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Copyright of Turkish Culture & Haci Bektas Veli Research Quarterly is the property of Turkish Cultur & Haci Bektas Veli Research Quarterly 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 Turkish Culture & Haci Bektas Veli Research Quarterly is the property of Turkish Cultur & Haci Bektas Veli Research Quarterly 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 Iranology Studies / Doğu Esintileri 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.)

Copyright of Türük: International Language Literature & Folklore Researches Journal / Uluslararası Dil Edebiyat Halkbilimi Araştırmaları Dergisi is the property of Abant Izzet Baysal University, Faculty of Arts & 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 International Journal of Turkish Literature, Culture, Education is the property of International Journal of Turkish, Literature, Culture, 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.)

Copyright of International Journal of Turkish Literature, Culture, Education is the property of International Journal of Turkish, Literature, Culture, 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.)

Copyright of International Journal of Turkish Literature, Culture, Education is the property of International Journal of Turkish, Literature, Culture, 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.)

In this study, it is aimed to reveal the effect of multimedia learning activities on teaching Turkish as a foreign language. The quasi experimental method with a pretest-posttest control group was used in the research. The experimental process was carried out with the students in the experimental group using multimedia activities and the control group students of traditional education methods. Academic success and language skills in teaching Turkish as a foreign language were measured using two separate measurement tools. The Academic Achievement Test in Teaching Turkish to Foreigners was used to measure the academic achievement levels in Turkish, and the Turkish Language Skills Assessment Rubric was used to measure the language skill levels. Both the Turkish academic achievement levels and the Turkish language skill levels of the students who used multimedia activities had a higher increase than the students who used traditional methods. According to the findings, it has been revealed that teaching Turkish as a foreign language by using multimedia activities is more effective and productive than traditional methods. Given the favorable impact that multimedia resources have on the teaching of Turkish as a foreign language, it is critical to create multimedia activities for all levels of education in the field and to guarantee that students and teachers have access to them. [ABSTRACT FROM AUTHOR]

In this article, the situation of the Turkish varieties of Luristan province is studied. The main languages of the province are Luri and Laki, and i n some regions varieties of Persian impacted by Luri. However, in Aligudarz, Azna, and Borujerd counties of the province, there are a number of Turkish -speaking villages too. Turkish varieties spoken in these villages, lexically, and sometimes morphologically and syntactically, show their own specific properties. We can argue that these Turkish varieties have acquired these properties as a consequence of being in contact with Luri as the dominant language of the region. Investigations of this research shows that the Turkish varieties in question, in some lexical categories, clearly, are impacted by Luri and Persian more significantly than the other lexical categories. On the other hand, the Turkish varieties in the three aforementioned counties do not seem to be influenced by Luri equally. Therefore, regarding different conditions of the language communities these varieties are used in, we should imagine different perspectives for them in terms of language survival. [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 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 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.)

The rise of nationalism and modernization encouraged the emergence of a range of language reforms within different ethnic groups. One of the most widespread was the idea of Latinization, which emerged in Ottoman Empire, Caucasus, and Jewish groups in Europe in the beginning of the 20th century. The reform swept through those regions and effected many linguistic communities in different countries. The article aims to discuss the Latinization projects in Karaite and Jewish Rabbanite communities and the impact of other Latinization reforms for these communities. The implemented research has shown that Latinization projects in Jewish communities were a part of a bigger movement. And, despite of different motivations, that drove these reforms in Karaite and Jewish Rabbanite communities, we can trace the impact of the Turkish language reforms in both projects. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Journal of Social Research / Turkiye Sosyal Arastirmalar Dergisi is the property of Turkish Journal of Social 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 Turkish Journal of Social Research / Turkiye Sosyal Arastirmalar Dergisi is the property of Turkish Journal of Social 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.)

