International Journal of Language Academy

An important indicator of specialization in a discipline of science is publication. Publications should be prepared and published in accordance with the academic writing principles. Usually knowledge and skills of academic writing are improved in term of graduate (master and doctorate level) education. In recent years, the observed increase in number of graduate students has converted academic writing to an interested issue for more people. A large part of graduate students consists of young people and it is considered that academic writing a topic of mother tongue education for youth. Academic writing skills, academic writing process, academic text and discourse come into question and, activities of writing education come to the fore with regarding academic writing as a discipline of mother tongue education. Young people who are graduate students encounter a lot of problem about academic writing when they are preparing their thesis proposals, dissertations, letters, and papers. A problem of graduate students is the lack of Turkish publications which explain that academic writing's basic dimensions, still and format. This study aims to contribute to development of young researchers' academic writing knowledge. In this study basic characteristic and various dimensions of academic writing are explained, and presented some example of discourse that are usually acceptable to researchers.

ASBÜ Yayınları, 2022

Student-teachers at Foreign Language Education Departments are well equipped with advanced and specialized knowledge in the field of applied linguistics. They learn many teaching approaches, methods and techniques, but a well-balanced emphasis on theory-based learning and experience-based application should also be provided. A research project at Marmara University shows that the foreign language students ask for more teaching praxis. What can be done to meet these needs? The second language courses at Foreign Language Education Departments provide us with this opportunity. German student-teachers learn French, French Education students study German and English student-teachers choose German or French as second foreign language. That means, English teacher candidates, who will be teaching English at Turkish schools in one year, sit at the desks in a classroom and try to learn a new language. While learning this language they can experiment with all the methods, techniques they already learned from a new angle; a real beginner. In English Language Education Department at Marmara University, a German as second language program is applied for three semesters to examine different activitiesof educational drama such as information gap, role play and other message-oriented tasks. At the end of three semester course, a questionnaire is conducted to gain insights about the thechniques the student used in foreign language learning/teaching. Critical appraisal of curent approaches, methods and techniques of foreign language teaching allow student-teachers to explore the value of performative teaching. ÖZET Eğitim fakultelerinde yabancı dil öğretmen adayları dil öğretiminde geçerli olan tüm yaklaşımları, kullanılan metot ve teknikleri öğrenmektedir. Ancak bu tekniklerin uygulanması yetersiz kalabilmektedir. Oysa teorik bilgiden çok yaşanan bilgi anlaşılır ve öğrenilir. Marmara Üniversitesi'nde yapılan araştırma yabancı dil öğretmenlerinin öğretim metotlarının uygulanışı konusunda desteğe ihtiyacı olduğunu göstermiştir. Bu eksiği kapatmak için ne yapılabilir? Yabancı dil öğretmeni yetiştiren eğitim fakultelerinde ikinci yabancı dil dersi vardır. Almanca öğretmen adayları Fransızca, Fransızca öğretmen adayları Almanca, İngilizce öğretmen adayları ise Almanca ya da Fransızca öğrenirler. Bu durumda bir yıl sonra yabancı dil öğretmenliğine başlayacak öğretmen adayları, öğrencilerinin oturacağı sıralarda oturup yeni bir dil öğrenmek için çaba harcarlar. İşte bu ikinci yabancı dil dersleri metotlar ve aktiviteler konusunda öğrenilen teorik bilgilerin uygulanması için önemli bir fırsattır. Marmara Üniversitesi İngilizce Öğretmenliği'nde ikinci yabancı dil olarak Almanca dersi üç dönem boyunca öğretim tekniklerinin uygulandığı bir ders olarak işlenmiştir. Dilbilgisi pekiştirmesi için öğrenenler internet kaynaklarına yönlendirilmiş, sınıf içi aktiviteleri uygulamaya yönelik planlanmış ve eğitici drama etkinlikleri ile dilin kullanılmasına önem verilmiştir. Üçüncü dönemin sonunda bir anketle öğretmen adaylarının öğretim yöntemi ile ilgili farkındalıkları araştırılmıştır. Öğretmen adaylarının konuşma, anlayıp cevap verme yetilerinin önemini, yaparak öğrenmenin faydalarını yaşayarak içselleştirdikleri tespit edilmiştir. Anahtar Kelimeler: Yabacı dil öğretimi, eğitici drama, eylem odaklı öğretim.

