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This evaluation discusses Miha Kovac's work titled "Reading is Breathing," emphasizing the importance of reading habits in the digital age. Kovac supports the effects of reading habits on individuals and society with scientific data, advocating for a balanced use of traditional and digital reading methods. The book highlights the positive effects of reading on language development, cognitive processes, and the ability to empathize, reminding readers of the value of maintaining a reading habit. Additionally, the work provides resources on reading strategies and the history of reading, creating a starting point for those who do not enjoy reading. [Extracted from the article]

Copyright of Journal of Kirkuk University Humanity Studies is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The course on Second Language Acquisition (SLA), which is a component of language teacher education programs, includes consciousness-raising and experiential activities that prepare pre-service teachers for the profession. Pre-service English teachers need to have a well-grounded understanding of how SLA relates to language teaching to comprehend how SLA theories contribute to their language teaching processes. To address this need, this study examined the effects of an SLA course on pre-service teachers’ conceptual changes and beliefs regarding language pedagogy. To identify the extent of their conceptual changes and awareness, a language-learning autobiography project was used to decode multifaceted processes and elements of their first and second language acquisition. Pre-service teachers were asked to describe their language acquisition processes before taking the SLA course and then to revise their autobiographies in line with the theories and concepts covered in the SLA course. Content analysis was used to compare the two versions gathered from 54 pre-service teachers, and emerging themes and concepts in both forms were identified. The overall findings indicate that their initial versions are limited to basic linguistic descriptions, whereas they have gained a rich repertoire of grounds and connections and an understanding of the relevance of SLA to language pedagogy. Relatedly, instructional implications were suggested to facilitate their professional stance and understanding of the relationship between SLA and language pedagogy.

Copyright of International Journal of Textbooks & Educational Materials / Uluslararası Ders Kitapları ve Eğitim Materyalleri Dergisi (IJOTEM) is the property of Bilgicagi Egitim Danismanlik ve Yayincilik Sanayi Ticaret Limited Sirketi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Migration, driven by various factors, often leads to individuals encountering numerous challenges. Children, who often migrate involuntarily, are a significant aspect of this process. Turkey receives immigrants from various countries annually, with migration movements from the Russian Federation being particularly noteworthy. This research investigated the issues faced by children who migrated from the Russian Federation to the Republic of Turkey with their families. These issues include discrimination, bullying, violent behaviors, adaptation problems, and ostracism. The research was conducted using qualitative methods, involving in-depth interviews with participating individuals. The findings were examined in three categories: pre-migration, during migration, and post-migration. The findings revealed that migrant children faced problems such as separation from some family members, inability to influence the decision to migrate, housing problems, and longing for elements and individuals in the abandoned region. Within the educational setting of the host country, problems such as inability to communicate with teachers and peers, instances of bullying at school, inability to comprehend lessons, and inability to enroll in school were observed. The findings also showed problems in different areas of life, such as difficulty in communicating with peers, experiencing physical and psychological violence from peers, inability to express oneself in the face of violence, difficulty in learning Turkish, taking on adult roles in the language acquisition process, experiencing exclusion and discrimination, experiencing health problems more frequently, hesitating to apply to health institutions, and unfulfilled expectations related to the migration process. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Ottoman Literature Studies / Divan Edebiyatı Araştırmaları Dergisi is the property of Journal of Ottoman Literature Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turcology Research is the property of Ataturk University Coordinatorship of Scientific Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Auditory perception refers to the ability to detection, discrimination, identification and comprehension sounds coming from the environment. Hearing loss can affect this important perception process, causing negative effects on language acquisition, communication skills and cognitive development. The importance of early diagnosis and intervention of hearing loss has been realized through newborn hearing screenings, and the importance of auditory perception evaluations has increased accordingly. An accurate and detailed evaluation is essential to develop a good auditory intervention plan. For this reason, it is of great importance to reliably evaluate the auditory perception skills of children with hearing loss. [ABSTRACT FROM AUTHOR]

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Religious Studies / Dini Araştırmalar is the property of Diyanet Isleri Baskanligi Yayinlari and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