This paper describes the development of the existential sign var 'there' in Turkish Sign Language from a synchronic point of view. The sign has been previously described as being restricted to clause-final predicate position and typically used for two main linguistic functions: (i) existential and (ii) possessive. However, abundant corpus evidence indicates that var can also be used for other linguistic functions in post-verbal position, which have not been reported in the literature before. Following Construction Grammar, this study presents a theoretical framework to investigate how the construction [verb + var] arose and what its semantic motivation is, paying particular attention to the notion of possession. It is argued that this construction has three different functions: (i) habitual, (ii) evidential, and (iii) assumptive. According to this account, var originated as an existential marker and subsequently developed into a marker of possession, before evolving to encompass its other linguistic functions in three stages. Using Labov's Apparent Time Hypothesis (Labov, William. 1963. The social motivation of a sound change. Word 19(3). 273–309), closer examination also revealed that a progressive difference exists between age groups. Younger TİD signers use the construction [verb + var] more frequently, and as the age of the TİD signer decreases, the usage of this construction in the assumptive function increases considerably. [ABSTRACT FROM AUTHOR]

An important dimension of human-technology interaction is whether people approach actively interacting with technological systems or avoid intense interaction with them. This dimension is also important for an individual's ability to cope with technological changes, necessitating the need to observe and comprehend individual differences. In this study, we aimed to adapt the Affinity for Technology Interaction (ATI) scale to Turkish and evaluate its psychometric properties, including measurement invariance, in the target culture. A team of English and Turkish language linguists, psychometrists, and technology education experts carried out the process. Four applications were conducted in four different respondent groups to examine intelligibility, linguistic equivalence, reliability, validity, and measurement invariance. The one-dimensional and nine-item original scale structure was confirmed by confirmatory factor analysis. The internal consistency and test-retest reliability coefficients were calculated as 0.90 and 0.94, respectively. We also concluded that a strict level of measurement invariance was provided in the analysis of invariance between age and gender groups. These findings demonstrated that ATI-T is a measurement tool capable of measuring affinity for technology interaction in Turkish-speaking societies. [ABSTRACT FROM AUTHOR]

The Defense Mechanisms Rating Scales-Self Report-30 (DMRS-SR-30) was recently developed to add a self-report alternative to the assessment of defenses, reflecting their generally accepted hierarchical organization. In this study, we aimed to examine psychometric properties and factor structure of the Turkish language version of the DMRS-SR-30. The sample consisted of 1.002 participants who filled out a survey comprising the DMRS-SR-30, the Brief Symptom Inventory, and the Inventory of Personality Organization through Qualtrics. Confirmatory Factor Analysis indicated a three-factor structure (CFI = 0.89, RMSEA = 0.05) that confirms the DMRS theoretical frame with a relatively acceptable fit. Defensive categories and total scale scores showed good to excellent reliability (a values ranging from 0.64 to 0.89). Correlations between defenses, symptoms, and personality functioning demonstrated good convergent and discriminant validity. The individuals with clinically significant BSI scores (T-score ≥ 63) differed on the DMRS-SR-30 scores from the individuals in the non-clinical range. The Turkish version of the DMRS-SR-30 is a reliable and valid instrument to self-assess the hierarchy of defense mechanisms and overall defensive functioning. Moreover, the current study supports the validity of the tripartite model of defenses in a language and culture different from the origins of the DMRS and DMRS-SR-30. [ABSTRACT FROM AUTHOR]

This research investigates the intercultural usability factor of e-learning products designed for the instruction of Turkish as a foreign language. The subject of study, "Ana Dil Turkce," refers to a freely accessible and distant education platform developed by Anadolu University with the purpose of instructing non-native speakers in the Turkish language. This study employed a concurrent mixed methods research design to investigate the intercultural usability of the "Ana Dil Turkce" e-learning system. The study incorporated a qualitative component through the utilization of a case study methodology, while a cross-sectional survey design was employed to address the quantitative part. The quantitative portion of the study employed descriptive methods, whereas the qualitative portion utilized content analysis methods. The qualitative component of the study involved the participation of 25 individuals who were active and registered users in the system during the period from 2020 to 2022. Additionally, the quantitative component of the study included the participation of 211 users. The quantitative portion of the study employed a questionnaire as a method of data collection, while the qualitative component utilized a semi-structured interview format. The study's conclusions were analyzed through the integration and juxtaposition of qualitative and quantitative data. The study yielded findings regarding the cultural appropriateness of the Ana Dil Turkce e-learning objects. The findings indicate that the cultural learning objects inside the e-learning system are deemed adequate, albeit requiring further development and enrichment. [ABSTRACT FROM AUTHOR]