Şefik, whose real name is Mehmed and who is known by his nickname Masrafzâde, worked as a clerk, hacegan, mukataa, and chronicler. Şefik Mehmed, who is widely known as a historian, is known by his work named Şefikname in which he told about Edirne Case which took place in 1703. There is not any evidence saying that Şefik, who is mentioned being as a good poet in some tezkires, has a diwan. In some tezkires, some couplets from his poems are presented as an example. These couplets exemplify Şefîk's amorous poetry style. Besides, there are 6 qasida, 9 ghazels and 1 couplet of Şefik Mehmed in a magazine organized in 1118 and which is in Topkapi Palace Museum Library now. 5 of these qasida include religious theme. 2 of them are naat, 1 of them is invocation and the other one is a medhiyye written for four great caliphs. The other qasida is a medhiyye written for Rami Mehmed Paşa. The first of his ghazels is an invocation. The other ghazels and couplets were written in an amorous way. The last two ghazels consisting of two couplets are of uncompleted ghazels. There are Şefîk's 3 ghazels and 4 couplets in the biographical sources. In this study, the general features of Şefik Mehmed's ghazels in mentioned majmua and his sample poems in tezkires will be focused and their transcripts will be given.

Nazariyat İslam Felsefe ve Bilim Tarihi Araştırmaları Dergisi (Journal for the History of Islamic Philosophy and Sciences), 2015

Turkish lessons will be given to the individual education and training activities, cultural national identity within the ego is a lesson of great significance on behalf of create. Every aspect of his life in the Turkish students will be obliged to use the understanding and skills to tell in listening, speaking, reading and writing skills in grammar rules as a whole, and other handcrafts. When you do this, by making education easier by learning from policies will also need to be considered and should be presented in individual skills associated with each other. This process of Turkish lessons programs. Many from the proclamation of the curriculum. These programs have been studied for different researchers addressed. 2017 Year Turkish Curriculum (1-8. Classes). The publication of this program with classes also dealt with the evaluation of past program has created this work you do not lose the necessity. This study to contribute to the investigation of adopters and area professionals. The scope of research descriptive method will be used. Screening models, has a condition with which aims to describe. Comparative education research is used in a horizontal, vertical, problem solving, and case study approach. Horizontal approach, belongs to the state of the different elements in parallel, each one individually is examined as a whole. In this study, within the framework of the horizontal approach 2015 Primary Turkish Courses Curriculum (1-8. Classes), 2006 Primary Turkish Courses (Classes 6, 7, 8) Curriculum, 2017 Turkish Course (1-8.Classes) Curriculum feature of various aspects of the comparison.

There are a lot of articles and books describing nominal word combinations, their functions and using both in Turkish and Azerbaijan linguistics. At first glance, it is possible to think that according to the nominal phrases there is nothing new to say or write, everything was already said and written, but it is not so. Both Turkish and Azerbaijan linguistics have many problems to be resolved in this sphere and those problems are still waiting for their decision. So in our article we are going to analyze the books of the scientists who wrote about nominal phrases, and try to reach consensus on a solution of existing problems as well as to think how to address those problems. The works of the scientists in both languages would be analyzed, proposals of those scientists will be reviewed, information about the place of nominal phrases among the word combinations as well as the methods of investigations would be given, and a common consensus on the issue will place take. Key Words: Word Combinations, Nominal Phrases, Azerbaijan Linguistics, Turkish Linguistics ÖZET Türk ve Azerbaycan dilbilgisinde ad tamlamalarından, onların dildeki işlevi ve kullanım şekillerinden bahs eden bir çok bilimsel makale ve kitap bulunmaktadır. İlk başta böyle düşünülmesi gerekir ki, her iki dilde de ad tamlamalarına dair herşey söylenmiştir, fakat konu derinden incelendiğinde aslında böyle bir durumun olmadığı, hem Türk dilbilgisinde hem de Azerbaycan dilbilgisinde ad tamlamaları ile ilgili çözümünü bekleyen bir çok sorunun olduğu görülmektedir. Bu makalede Türk ve Azerbaycan dilbilgisinde gramer kitaplarının yazılmasında emeyi geçen bazı araştırmacıların ad tamlamaları ile ilgili görüşlerine yer verilecek, bilimsel kaynaklarda ad tamlamaları ile ilgili ortak fikirlerden ve varolan sorunların çözüm yollarından bahs edilecektir. Her iki dilde de konu ile ilgili eserler tahlil edilecek, ad tamlamaları, ad tamlamalarının kelime grupları içindeki yeri ve önemi, araştırma yöntemleri hakkında bilgi verilecek, ortak sorunların çözümü için bazı önerilerde bulunulacaktır. Anahtar Kelimeler: Kelime grupları, Ad tamlamaları, Azerbaycan Dilbilgisi, Türk Dilbilgisi