M In teaching Turkish as a foreign language, it is aimed for learners to communicate effectively from the beginning of the teaching process. Learners can communicate with words, idioms, proverbs, and phrases that make up the vocabulary they have learned during the learning process. Learners can develop receptive and productive language skills to the extent that they increase their vocabulary. For this reason, textbooks, which are the most frequently and most used teaching materials in teaching Turkish as a foreign language, are the most important sources that guide vocabulary teaching process. In other words, textbooks are the most basic and decisive materials that decide the number of words, their suitability for the level and in which context they will be used. In this respect, the use of the right strategies, methods and techniques in the vocabulary teaching process is seen as an important factor in the realization of language development at the intended level in teaching Turkish as a foreign language. Because the right strategies, methods and techniques in teaching vocabulary directly contribute to the learner's learning, functional use, and internalization of words. It is important for the realization of learning goals that the vocabulary teaching methods to be used in teaching Turkish as a foreign language are diverse, effective, and functional, and that the learners are suitable for their learning styles, individual differences, and language learning levels. The realization of these features in the learning process also contributes to the learner's motivation to learn a language. The fact that the vocabulary teaching methods in the textbooks are monotonous, boring, and not suitable for the level poses a problem in reaching the objectives in vocabulary teaching. In this study, it is aimed to determine the vocabulary teaching methods applied in the A1, A2, B1, B2 and C1 level textbooks of Yedi İklim Turkish Teaching Set (YİTÖS), Istanbul Turkish Teaching Set for Foreigners (İTÖS) and Gazi University Turkish Teaching Set (GÜTÖS), which are the most widely used sources in teaching Turkish as a foreign language. Significant differences emerged in the numerical distribution of vocabulary teaching activities in the relevant textbooks, and it was determined that some methods/techniques were not used at all, while others varied proportionally according to the textbooks. [ABSTRACT FROM AUTHOR]

This article addresses some common language errors seen in the Arabic language today. Language is the most important means of communication through which people reach agreements and express desires and intentions. Just like in all languages, there is always a possibility of making various errors, whether minor or major, in the Arabic language. The aim of this study is to draw attention, with some examples, to the common mistakes observed in the usage of words, grammatical constructions, prepositions, word derivation, and inflections, which, despite being incorrect, are accepted and widely used due to the preference for colloquial Arabic over formal Arabic nowadays. Furthermore, while investigating the sources and reasons for these errors, the study also delves into the effects of incorrect practices and usages in areas strongly linked to language such as politics, media, and education, which contribute significantly to the development of the language, on the normalization of these errors. Consequently, the study provides examples from verses of the Quran, hadiths, and ancient Arabic poetry as well as some suggestions for correcting these errors in contemporary usage. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Research in Reading & Writing Instruction is the property of Research in Reading & Writing Instruction and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Itobiad: Journal of the Human & Social Science Researches / İnsan ve Toplum Bilimleri Araştırmaları Dergisi is the property of Itobiad: Journal of the Human & Social Science Researches and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The existence and self-realization of humans are possible due to language, language faculty, and listening acquisition. Anything animate or inanimate perceived in the external world such as an object, phenomenon, entity, etc. acquires a value due to its meaning (semantics). Due to the semantic and syntax structure of a language and its universal dimension, listening plays a key role in the acquisition of language and grammar rules. The present study aimed to discuss the significance of the acquisition of grammar rules in language and listening acquisition based on current literature. The present study data was based on a systematic literature review. In the study, studies on the relationships among language, language acquisition, listening and grammar were reviewed and the acquisition of grammar rules during language and listening acquisition was discussed. The study concluded that listening was effective in the acquisition of grammar rules.