This article analyzes tweets in the Turkish language from November 2020 to May 2021 in which Kurds are explicitly mentioned that feature negative animalization directed toward Kurds and pro-Kurdish organizations. It systematically compares ways of animalization attribution , to what entities the animalization is attributed mostly, and the attributors (actors) of animalization. First, it argues that animalizing dehumanization directed at Kurds in the data set principally occurs for attributing the lack of four human traits: agency, civility, morality, and rationality. Second, it shows in what different ways the lack of these traits is attributed to Kurdish people in general and to major pro-Kurdish groups such as HDP (the largest pro-Kurdish legal political party) and PKK (the largest pro-Kurdish armed group). Finally, it discloses three main political networks among Twitter users within the data set and characterizes how negative animal references to Kurds, pro-Kurdish groups, and each other were used by these actors. Thus, this research seeks to establish a framework to study other ethnic conflicts from the perspective of animalization and invites further research on whether the trends that were found imply a general tendency around the world. [ABSTRACT FROM AUTHOR]

This research aims to determine the trends in the studies on authentic leadership carried out between 2010 and 2022 in Türkiye. Descriptive content analysis, one of the systematic review types, was applied in the research. As a result of the reviews made based on the research criteria, 144 studies were obtained. The "Authentic Leadership Publication Classification Form" developed by the researcher was utilised as the data collection tool. Data was analysed using frequencies, percentages, tables and figures (graphs). As a result of the research, it was determined that the studies on authentic leadership were mainly single-author articles and written by male researchers. It was observed that theses on authentic leadership were mostly written at Hacettepe University and İstanbul Sabahattin Zaim University, while the articles were mostly published in the Journal of Academic Social Sciences and the Journal of Procedia-Social and Behavioural Sciences. It was determined that the highest number of studies on authentic leadership were carried out in 2019, the number of studies published in the Turkish language and the field of business administration was higher, and the most studied topics along with authentic leadership were psychological capital, organisational commitment, innovation, organisational citizenship and job satisfaction, respectively. It was also identified that the quantitative method and relational screening model were frequently applied in the research and that the participants mainly consisted of the employees of the companies and enterprises. The sampling method was not mentioned in most of the research, but the studies specifying the sampling method mostly benefited from the random and convenience sampling methods. Moreover, it was noticed that the studies were mostly conducted with varying numbers of participants, ranging from 201 to 300, using surveys and scales as the data collection tools and SPSS as the statistical software. [ABSTRACT FROM AUTHOR]

Copyright of Duzce University Journal of Science & Technology is the property of Duzce University Journal of Science & Technology 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.)

Listening is a language skill that is acquired in childhood but can be improved throughout the educational process. It is of great importance in both educational and everyday life. The objective of this study is to identify the importance given to listening training by students, assess their listening skills, and determine what can be done to improve their listening skills to top levels. The study group consists of 50 Turkish language teachers from various primary and secondary schools in Turkey and Northern Cyprus. A 9-question interview form was used to collect data. The data obtained were analyzed using content analysis, frequencies, and percentages. Based on the results, most Turkish language teachers revealed that their students do not listen sufficiently to their teachers, and the reasons for this could be related to the school, teachers, curriculum, or the students themselves. Additionally, the teachers stated that it is essential to emphasize the importance of listening to students in the first place, and it could be beneficial to increase the number of listening activities in the course books and assess and evaluate listening skills more frequently. [ABSTRACT FROM AUTHOR]

Copyright of Pamukkale University Journal of Social Sciences Institute / Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi is the property of Pamukkale University, Social Sciences Institute 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.)

