https://turkishstudies.net/turkishstudies?mod=sayi_detay&sayi_id=273 Turkish Studies - International en 2024-08-29 <p style="text-align: justify; margin: 6.0pt 0cm .0001pt 0cm;">Ankara Bilim &Uuml;niversitesi</p> <p style="text-align: justify; margin: 6.0pt 0cm .0001pt 0cm;">Maltepe Kamp&uuml;s&uuml;</p> <p style="text-align: justify; margin: 6.0pt 0cm .0001pt 0cm;">Maltepe Mahallesi Şehit G&ouml;nen&ccedil; Caddesi No: 5 &Ccedil;ankaya, Ankara, T&Uuml;RKİYE</p> <p style="margin: 6.0pt 0cm .0001pt 0cm;"><strong>Web: </strong><a href="https://ankarabilim.edu.tr">https://ankarabilim.edu.tr</a></p> <p style="text-align: justify; margin: 6.0pt 0cm .0001pt 0cm;"><strong>Telefon:</strong> <a href="tel:4442228">444 22 28</a></p> <p style="text-align: justify; margin: 6.0pt 0cm .0001pt 0cm;"><strong>E-mail:</strong>&nbsp;<a href="mailto:info@ankarabilim.edu.tr">info@ankarabilim.edu.tr</a></p> https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16569 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16569 Asuman AHMED ABDO SHABAN, Emre ÇAY Until the end of 17th Century, Ottoman Empire regarded the West as inferior and did not follow it. Even the officials who were sent before the European kings were not ambassadors. They were sergeants, who were collected from small 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16595 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16595 Sevinç AKDOĞAN ÖZTÜRK, Rıfat GÜNDAY With the globalization and the researches carried out by European Council, speaking a foreign language became an essential point. It is clearly seen that communication role of a foreign language teaching has become gradually important. But speaking skills are the most difficult tasks for learners to develop. This study aims to reveal whether the learners are aware of the importance of speaking skills and whether they have some suggestions for speaking courses as well as to determine the principal inconvenience which prevents them from speaking the language. For this study, 40 French preparatory class students were chosen and interviewed. The registered interviews were transcribed through a text treatment programme. Then the answers were classified and it was noticed that the learners wanted especially to use dialogues more frequently and to participate in more ludic games and want the teacher to deal with them more i 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16573 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16573 Buket ALTINBÜKEN In this study, our aim is to reveal how the theme “Istanbul” was addressed in French Literature from the past to the present. In French literature, one could cite Record of a Journey from Paris to Jerusalem and Back by Chateaubriand, Constantinople: World’s Most Beautiful City by Théophile de Gautier, Constantinople and Voyage to the Orient by Gérard de Nerval, Secret garden by Marc Hélys, Ghosts of the East, Disenchanted and Aziyadé by Pierre Loti, among the travel literature books on Istanbul or novels where events in the plot happen in Istanbul. The theme “Istanbul” has been frequently addressed in French literature and it is possible to add more books to that list. The city, situated at the crossroads between the East and the West, is still an inspiration for traveller-writers. In recent years, are remarkable the essays entitled Istanbulin by Gisèle Durero Köseoğlu as well as her trilogy entitled respectively Windows from Istanbul, A Manuscript in Istanbul and A Book Full of Secrets. Writers describe Istanbul in various perspectives by switching from inner reality to fiction and from observation to narration. Our aim is to question the reality/fiction relation, the perspective of Western traveller-writer on the East, and meanings of the Istanbul theme in French literature. Even when the described places are the same the Istanbul image given in each work is different from the others, due to the fact that the emphasised features of the perceived object varies depending on the observer subject. Each traveller-writer describes the city which he/she perceives. On the other hand, when looking at travel books from 19th century to the present, we can still find a common image of Istanbul as presented in the French literature, although the city itself has changed a lot. In this work, this common image will be revealed. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16609 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16609 Erdinç ASLAN Technological advancements affect also the field of foreign language teaching, such as affected many areas. Especially possibilities offered by computer technology, offers convenience to many linguists. Video, teleconferencing, online applications and language learning softwares are some of them. Language learning softwares stand out meeting the needs of this area because it contains in other applications. Nowadays, there are many software designed to teach different languages. There are many software designed to teach French. In our study, we have discussed softwares prepared to teach French. In our study, preferred General Scanning Model and did researches on samples selected from the universe. The data obtained re-interpreted by comparison with the data sources to draw conclusions interesting, informative, and useful and judicial sentences were obtained. Also the data supported by references criticizing the work or setting out its methodology depending on the importance of the development of the field of study. The study is proceeding concretely to as: First, the relationship between technology and foreign language teaching is mentioned and the importance of computer softwares in language teaching is emphasized. Later, softwares are 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16726 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16726 İrfan ATALAY Children's literature is one of the instruments that provide the emergence of social values and notions and their transmission to the next generations. By means of this literature, formed by the materials such as books and albums, it is aimed to transmit and implement cultural and social values and socio-cultural notions to the child, values and notions which occur as being imposed by various sources in society. As nutrition and nourishment are the first acts of humankind, they are also the first topics of child’s literature, and the present social values and norms become the most significant part of child education. But at the same time, instead of these values and norms, which are actually highly complex systems, symbols are mostly used because of their difficult transmission to the child. In matters of abundant meals, balanced diet, unverifiable consummation or food discoveries, food may contain to define its 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16852 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16852 Füsun ATASEVEN According to Doğan Cüceloğlu, if there is fear in an environment, the origin is “respected”. If there is no fear, people no value either, there is noobligation to comply with the rules. People who haven’ tinternalizedtheinformation, theinformation is “used as if” but as it’s a question of awareness, theinformation is not beingassimilated, doesn’tturninto a behavior, that’s “living as if”. If you study the laws of a “as if” society, you’ll see that there are no different from those of other developed democratic societies, but there areapplied “as if”. Opinion leaders, whose mission is tora ise awareness used translation as a tool. Translation was often used as a tool in many manipulative propaganda purposes, “usingthe as if” to consolidate the concept far away from the truth. Democracies created from the feeling of fear, imported and learned andinternalizedperceptions of democracy "closedsystems" creates. You don’t see often, citizens defending theirideas, knowing how to make their voicess trongert hought on-governmentalorganizations, using their legal right storesist when needed. This objective of this study is to see translation through the democratic concept by taking into consideration the “as if” in Turkey. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17079 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17079 Hasan ATMACA Nowadays, foreign language has become a critical need for our society with the increase of political, economic and cultural relations between the countries. For his reason, training qualified people who know a foreign language has a great importance. A major duty to train a qualified person belongs to well-equipped, self-improvement, self-reliant foreign language teachers. Teacher candidates undergo five years of professional training process and they are graduated as foreign language teacher candidate who has a professional qualification and equipment at the end of this period. In this process, foreign language teacher candidates are carrying a lot of anxiety; the most important one is professional concern. The purpose of this study is to determine anxiety levels of teacher candidates related to the areas of Professional concern. For this purpose, we have tried to answer this questions: 1) Which areas are teacher candidates concerned most?, 2) Do the Professional concerns of teacher candidates differentiate according to their gender?, 3) do the Professional concerns of teacher candidates differentiate according to the departments they are in?, 4) Do the Professional concerns of teacher candidates differentiate according to their age? The participants of the research is the students of foreign language teaching department in university of Ondokuz Mayıs and the sampling includes the fourth grade students of three departments: English language teaching, French language teaching and German language teaching departments. The data was collected through the ‘‘personal information form’’ developed by the researcher and the ‘‘anxiety inventory of teacher candidates’’. The data was analyzed with SPSS 20 and the results of data are discussed in the conclusion. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17063 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17063 Ahmet AYCAN In this study while emphasizing the importance of education and teaching foreign languages at an early age, we have investigated what advantages contributions the computer and multimedia devices may provide for teaching a foreign language. In this study, besides displaying the results of a great many of researches showing that children can learn a second language easily at an early age, we have tried to show in our experimental study the positive effects of use of computer, internet and multimedia devices to teaching such basic language skills as reading, writing, listening and speaking. Besides, we studied the contributions of technological devices to the development of the tree sub-skills namely grammar, vocabulary and phonetics. In the control and experimental groups we studied three topics chosen accordance with the curriculum while we used a method based on la perspective co-actionnelle in both groups, the computer only for listening and the guidebook were used in the control group, and in the experimental group, many of the multi-media tools and the different techniques were used. When the attitude scale and test results were compared, any significant relation between success and attitude was not found. It was concluded that there is no relation between students' success in the experimental group and their attitude towards computer, but the student success is directly proportional to the use of computer in the classroom environment. L’ENSEIGNEMENT DU FLE AUX ENFANTS ASSISTE PAR LE MULTIMEDIA RESUME Alors que nous avons mis l’accent sur l’importance de l’enseignement/apprentissage de la langue étrangère à un âge précoce, nous avons recherché que l’ordinateur et le multimédia peuvent assurer quels types des contributions et d’avantages. Tout au long de notre travail, tandis que nous insistons sur la thèse que les enfants à un âge précoce peuvent apprendre facilement une seconde langue, nous avons essayé de montrer les effets positifs de l’ordinateur, de l’internet et du multimédia pour les compétences fondamentales comme lire, écrire, parler et écouter. De plus, nous avons mis l’accent sur les contributions des outils technologiques orientés du développement des sous-compétences comme la grammaire, le vocabulaire et la phonétique. Dans ce contexte, une étude expérimentale, qui a duré huit semaines, a été réalisée avec les enfants de quatrième classe à une école privée. Dans les groupes de contrôle et d’expérience construis, on a traité trois sujets choisis selon le programme de curriculum. Les deux groupes se sont concentrés sur la méthode perspective co-actionnelle, dans legroupe de contrôle on a utilisé l’ordinateur pour écouter et le manuel et à l’autre groupe nous avons utilisé plus d’outils du multimédia et du technique différent. Lorsque les résultats obtenus du test initial et du test final ont été analysés, on a vu que l’enseignement assisté par ordinateur a assuré les résultats plus réussis par rapport à l’enseignement réalisé par les matériels traditionnels. Quand on a fait une comparaison entre l’échelle d’attitude et les résultats des tests, on n’a pas trouvé un rapport significatif entre l’attitude et la réussite. Car, la raison de la réussite élevé des enfants dans le groupe d’expérience n’est pas relative à l’attitude, mais à l’utilisation du multimédia dans la salle de classe d’une façon efficace. Mots Clés : Enseignement de la langue étrangère, enseignement précoce, ordinateur, multimedia. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16848 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16848 Esra AYDIN, Hasan ATMACA Today, it is accepted the importance of literature or literary text in foreign language teaching. Literature is one of the unique vehicles that reflect the feelings and thoughts of people as well as the bearer of culture. Language and literature are inseparable from each other. Because the language can function in the literature and the literature can give the possibility of learning-teaching the culture and the target language. Indeed using literature in teaching a foreign language, it can be taught the culture of the target language. In language class, it is possible to benefit from different literary genres as a teaching material and the poetry is one of the authentic documents used in different ways in teaching French as a foreign language. The aim of this study is to show the educational benefits of using poetry in teaching French as a foreign language to children. In this study, it’s mentioned about the place and the importance of using poetry in teaching French as a foreign language