Control Group" has been designed. The Station technique was used in the experimental group whereas the traditional method was applied in the control group. The research sample consisted 47 students primary school at the 6th grade in Erzurum providence. The research data collected with "Writing Expression Evaluation Form" developed by researchers and "Attitude Scale for Turkish Lesson" developed by MEB (EARGED). The research data were analyzed with SPSS version 11.5 program with U and Z tests. At the end of study , it has been found that the station technique is more effective than the traditional teaching method on creative writing ability and its attitudinal effects on Turkish lesson. [ABSTRACT FROM AUTHOR]

Today, in addition to traditional literacy, the kinds of literacy come into existence in the form of visual literacy, media literacy, information literacy and e-literacy. Within this frame, Turkish lessons; that aim to let students acquire the ability of understanding and explaining, should be equipped with the texts and activities which can cover the new kinds of literacy's. From this point of view, visual literacy, media literacy, information literacy and e-literacy kinds are the subject matter of this study evaluated in connection with primary Turkish classes. [ABSTRACT FROM AUTHOR]

The Turkish language teachers are supposed to advice their students about the books they can read outside the school. However these books must appeal to the students in terms of content and the readability with respect to the length of sentences and the level. This study is related to the examination of ten books selected from 100 fundamental books recommended by the Ministry of Education to primary school students as regard to the lengths of the words and sentences in other words their readability. The level of readability of each text was analyzed using the readability formula developed by Ateşman (1997) for Turkish based on the lengths of the words and the sentences to determine the readability of the books. The results were given as means for each book. The results obtained for the selected boos revealed that there were significant differences between them as regards to the length of the sentences ranging from 6.07 to 18.40 words. The result indicated that the books varied as difficult, fairly difficult and easy in terms of readability. [ABSTRACT FROM AUTHOR]

This survey dealt with Tukish teachers' evaluation of the illustrations (pictures, photos, and cartoons) in Turkish textbooks of grades 6, 7, and 8 by prepared the Ministry of National Education. A total of 102 Turkish language teachers working in 40 K-8 schools in Erzurum city center were randomly selected. The questionnaire containing 13 items developed by specialists were distributed to the Turkish language teachers. Each item consisted of 5 responses: agree, partially agree, undecided, disagree; totally disagree. In other words a simple Likert scale was used in the questionnaire. The rate of frequency and percentage means has been used in evaluating the teachers' opinions. As a result, illustrations in Turkish textbooks for grade 6, 7, and 8 are found to be in fine level by teacher. [ABSTRACT FROM AUTHOR]

Giving meaning to a written text is called as the reading process. There are factors which effect reading during the reading process. They can be listed as; "the reader", "the environment" and "the text". Among these factors "the text" has a distinctive feature. In this study, the effects of writing style upon the comprehension of reading have been investigated. An experimental procedure has been followed during the study. The results showed that the success in the process of reading comprehension decreases when different writing styles have been used. [ABSTRACT FROM AUTHOR]

In our country, it has been progressively emerged some changes in Turkish language teaching as mother tongue teaching in primary and higher education. It has been also observed not only positive developments but also negative effects as a result of these changes known as constructivist approach in primary education and restructuring in higher education. These changes have made it necessary to configure the structure as appropriate in modern requirements and to review the situation in Turkish teaching profession and Turkish education departments. In our study, the problems and solutions occurring as a result of the changes in primary school Turkish lessons and Turkish education departments have been focused on. Besides it has been dwelled on the possible explanations of the the reasons of restructuring necessary accordance with present condition in the Turkish education departments. [ABSTRACT FROM AUTHOR]

Turkish children living abroad have been taken Turkish language and Turkish culture lessons for developing mother tongue awareness. These lessons have been pursued as part of Turkish Langaugae and Turkish Culture Teaching Programs for Children Living Abroad. If the foreign language teaching methodologies and technics have been used in these programs it is assumed that -teaching mother tongue to individuals' would be profitable for children living abroad. The countries as part of The Council of Europe have pursued parallel programs with CEF. In accordance with, if the programs for teaching Turkish to Turkish children living abroad are parallell to framework, it will be provide a lot of advantages to language learners. In this study, the program has been evaluated in accordance with CEF and their crossing and contrasting points have been identified. [ABSTRACT FROM AUTHOR]

In this research, according to analytic rubric principle, narrative texts which were written by 623 students who are studying in sixth and seventh classes were analyzed and evaluated. At the time of this evaluation, texts were evaluated in terms of external structure, language and voice, organization. In texts, as external structure; forms and conventions (spelling and punctuation), as language and voice; words, sentences, paragraphs, voice and as organization; title, starting, developing and ending were evaluated to ascertain. How these traits are used by students. These traits must be included and evaluated, according to rules of text linguistics and composition learning. In that research, a narration was expected from the students. These narrations must be lived in writer's life. During the evaluation of texts, analytic rubric was used to analyze texts which were written by students. According to the research results, female students were more successful than male students in both sixth and seventh classes. Besides, according to success average, sixth class students were more successful than seventh class students in terms of using sentence, developing and ending structures. However, according to assessment average of texts which were written by seventh class students who were more successful then sixth class students in terms of form, convention, word paragraph and starting traits. Voice traits of both class students are equal to each other. During the research, it showed that students have some important problems on text writing especially about spelling and punctuation rules. It was obtained that these problems are putting blanks in and out of text area, writing with adjacent handwriting, making sentences, forming paragraphs, flying off at tangent, not having detail, ambiguous and missing explanation about time, person, place, event component in starting part and not completing the story as a whole. According to results of research get suggestions. [ABSTRACT FROM AUTHOR]

In this study, the primary school fifth grade students' level of understanding proverbs and idioms were studied. Proverbs and idioms are stereotype phrases group or sentences which are used in metaphoric expressions. They are authentic in character. To be competent in a language, proverbs and idioms should be used proverbs accordingly. Proverbs and idioms gain vitality, elegance and charm in writing. After the fifth grade, students are expected to understand metaphoric proverbs and idioms accurately. Turkish language has its own qualitative features in terms of proverbs and idiom. Teaching proverbs and idioms in a language' can be regarded as the unmechanic part of the culture. Through a language, proverbs and idioms make a cultural transmission, too. In this case, in order to preserve our national culture, proverbs and idioms are to be taught to the students accurately, which is very important. It is necessary for the primary school fifth grade students' to be competent in their native language proficiencies in four language skills in all events to be able to use in place of proverbs, idioms and must be able to detect. For checking the level of understanding of proverbs and idioms of the students a test was administer on a group of students. When the results are evaluated, some recommendations are made for the betterment of learning proverbs and idioms at the primary school students in reading, listening, speaking writing. [ABSTRACT FROM AUTHOR]