Second language acquisition studies have mainly considered transfer between two or more languages as a binary setting, it either happens or does not. However, research emerging out of usage-based approaches show that such transfer effects might be more gradient than ever thought before (e.g., Goschler & Stefanowitsch, 2019). Investigating a construction that has been reported to pose problems such as overpassivization to L2 English learners, i.e., unaccusatives, this study aims to trace gradient transfer effects between Turkish and English in the intransitive-unaccusative construction in Turkish learners of English. Following Goschler and Stefanowitsch's (2019) method to analyze, extract experimental items from English and Turkish corpora, and experiment with collostructional transfer effects, the study revealed similar findings. Findings suggest that learners are likely to transfer strongly entrenched L1 items into the L2 even at advanced proficiency levels. Interestingly, when the item is weakly entrenched in L1, speakers attune to the input in L2 with growing proficiency. Furthermore, proficiency or experience helps with preempting non-optimal constructional combinations. Pedagogically, the study suggests that collo-profiles may help teachers and students with mitigating unconventional item-construction combinations at advanced levels. [ABSTRACT FROM AUTHOR]

Copyright of Kırıkkale University Journal of Social Sciences is the property of Kirikkale University Journal of Social Science (KUJSS) 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 the context of teaching Turkish to foreigners, this study aimed to assess whether attitudes towards the target language, grammatical knowledge, speaking skills, reading comprehension, listening comprehension, and prior writing knowledge could predict success in writing in the target language. To investigate this, a relational survey method and a quantitative research design were employed. The study sample comprised 147 B1 level-foreign learners studying Turkish as a foreign language at the Turkish Language Teaching Center (TÖMER) in Ankara during the 2022-2023 academic year. The study utilized a multiple-choice test to assess reading comprehension, an informative listening text titled "Ay'a Yolculuk (Journey to the Moon)" along with a 20-question short-answer test to evaluate listening comprehension, a rating scale for assessing speaking skills, and a cloze test for measuring Turkish grammar knowledge. Moreover, in this study, a short-answer test was employed to assess the participants'prior knowledge of writing. An attitude scale was used to measure students'attitudes towards learning Turkish, while a 6+1 analytical assessment scale was used to evaluate students' writing skills. When the predictive impact of the chosen independent variables on writing skills was examined, these variables collectively accounted for 66% of the variation in writing achievement. The ranking of the influence levels of these variables on writing achievement (from most to least influential) was as follows: prior knowledge, grammatical knowledge, reading comprehension, attitude towards the target language, speaking achievement, and listening achievement. [ABSTRACT FROM AUTHOR]

Religious texts make up a part of the Turkic texts in Arabic letters. Some of these works, which deal with various subjects and were prepared to teach the Turks the sharia regarding the Islamic religion, have been translated from Arabic or Persian. In the past months, we have received a manuscript whose name, author, copyist and date of copying are unknown. The manuscript is in the private collection of Tunjay SAKALLIOGLU, a researcher from Kastamonu-Turkiye, and consists of several texts related to each other in terms of their subjects. It has come to our attention that the last part of the manuscript was written earlier. As a result of our research, it was estimated that this part had been written in Khwarezmian Turkic. This part consists of the hadiths conveyed by the Prophet Muhammad to Caliph Ali. This manuscript contains 98 hadiths starting with the phrase 'Yā Ali', which is in the form of advice the Prophet gave to Muslims through Ali. Almost all of the hadiths mentioned in the text were found in Arabic in the electronic book titled “Wasiyyetu'n-Nebî li-cAlî bin Ebî Ṭâlib”, which is available on the internet address "https://ar.lib.eshia.ir/". It can be said that this book is the Turkic translation of Wasiyyetu'n-Nebî li-Ali bin Ebî Ṭâlib. This study aims to introduce the work to the Turkologist and add a new work to the list of books in Khwarezmian Turkic. The study consists of three main parts: features of the book, text and index, except for the introduction and conclusion. In the features section of the book, the main language features identified are examined after the description of writing. In the text section, the work was transcribed and then an indexed dictionary of the work is provided. A facsimile of the manuscript is added at the end of the study.