to children. Our study focus on three general points. First, we study the general characteristics of poetry and its place in the literature. Then we try to consider the importance of poetry for the early teaching of foreign languages. Finally we analyze the characteristics of poems for children. LA POESIE DANS L’ENSEIGNEMENT DE FLE AUX ENFANTS Résumé A l’époque actuelle, l’importance est accordée à la littérature et au texte littéraire dans l’enseignement de langue étrangère. La littérature est l’un de moyen unique qui reflète les sentiments et les pensées des gens ainsi que le porteur de la culture. La langue et la littérature sont des domaines inespérables parce que la langue se travaille dans la littérature et la littérature propose l’apprentissage-enseignement de la culture, de la langue travaillée. En effet en utilisant la littérature dans l’enseignement de la langue étrangère on peut faire connaître la culture de la langue cible. En classe de langue, il est donc possible de profiter de différents genres littéraires comme un matériel didactique et la poésie est l’un des documents authentiques utilisables de manières différentes dans l’enseignement de français langue étrangère. L’objectif de ce travail est de montrer les avantages didactiques de l’utilisation de la poésie dans l’enseignement du français langue étrangère aux enfants. Il s’agit de la place et l’importance de l’utilisation de la poésie dans l’enseignement du français langue étrangère aux enfants. Notre étude s’articule autour de trois points généraux. D’abord, nous étudierons les caractéristiques générales de la poésie et de sa place dans la littérature. Ensuite, nous essaierons d’examiner l’intérêt de la poésie pour l’enseignement précoce des langues étrangères. Enfin, nous analyserons les caractéristiques de poèmes pour enfants. Les mots clés : langue étrangère, littérature, texte littéraire, poésie, enfant. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16608 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16608 İlker AYDIN, Gülşen TORUSDAĞ The text is a meaningful linguistic unit that the sequential sentences form together. This sequence is not random, has a communicative function. This feature allows the text to be seen as a meaningful, sequential unit. The textlinguistics beginning with the language studies beyond the sentence reveals the structure of the texts, their grammatical and contextual form of fiction and communicative functions and shows them with practical examples. The textlinguistics describes the general conditions of the forming a text, distinguishes the text from non-text and creates criteria to classify the texts and tries to describe and explains the common and different features between the texts. The differences in use of the texts according to contexts, their functions in the communication between people are also within the scope of the research area of the textlinguistics (Şenöz, 2005: 22-23). According to Beaugrande ve Dressler (1981), in order to be a sentence sequence a text, it should have some criteria such as cohesion, coherence, intentionality, acceptability, informativity, situationality, intertextuality. The most obvious feature of the poem language is the employment of a short and elliptic narration. This feature requires to avoid employment unnecessary words and to employ linguistic signs in a large meaning frame. In this context, in a poem in which the forces of i 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17116 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17116 Uğur AYGÜN Since its existence, the human has made good or bad choices about their lives. These choices reveal the effect of his will or by peripheral factors give rise to positive or negative results. Contrary positive acts enjoyed by everyone, negative acts are criticized. For assessing and correcting these acts of literary works were written at the end they give lessons to people. In the stories such as fable, animals are used and some stories are told that go around these animals. The animals are customized as right or wrong and they encounter an end according to the role they are responsible. These roles give birth to a result and each of these results prevent human not to make bad choices. Apart from its particular of teaching, the fun feature makes the fable usable and attractive for education. Especially when the fable story is used as a literary genre in children's education, it is certain that it will not only entertain children but also it will give the children some advices about life. So the children will enjoy while learning. Own these two features at the same time is one of the most important qualities that distinguish the fable of other literary genres. LA FABLE EN TANT QU’UN GENRE LITTERAIRE ET L’ANALYSE DE FABLE RESUME Depuis son existence, l'humain a fait des bons ou mauvais choix à propos de sa vie. Ces choix qui se révèlent par l'effet