This study uses the semiotic method to analyze Cahit Zarifoğlu’s (1974) multilayered story İns [Humans]. The story uses the cinematographic technique to form layers of meaning, symbols, and oppositions in an attempt to explain the depicted historical journey of humankind. The study uses the semiotic method to reveal the structure of the story through its basic oppositions, themes, and transformations. The narrative level of the story is analyzed first. Under this heading, the article explains the story’s segmentations, transformations, phases of the narrative schedule, and prototype of the actants. The study then analyzes the story’s discursive level, categorizing the roles of the narrative before providing detailed information about how the narrative uses symbolic references, with the tools of semiotics being used to analyze these usages. The study finishes by analyzing the logico-semantic level. This section states the logico-semantic level of the story to have been formed along the axes of hakîqat [truth] and ghiz [secret]. This axis was shaped by the opposites of meaning and lack of meaning and of being language deprived and not being language deprived. Resolutely, the article states the story to deal with the historical journey of humanity through the use of intense symbolic references, where the attempt has been made to express this process through human beings’ construction of meaning with regard to existence, ultimately along the axes of hakîqat and ghiz. The character İns attains understanding (i.e., wahdat [unity]) by acquiring the ability of language. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

ساعدُ مُعجمُ الطِّفل في تنمية الثَّروة اللَّفظيَّة لأبناء اللُّغة الأمّ، ويُؤدِّي دورًا مُهمًّا في عمليَّة اكتساب اللُّغة. ومع وجود هذا النَّوع من المعاجم في العديد من اللُّغات الإنسانيَّة، فإنَّ المكتبة العربيَّة تكاد تخلو من معاجم الطِّفل بمفهومها الدَّقيق؛ حيثُ تُصَنَّفُ المعاجمُ الموجودة على أنَّها مدرسيَّة أو مُيَسَّرة. ورغبةً في توجيه العناية إلى أهمِّيَّة هذا الـمُعجم والحاجة إليه، فإنَّ هذه الدِّراسة تسعى إلى بناء مُدوَّنةٍ لُغويَّة تكونُ موردًا لـمُعجم الطِّفل العربيّ. ويستمدُّ الباحثُ مادَّةَ الـمُدوَّنة من النُّصُوص العربيَّة الـمُوَجَّهة للطِّفل في مراحل الطُّفولة: الـمُبكِّرة، والـمُتوسِّطة، والـمُتأخِّرة؛ كما يستعينُ بأساليب التَّحليل الإحصائيّ وأدوات مُعالجة اللُّغات الطَّبيعيَّة في استخلاص البيانات الأساسيَّة. وتهدفُ الدِّراسةُ إلى: تقديم رُؤيةٍ منهجيَّة لبناء مُدوَّنةٍ لُغويَّة للطِّفل العربيّ؛ كما تهدفُ إلى اقتراح تصوُّر لتوزيع المعلومات الـمُعجميَّة في الـمُعجم المنشود. وقد توصَّلَت الدِّراسةُ إلى جُملةٍ من النَّتائج، منها: توفيرُ موردٍ لُغويٍّ جديد في اللُّغة العربيَّة، وتقديمُ منهجٍ لبناء هذا المورد وتطويره لغاية الصِّناعة الـمُعجميَّة، وإعداد ثلاثة نماذج مُعجميَّة تُناسبُ الفئات العُمريَّة للطِّفل العربيّ

Copyright of Turkbilig/Turkoloji Arastirmalari Dergisi is the property of Turkbilig/Turkoloji Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Music is a means of communication, cultural heritage that people share their common feelings since its existence in people's lives. With the influence of popular culture in Turkish society, different types of music have emerged from time to time. The features of Turkish Rap music such as having a fast rhythm being catchy and easy to memorize have made Turkish rap music popular among students. The aim of this study is to determine the adjectives used in 10 selected Turkish rap songs. For this, 10 Turkish rap songs with over 5 million streams on the platform named Youtube, which can serve as an example for students and serve the language skill acquisition of the Turkish Lesson Curriculum, were examined. Turkish rap songs, which were examined with a descriptive scanning model, were evaluated with a systematic analysis method. As a result of the research, it was determined that 189 adjectives were used in 10 Turkish rap songs. Of these adjectives, 67 are qualifying adjectives and 122 are descriptive. Examining the determination of the adjectives describing the quality and functional status of the nouns in Turkish rap songs is important in terms of the usability of Turkish rap songs in Turkish education. [ABSTRACT FROM AUTHOR]