The current study aims to provide an understanding of how the relationships between standard and non-standard varieties of the Turkish language are perceived by young people of Turkish Cypriot descent within the context of Turkish complementary schools in London. These schools are set up by diasporic communities to fight/reverse language shift and loss. They are also political spaces where cultural and linguistic practices are legitimised and delegitimized to help create an imagined community. Hence they provide rich contexts to investigate young people's perceptions of standard and non-standard varieties of languages. This study specifically draws on interview data of eight UK-born Turkish Cypriot young people, collected through a 13-month ethnographic study in a London-based Turkish complementary school. The results of the thematic analysis of the participants' discourses showed that the participants thought that the role of the Turkish school was to teach the 'proper' variety, i.e. standard Turkish. Through the lens of Bourdieu's capitals, the results indicated that the participants believed that acquiring this variety would make them become more 'educated.' However, some participants problematised the seemingly straightforward association between standard varieties and positive perceptions of their speakers, which raises important questions about rethinking the position of non-standard varieties in education. [ABSTRACT FROM AUTHOR]

This study investigates the influences of early and intense L2 exposure on children's L1 causative verb production, assessed by an experimental causative verb production task. Turkish expresses causality by morphological and lexical means, whereas English does so by periphrastic and lexical means. Learning L2 English might enhance L1 Turkish causative verb production by highlighting the parallels and contrasts in causal expressions between the languages, which may result in an enriched L1 causative use. Five-, 7 -, and 9-year-old L1-Turkish L2-English bilingual (n = 80) and L1-Turkish monolingual (n = 80) children participated in the study in L1-Turkish. Results indicated that language group differences only emerged for the use of morphological causative verbs in favor of 5-year-old bilinguals compared with monolingual peers. Age group differences occurred only for the monolingual group and only for morphological verbs. Specifically, monolingual 7- and 9-year-olds performed better than monolingual 5-year-olds. Causative verb-type differences were only seen for 5-year-old monolinguals, who performed better for lexical than morphological verbs; in contrast, 5-year-old bilinguals performed equally well on the two types of causatives, and better than 5-year-old monolinguals on morphological causatives. Overall, these findings indicate that learning an L2 with structural similarities and differences compared with L1 might enhance children's awareness and correct use of causal linguistic structures. [ABSTRACT FROM AUTHOR]

This study aims to develop a valid and reliable tool for measuring beliefs and attitudes regarding incest. Incest can be considered a widespread social problem. Despite the prevalence of incest, a tool that can measure knowledge of and attitudes toward incest in Turkey is still a necessity. In this study, 457 adults participated in the first and 255 adults in the second stage. To collect the data, Incest Scale, Childhood Emotional Incest Scale and demographic form were used. Exploratory/Confirmatory factor analysis, parallel analysis, reliability analysis were performed, and criterion validity was tested. A 23-item and 5-factor scale was obtained. The fit indexes obtained as a result of confirmatory factor analysis were satisfactory. Positive significant correlations were found between incest and childhood emotional incest. The reliability coefficients ​​were found to be within acceptable limits. This study is expected to fill a significant gap in the field, promote awareness regarding incest, and make an important contribution to the field to combat incest effectively. [ABSTRACT FROM AUTHOR]