de sa volonté ou par les facteurs périphériques font naître des résultats positifs ou négatifs. A l'encontre des actes positifs appréciés par tout le monde, des actes négatifs se sont critiqués. En vue d'appréciation et correction de ces actes des œuvres littéraires se sont écrites à fin qu'ils donnent des leçons aux gens. Dans les écritures en genre de fable, les animaux se sont utilisés et on a raconté des histoires qui se passent autour de ces animaux. Les animaux se sont personnalisés comme bien ou mal et ils rencontrent une fin selon le rôle qu'ils se sont chargés. Ces rôles mettent au monde un résultat et chacun d'eux prévient l'humain pour ne pas faire des mauvais choix. A part sa particularité de didactique, la particularité d'amusante rend la fable utilisable et attirante au regarde de l'éducation. Surtout quand la fable est utilisée en tant qu'un genre littéraire dans l'éducation des enfants, il est certain qu'elle ne va pas seulement amuser les enfants mais aussi en même elle va donner des conseils à propos de la vie. Posséder ces deux particularités en même temps est l'une des qualités la plus importante qui distingue la fable des autres genres littéraires. Les Mots Clés: Mevlânâ, La Fontaine, Mesnevi, Fable, Métaphore, Animal. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17089 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17089 Halil AYTEKİN The study is about the book “Şeytanın Yılı” of Bertrand Solet. In this book, a girl is involved in an illegal organization and abused by this organisation. In our era, we encounter this kind of similar events very often. In an environment in which missionary activities are engaged very much, the youth is under the threat of this kind of evil organizations and illegal groups. Nowadays, the biggest danger, especially for the youth, is satanist organizations. Many people are deceived by the hopes of New World Order, convinced to participate in the illegal organization and abused by it. Illuminati is the biggest secret organization of all times and pulls the strings of economy and politics. This organization has an important role in state administrations, important business lines and financial circles. They give importance to placing agents to important positions and services of the government. The organization seeks for a New World Order which stands against all the religions. In new world order, the Devil is believed to save the world and rules all the people around the world. Deccal is the person who is expected to come to the world on doomsday, lead people’s way away from God and spread hostility, hungar and social deviance around the world. Deccal is, actually, the personification of devil. In the book, the writer draws attention to the signs and symbols used during satan rituels as well. Satanists chose places like cemeteries which is dark and scary for their rituals and celebrations. They are generally dressed in black and red. Illuminati is the secret organization founded for Deccal to keep the world under control. In other words, is the think tank of Deccal in the world. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16584 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16584 Reza Hosseini BAGHANAM, Hülya YILMAZ Blind Owl, which is considered as the first novel of Persian literature, will be studied in the present paper in order to evaluate its Turkish and French translation based on the translation Semiology approach. The reader/translator of a literary text knows the text that s/he is studying, since it goes beyond the normal rules of language and the text bears different meanings. Semiology, which studies the formation of meaning and how the reader perceives it, is a signification approach. The connotations that makes the decomposition and restricting of the meaning harder, necessitates the use of Semiological approach for understanding the metaphors, references, the meaning concept of the author, multi-meanings texts and briefly formation of the discourse. The Semiological analyses which forms the bases of research in the present paper is based on the discourse approach of Jean- Claude Coquet, the founder of Paris Semiology school and his “Subject Semiology” (Discourse could not be studied without its subject). Our discourse analysis mostly concentrates on the subject of the discourse, the narrators and their points of views. The transformations which happen in subject’s discourse, (subject/ irresponsible subject/semi-subject), his/her changes of views and overlaps all are studied in the present research according to three main resources: Roland Barth’s S/Z and his suggested discourse analyses techniques, the rewriting of Blind Owl by Riza Beraheni in The Shadow of Author, and his suggested techniques which are used to analyze the discourse and finally Oğuz Demiralp’s Blind Reader and his discourse analyses about the Blind Owl. As a descriptive research and considering the results of discourse analyses, the sections, main themes, the discourse techniques and their traces have been followed in the translations. It is aimed to trace the network of the text and its meaning system in both Turkish and French translation. As Umberto Eco says, “How the translator was able to reduce the inevitable losses?” 