Linguistic patterns show variation in different contexts of use. One of the important reasons for language variation is language contacts. Linguistic variation emerges as a result of language users' contact with other language users in different times and environments. Offering a relatively new theoretical perspective, this approach offers new opportunities to explain phenomena such as language acquisition and language change. This approach, which became visible in linguistics towards the end of the 20th century, assumes, as its name suggests, a close relationship between linguistic structures and use. It looks more to evidence from usage to understand the cognitive organization of language. Although usage has been treated from a cognitive perspective in some studies, in recent studies, the ontological status of the language system is not seen as exclusively cognitive in character, and usage is treated from both cognition- and communication-centered aspects. In this study, after introducing the basic concepts of the approach, the studies conducted from this perspective are evaluated and the contributions of the usage-based approach to the study of Turkish language relations are emphasized. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Ottoman Literature Studies / Divan Edebiyatı Araştırmaları Dergisi is the property of Journal of Ottoman Literature Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Social Sciences Research / Sosyal Bilimler Arastirmalari Dergisi is the property of ODU Journal of Social Sciences Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of the Cukurova University Institute of Social Sciences is the property of Cukurova University Institute of Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Linguistics / Dilbilim Dergisi is the property of Journal of Linguistics and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Language development is the maturation of a child in the use of language at certain ages. Children acquire language by sound. He makes the sounds in the womb first randomly, then like the sounds in his native language. The aim of the study is to monitor the phonetic development of children learning Turkish. It covers 11 children aged 6-36 months; examines phonetics in the single word, early grammar, advanced grammar period. The method is a natural observation method; 1 hour of video recordings were taken 15 days for two and a half years. Phonetic development was studied in the data. As a result, the first sounds in children who acquire Turkish are flat palate vowels; it has been observed that dental consonants are produced before lip consonants, especially fluent sounds, harmonious consonants can be used interchangeably; Turkish acquisition stages are different from general language acquisition stages in terms of process. [ABSTRACT FROM AUTHOR]

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Gifted children have different developmental progression in early childhood. Parents, who are the best observers of children from birth, have a very important role in detecting this developmental difference. Based on this information in the literature, the aim of this study is to determine what kind of developmental process gifted children follow in early childhood according to family observations and what their families have expectations and needs from early childhood. The research was carried out in case study design, one of the qualitative research methods. While determining the study group of the study, one of the purposeful sampling methods, easy accessibility sampling method was used. The working group of the research is composed of the parents of 19 gifted students who attend secondary schools affiliated to İzmir Provincial Directorate of National Education in 2019-2020 academic year. Thirteen mothers and 6 fathers participated in the study. Participants' ages are between 35 and 53. The data obtained as a result of the interview were analyzed using the descriptive analysis technique. According to the results of the study, the different developing characteristics of gifted children in the preschool period; learning motivation and curiosity, self-learning, having interests, creativity, advanced cognitive skills, advanced language skills, advanced motor skills and different personality traits. It was seen that it was in the form of questions and questions for abstract concepts. It has been observed that the language and psychomotor development of gifted children are mostly advanced compared to their peers and the subjects that these children are curious about are generally science and technology, literacy and art. It is concluded that this situation varies by adding mathematics, adulthood skills, and social relations in the primary school period. The most common problems experienced by parents; problems with the child, anxiety about not being able to support enough, educational processes and criticism from the environment. [ABSTRACT FROM AUTHOR]