Social exclusion is a multidimensional concept defined as being away from social resources and opportunities, being unable to participate in society, and being socially disadvantaged in society. In Türkiye, problems, such as economic disadvantages, inequalities in access to public services, migration and displacement, and lack of infrastructure make social exclusion an important risk factor for children. Therefore, adapting the Social Exclusion Scale for Children to Turkish culture and language can help identify children exposed to social exclusion, better understand the problem, develop effective interventions, and build a more inclusive society. The aim of this study was to adapt the Social Exclusion Scale for Children (SESC) to Turkish society. The data of this methodological study were collected from 380 children aged 12–17. The content validity, construct validity, and internal consistency of SESC were analyzed. The results of this study showed the validity and reliability of SESC as a measurement instrument to assess social exclusion in Turkish children aged 12–17 in the school environment. The Turkish version of SESC was found brief, practical, age-appropriate, self-reported, easily applicable, valid, and reliable measurement instrument. [ABSTRACT FROM AUTHOR]

Türk dili, Balkanlar’dan Çin’e kadar çok geniş bir alana dağılmış, akraba diller ile birlikte milyonlarca insanın konuşma ve yazı dilidir. Uray-Altay dil ailesinin Altay koluna mensup olan Türkçe, geniş bir alanda kullanıldığından, temel itibarıyla Doğu ve Batı Türkçesi şeklinde tasnife tutulur. Günümüzde kullanılan Türkiye Türkçesi tarihsel hattı içerisinde bu tasnifin Batı tarafına aidiyet taşımaktadır ve tarihsel macerasında Selçuklu siyasasını temsilen Eski Anadolu Türkçesi, Osmanlı Devlet-i Âliye geleneği içerisinde Arapça ve Farsça ile biçimlenen Osmanlı Türkçesi, nihayetinde Batılılaşma tesiriyle Modern Türkçe oluşmuştur. Dilde sadeleşme ve yenilik amacıyla II. Meşrutiyetten itibaren bu yeni versiyon kullanılsa da dilin Batı’ya etkisi Osmanlı dönemine denk düşer. Osmanlının cihan devleti, Türkçe’nin de hâkim dil olduğu bu dönemde İngiliz ve İspanyol rekabetiyle mücadele eden Fransa, Avrupa’da nüfuzunu artırmak ve ticaret yollarını kontrol altında tutmak amacıyla yeni ittifaklar ve stratejiler arayışındaydı. Ülkesini daha ileriye taşıma niyetinde olan I. François (ö. 954/1547), 16. yüzyılda çağdaşı Kanuni Sultan Süleyman’la (ö. 974/1566) ilk diplomatik ilişkiyi başlattı. Bu ilişki ağının 17. yüzyılda hızlanarak devam etmesi üzerine Fransız yetkililer Türk kültürünü ve dilini daha yakından tanımak istediler. İki ülke arasında gelişen bu olumlu atmosfer, Fransa’da Türkçe dil eğitiminin başlamasını da beraberinde getirdi. Fransız devlet adamları 16. yüzyıldan itibaren başta Osmanlı olmak üzere Doğu dillerinde uzmanlaşmış diplomat, tercüman ve öğretmen yetiştirme işini gündemlerine aldıklarında birçok kanun teklifini yürürlüğe koydular ve dil okullarının açılmasını hızlandırdılar. Bu okullar içerisinde kuruluşu 17. yüzyıla kadar giden Inalco’nun yeri ve ciddiyeti farklıdır. Kapsamlı bir dil okulu ve Şarkiyat Kurumu olan bu okulda Türkçe dil eğitiminin başlaması, Türk kürsüsünün tarihi serüveni, Türkçe dersi veren eğitmenlerin niteliği ve burada üretilen Türkçe eserlerin özelliği bir araştırma konusu olmayı hak etmektedir. Böylesi bir araştırma günümüz Türkçe eğitimine de katkı sağlayacaktır ve aynı zamanda dil üzerinden din ve kültüre müdahalenin nasıl yapıldığını aydınlatacaktır. Türkoloji sahasına giren konuları aydınlatmayı hedefleyen bu çalışmada Inalco’da yapılan araştırma ve izlenimlerimizin yanı sıra nitel araştırma yöntemleri kullanılarak cevabı beklenen sorular ve problemler üzerinde durulacaktır.