Psikanaliz, Rüya ve Roman, 2021

Rüyalar, tarihin ilk dönemlerinden beri, dünyanın farklı kültürleri için önemli olmuştur. Edebiyat ve rüya ikilisi ise birbiri için birer kız kardeştir. Rüyanın nakil ve yorum noktasında tahkiye ile kurduğu yakın ilişki, onu edebiyat adına bir kaynak haline getirir. Ayrıca rüya edebiyat için hem bir tema hem de kurgunun organik unsurlarından kronotop olarak işlev yüklenir. Diğer taraftan kurgusal metinler de rüya ile aynı fantastik özü kullanarak, rüyanın anlamlandırılmasında kullanılır. Rüyanın sembol dili, okura, edebiyat metinleri ile psikanaliz kuramlarının verilerini birleştirme imkânı sağlar. Böylece eserin, farklı anlam katmanlarına ulaşmak mümkün olur. Ayrıca, rüyaların özellikle kadın yazarların romanlarında dişil dili inşa etmek adına da önemli bir yer edindiği görülür. Postfeminizme yönelik bir uygulama olarak kültürel dilin ters yüz edilmesi bağlamında, kaynağında arketipal imajların bulunduğu rüyaları içeren romanlar, okura yeni dilsel anlamların da kapılarını açar. Bu makalede öncelikle Freud, Jung, Lacan, Klein, Rank ve Adler'in teorilerinden hareketle, psikanalizde rüyanın yeri irdelenecek; bahsedilen bu kuramlara uygunluk taşıyan Türk romanları üzerinden bir değerlendirmeye gidilecektir. Çalışmanın devamında vokabüler roman türü açıklanacak ve türün rüya temalı örnekleri sunularak, dişil dil içerisinde rüyanın yeri tartışılacaktır.

The Institute had an open international call for papers. Even we were at the very beginning, we got many papers for the first issue. Every paper was sent to two reviewers. Thanks to the anonymous reviewers from all around the globe, now we have twelve ( ) papers included in this first issue. "Journal of Turkish Linguistics" will be published twice a year, in September and March. The deadlines are 20 December and 20 May, for March and September issues, respectively. As we were surprised with your interest to publish your works in this very first issue, I am almost sure that we'll get very interesting papers for the next issues, too. We are also interested in book reviews and notices. The official languages for papers are Turkish and English. In this issue, you'll find four papers in English, and eight in Turkish. The papers cover wide range of interests: from historical and present dialects to standard Turkish, from graffiti to speech act theory, from language contact to vocabulary, from morphosyntax to lexicography, etc. I would like to thank to all our anonymous reviewers for their time and effort to review the papers sent to them, members of Editorial Board for their support and suggestions and members of Advisory Board for their directions. I would like especially to thank in my personal and the name of the Institute for Research of Turkish Language to our donors from "Brewery Prilep" (Prilepska Pivara), as without their help, we wouldn't be able to publish this issue. Macedonia has very limited resources for scientific researches and publications, so your generous help, support, donations and especially subscriptions to the Journal are very welcomed. We are also interested in publication exchanges and in your or your institution's publications if 811.512.161'367.625.44