In the study, teacher and curriculum variables for grammar teaching in primary school were examined comparatively. The research was a qualitative study designed using a case study and historical research approach. In the case study, the study group consisted of seven primary school teachers who are working in İstanbul. In the historical research, the grammar sections of 1924, 1926, 1930, 1948, 1968, 1981, 2005, and 2019 primary school Turkish curriculum were examined in comparison with the opinions of the teachers. A semi-structured interview form consisting of 18 questions was used as a data collection tool. Case study and historical research steps were analyzed separately. According to the results of the research, teachers think that these subjects are suitable for primary school level: literal meaning, figurative meaning, term meaning, synonym, antonym, homophonic word; conjugation suffix; phonetic occurences, proper-genus noun, singular-plural noun, forms of noun, compound noun; adjective, personal pronoun; conjunction; verb, past tense, future tense, present tense, present tense, person in verb; predicate, subject; regular sentence, full stop, comma, colon, long dash, quotation mark, question mark, apostrophe, exclamation mark, ellipsis dots, dash, round parenthesis, slash. These subjects are included in the 1924-2019 primary school Turkish curriculum. According to the results of the research, teachers think that these subjects are not suitable for primary school level: Root, suffix; preposition; adverb; simple, derivative, compound verb; adverbial complement, indirect object; simple sentence, compound sentence, ditto mark. These subjects are included in the 1924-2019 primary school Turkish curriculum. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Fenerbahce University Journal of Health Sciences (FBU-JOSH) / Fenerbahçe Üniversitesi Sağlık Bilimleri Dergisi is the property of Fenerbahce University Journal of Health Sciences (FBU-JOSH) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In modern times, the expansion of intercultural relations and changes, the strengthening of globalization in all spheres of society, the reform of educational programs, the development of all kinds of speaking activities in foreign language studies. It is known from the history of German language teaching methods that pragmatic didactics in the field of foreign language teaching methods already existed in Germany in the early 1970s. However, many researchers have thought that the development of communication skills instead of didactics and that this activity is superior in language acquisition. The pragmadidactics purpose of establishing mutual communication relations in the teaching of the German language is one of the main tasks of the field we are studying. Mutual communication skills determine communication relations with German speakers. To develop communication skills, appropriate forms of application and automatic transmission of pragmatic knowledge are necessary. In this process, the transmission of participants' thoughts during communication creates a basis for the formation and development of language knowledge, skills and habits. The training is a type of activity that allows you to communicate in German and strengthen social relations. The basis of foreign language teaching is, among other skills, the creation and formation of social communication skills, social activities, relationships and interactions of people. [ABSTRACT FROM AUTHOR]

Several theories have been formulated so far regarding language acquisition, learning and teaching processes. The standpoints of these theories on language acquisition and learning process differ from each other in terms of the factors they focus on. Some theories focused on inner factors while others focused on external and environmental factors and tried to explain the learning process in light of these factors. The purpose of this study is to examine the basic principles of rationalist theory which is one of the main theories in the second language acquisition process and especially in English language education and to examine its contribution to the processes of language acquisition and learning. The study first examines the background of rationalist theory and compares it with empiricism, which is seen as a rival theory of rationalist theory. Then, the study explains various theories related to rationalist and empiricist theory and scrutinises the criticisms directed to the rationalist theory by considering both the strengths and weaknesses of the theory. Finally, the contributions of the rationalist theory and related theories to language teaching and English language education are reviewed. In the study, it was concluded that both theories were complementary rather than competing with each other and that a one-sided approach could not adequately explain the language acquisition and learning process.