Many languages, including modern Turkish, employ lexemes with spatial meaning to express temporal relations. However, the Turkish language stands out for its use of case forms of nouns both to describe the spatial position and movement of objects and to establish the temporal reference of actions and events. These differences are systemic, suggest that native Turkish speakers perceive spatial and temporal phenomena in a unique way, and determine the historical change in their models of time perception. They challenge the belief that spatial relations prevail over temporal ones in the perception of the surrounding world by peoples with nomadic roots but highlight the necessity of considering materials from other Turkic languages. The results obtained show that facts from different linguistic levels should be involved to analyze how temporal relations are conveyed.

Copyright of Journal of Theory & Practice in Education (JTPE) / Eğitimde Kuram ve Uygulama is the property of Journal of Theory & Practice in 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.)

This study shows that the Turkish expression hani exhibits interesting properties for the study of the semantics and pragmatics interface, because, on the one hand, its function is merely pragmatic, but on the other hand, it is subject to the truth-conditional effect of other constituents at LF. This notwithstanding, studies on this expression are remarkably scarce. The only attempts to describe its properties are Erguvanlı-Taylan (Studies on Turkish and Turkic languages; proceedings of the ninth international conference on Turkish linguistics, 133–143, 2000), Akar et al. (Discourse meaning, 57–78, 2020), and Akar and Öztürk (Information-structural perspectives on discourse particles, 251–276, 2020). In the present study, we introduce the first formal semantic and pragmatic treatment of clauses containing hani. Unlike previous accounts, we claim that hani can have one of the following two major pragmatic functions: making salient a proposition in the Common Ground or challenging one in a past Common Ground, therefore requiring a Common Ground revision. Despite its variety of occurrences, we argue that hani has a uniform interpretation and provide a compositional analysis of the different construals that it is associated with. Furthermore, we show that a formally explicit and accurate characterization of hani clauses requires operating on indexical parameters, in particular the context time. Therefore, if our proposal is on the right track, hani clauses may provide indirect empirical evidence in favour of the existence of "monstrous" phenomena, adding to the accumulating cross-linguistic evidence in this domain (see Schlenker in Linguistics and Philosophy 26(1):29–120, 2003 and much work since then). The definition of monsters is intended as in Kaplan (Themes from Kaplan, 481–563, 1989). [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Turkish Literature, Culture, Education is the property of International Journal of Turkish, Literature, Culture, 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.)

Copyright of International Journal of Turkish Literature, Culture, Education is the property of International Journal of Turkish, Literature, Culture, 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.)

Copyright of Journal of Literature & Humanities / Edebiyat ve Beşeri Bilimler Dergisi 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.)

Futurates denote future time reference without using future markers. In English, there are two types of futurates; plain and progressive. Plain futurates are formed by using present tense, while progressive is formed with progressive marker. Rullmann et al. (2022) differentiate plain and progressive futurates in English stating that plain futurates require schedule, while progressives do not. Based on the mentioned divergence, the present study analyzes the properties of Turkish futurates in terms of schedule requirement. The analysis on the schedule requirement of Turkish futurates are also supported by analyzing the status of nature events, and the availability of future in the past constructions. The outcomes of the study show that there is a contradiction between English and Turkish futurates in terms of schedule interpretation, and compatibility with natural events. While in English, the plain futurate requires schedule, and properly works with natural events; it is the progressive futurate that necessitates schedule, and works fine with nature events in Turkish. Additionally, the analysis on future in the past constructions in Turkish shows that progressive futurates are available with future in the past, while plain futurates are not. This finding also supports the divergence drawn between plain and progressive futurates in Turkish. [ABSTRACT FROM AUTHOR]