Copyright of Journal of the Cukurova University Institute of Social Sciences is the property of Cukurova University Institute of Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkbilig/Turkoloji Arastirmalari Dergisi is the property of Turkbilig/Turkoloji Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of the research is to adapt the scale of "technostress levels to Turkish culture in the technology-assisted learning environment of university students", the original of which was developed in English language, In the fall semester of the 2020-2021 academic year, translation procedures, language validity, structure validity (Confirmative Factor Analysis) procedures were carried out within the scope of the scale adaptation study conducted with 523 university students in Hatay, and internal consistency coefficient of α, two semi-reliability, stability coefficient, item analyses and correlation coefficients were calculated. Within the scope of language validity, a correlation of 0.88 level was found between both languages. According to the adaptation inscriptions obtained from the Confirmatory Factor Analysis, the 13-items structure of the original scale consisting of 2 factors has been verified. The α value of the Turkish form was 0.91 and the two semireliability was 0.93. In addition, a correlation of 0.74 level was obtained between the measurements applied at different times within the scope of stability. Taking into account the 27% upper and lower groups technique, the values of the differentiations of the items were calculated and the differentiations were found to be significant for all items. It was understood that each item had sufficient factor load and it was concluded that the items were suitable for measuring the properties they wanted to measure. It was also understood that the factors had a high level of correlation between themselves and the scale as a whole. As a result, it was understood that the Turkish form of the technostress level scale in the technology-assisted learning environment of university students is valid and reliable. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this research is to determine the views of Syrian students who learn Turkish as a foreign language about the Turkish learning process and communicating in Turkish. In the research conducted according to the qualitative approach, the semi-structured interview form created by the researchers was used as the data collection tool. Criterion sampling method, one of the purposeful sampling methods, was used in determining the participants. The participants of the study who lived in Turkey for at least five years and constitute a Syrian students who have learned Turkish in Turkish Language Teaching Research and Application Center. The collected data was analyzed with content analysis and made thematic. As a result of the research, while the views of students who learn Turkish as a foreign language about the learning process of Turkish were explained with the themes of different language characteristics and educational deficiencies, their views on communicating in Turkish were explained with the themes of different cultural structures and difficult conditions. The research data were interpreted by comparing them with other research findings about teaching Turkish as a foreign language in the literature and suggestions were made. [ABSTRACT FROM AUTHOR]

The innate language acquisition process starts with the voices heard in the mother’s womb, then passes through various stages and reaches the single word period around 12th month on average. In this period, which is the beginning of the conversation, the indivi- dual words that the child uses by choosing from easy words to express the thoughts in his mind often behave like a speech act and contain the meanings expressed by the sentences. From the early stages of language acquisition, children can easily acquire more than one language in the natural flow of life. This work interprets the example of one child who acquire both Turkish and Kurdish which is common in Turkey and aims to uncover his thoughts and imaginations based on the single words he uses. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Language is a versatile, sophisticated system that enables the transfer of thoughts, emotions, and desires to others by using elements and rules that are common in a society in terms of sound and meaning. Language acquisition and education develop within a certain process. It consists of receiver and transmitter skills according to the language activity areas. Receiver skills that make up the language include listening and reading, while transmitter skills include speaking and writing. In addition to being a language communication tool used in every area of our daily life, language is also a tool of thinking, concept creation, and problem solving. Language is an important tool in individuals' learning. The effective use of language depends on the development of four basic skills: listening, speaking, reading, and writing. For this reason, it is necessary to regard the native language lesson as a skill acquisition lesson, not a knowledge transfer lesson. Language learning requires a skill, as in the case of writing, playing games, and swimming. Skills are acquired and reinforced through repetitions and practices. Self-efficacy is one of the important variables of Social Cognitive Theory. According to Bandura, selfefficacy is the individual's perception of the ability to do a particular job. Self-efficacy perceptions affect almost every moment and every aspect of the individual‟s life. In the educational process, which is a communication setting, the teacher should encourage students to learn by experimenting, develop their reasoning power and collaborate and should provide an environment that takes into account the student's knowledge, level, and interests and ensures voluntary participation in learning activities. [ABSTRACT FROM AUTHOR]

Planning a separate learning process for the four basic language skills in teaching foreign language is an important issue in this field. The materials should be designed in accordance with language competencies because the most important indicator of acquiring or learning language is the speaking skill, and the materials that are utilized to develop such skill are the most important tools in this context. The connection between language and culture requires the creation of a process for intercultural communication between the target language and native language in terms of speaking skills to accelerate and perpetuate learning. Based on this approach, when reviewing Turkish textbooks as a foreign language, the speaking activities that are in accordance with the intercultural approach are not in specific order, and there are numerical and proportional differences in such textbooks. In the study, B1- and B2-level speaking activities in Istanbul Turkish Teaching Set for Foreigners (ITTSF) and YediIklim Turkish Teaching Set (YITTS) were qualitatively examined using an intercultural communicative approach, and data from the analysis of such documents were compared. In addition, suggestions were made to prepare activities using this approach. [ABSTRACT FROM AUTHOR]