This study examined putative benefits of testing and production for learning new languages. Undergraduates (N = 156) were exposed to Turkish spoken dialogues under varying learning conditions (retrieval practice, comprehension, verbal repetition) in a computer-assisted language learning session. Participants completed pre and posttests of number- and case-marking comprehension, a vocabulary test, and an explicit awareness questionnaire. Controlling for nonverbal ability and pretest scores, the retrieval-practice group performed highest overall. For number/case marking, the comprehension and retrieval-practice groups outperformed the verbal-repetition group, suggesting benefits of either recognition- or recall-based testing. For vocabulary, the verbal-repetition and retrieval-practice groups outperformed the comprehension group, indicating benefits of overt production. Case marking was easier to learn than number marking, suggesting advantages for learning word-final inflections. Explicit awareness correlated with comprehension accuracy, yet some participants demonstrated above-chance comprehension without showing awareness. Findings indicate the value of incorporating both practice tests and overt production in language pedagogy. [ABSTRACT FROM AUTHOR]

The purpose of this research is to adapt the Test of Narrative Language (TNL) to Turkish culture and to test its validity-reliability for Turkish children aged 60-72 months. The research was designed in general survey model. The sample included 240 five-year-old children attending a preschool in Konya city center. The TNL developed by Gillam and Peterson in 2004 was used to measure children's narrative skills within the scope of expressive and receptive language skills. The test includes six tasks in three formats (no picture, sequence pictures, and single picture) and two subtests (comprehension and narration). Content and construct validity analyses were performed to test the validity. Internal consistency, test-retest, split-half tests, and inter-rater consistency coefficients were calculated to determine its reliability. The results showed the Turkish adaptation of the TNL is a valid and reliable instrument to measure the narrative skills of 5-year-old Turkish children.. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Studies - Language & Literature 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 Turkish Studies - Language & Literature 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 Turkish Studies - Language & Literature 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.)

Feedback is generally regarded as an integral part of EFL writing instruction. Giving individual feedback on students' written products can lead to a demanding, if not insurmountable, task for EFL writing teachers, especially in classes with a large number of students. Several Automated Writing Evaluation (AWE) systems which can provide automated feedback on written texts have been developed to reduce the time and effort teachers need to give individual feedback on students' writings. Employing a quasi-experimental research design, this study aimed to examine how automated feedback impacted students' writing scores and writing accuracy. The data were collected from 75 Turkish EFL university students. The experimental group students were exposed to combined automated-teacher feedback while the control group students received full teacher feedback. Both quantitative and qualitative data were collected through pre-test/post-test writing tasks, Criterion error analysis reports, and student reflections. The results of the study revealed that the students who received combined automated-teacher feedback improved their analytic writing scores as much as the students who received full teacher feedback. However, combined automated-teacher feedback was more effective than full teacher feedback in reducing the students' grammar and mechanics errors. The qualitative findings obtained from the student reflections about the Criterion feedback helped to understand its impact on writing improvement. The study provided implications for effective use of AWE in EFL writing classrooms. [ABSTRACT FROM AUTHOR]

Despite increasing number of studies on incidental vocabulary learning through viewing in a foreign language, glosses, which have been proven to have facilitative effects in incidental vocabulary learning via other modes of input, have remained underexplored in audiovisual input. The current study investigates the effects of (1) traditional gloss (TG), (2) multiple-choice gloss (MCG) and (3) no gloss (NG) conditions on incidental L2 vocabulary learning through viewing animated short videos. Turkish-L1 upper-intermediate to advanced EFL learners (N = 127), who were randomly assigned to three conditions, watched three short, animated videos twice. The results revealed that while the MCG group and the TG group significantly outperformed the NG group in vocabulary meaning recall test, there was not a significant difference between the glossed conditions. The results also suggested that the participants learnt new words through interacting with MCGs. Furthermore, the participants' prior vocabulary knowledge positively correlated with incidental vocabulary learning from the videos. The results are discussed within the framework of previous research and the Involvement Load Hypothesis. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Sports Sciences Research / Spor Bilimleri Araştırmaları Dergisi is the property of Journal of Sport Sciences Researches / Spor Bilimleri 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.)