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17088 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17088 Nevzat BAKIR People are different from other living things by their knowledge and skills. For people information is as essential as basic needs. Information is produced by people and transferred to the next generations. This is how humanity exists in a constantly developing society. It is necessary to transfer the existing knowledge to new generations. The mankind has found different ways to do this, but this transfer is at least a culture transfer and called acculturation. Because the culture of older generations has been transferred to new generations. Culture is not only the transfer of information between generations, but also between the nations. It has been observed that there are differences or similarities between the cultures of different nations after learning something about those cultures. The similarities increase depending on how close the nations are become. One of the values of a society is “honor“ and it is perceived differently in different the societies. The German author Hermann Sudermann examining this concept in his work “Die Ehre” and offers a different perspective. Because the issue handled in this work is one of the fundamental values of all nations, it provides a good source for studies in foreign language courses. Therefore, it is important to analyze this work in foreign language lessons for students to get familiar with cross-cultural understanding. INTERKULTURALITÄT IN HERMANN SUDERMANNS „DIE EHRE“ ZUSAMMENFASSUNG Der Mensch unterscheidet sich von anderen Lebewesen durch sein Wissen und seine Fähigkeiten. Das Wissen ist für den Menschen so wichtig, wie die natürlichen Bedürfnisse. Das Wissen wird von den Menschen produziert und an die kommende Generation übertragen, welches die Grundlage für das Bestehen des Menschen in einer sich ständig entwickelnden Gesellschaft führt. Der Wissenskanon einer Gesellschaft musste an die kommende Generation übertragen werden. Obwohl die Menschheit dafür verschiedene Wege gefunden hat, ist es letzten endlich eine Kulturvermittlung. Die Kultur wird nicht nur von älteren Generationen auf die Neueren übertragen, sondern auch zwischen den Nationen. Es ist festzustellen, dass die Kultur verschiedener Nationen Gemeinsamkeiten oder auch Unterschiede aufzeigen. Je näher die Nationen zueinander stehen, desto größer sind die Gemeinsamkeiten im kulturellen Kanon. Einer der Basiskomponente der Gesellschaft, die „Ehre“ wird in den jeweiligen Gesellschaften verschieden aufgegriffen und verschieden bewertet. Der deutsche Autor Hermann Sudermann schildert in seinem Werk „Die Ehre“ diesen Begriff. Da die Thematik, die in diesem Werk aufgegriffen wird, eine Basiskomponente aller Nationen bildet, stellt es sich zum Umgang im Fremdsprachenunterricht als eine geeignete Quelle dar. Die Arbeit im Fremdsprachenunterricht mit solchem Material wird dazu führen, dass die interkulturelle Kompetenz der Lernenden sich entwickeln wird. Aus dieser Hinsicht sind solche Texte geeignet, vor allem die Motivation im Unterricht zu wecken. Schlüsselbegriffe: Hermann Sudermann,Kultur, Interkulturalität, Fremdsprachenunterricht 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16853 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16853 Seldağ BANKIR The aim of this study is to analyse the problematic of body and identity in Tahar Ben Jelloun’s novel, The Sand Child. In this novel, the Moroccan author brings a critical approach to North Africa’s traditional conceptions of religion and morality. A Moroccan father, after having seven daughters, wants to have a son and he decides to raise his eighth child as a male no matter what the gender is. The Sand Child tells the story of this little girl, Ahmet, who is brought up as a boy. In this study, we tried to analyse the main character's search of identity in the semiotic framework. While analysing the body representations of the main character, we aimed to reveal how the relation between body and identity development appeared in the discourse of the novel. In this respect, we examined the physical and psychological characteristics of the hero and the transformations in her identity. While examining the representations of the body in the novel, we focused particularly on the concept of “the intervention on body”, which is positioned in the centre of discourse. When the narrative is evaluated within this context, the body appears as a conflict area overall the discourse of the novel. In this point of view, by analysing the relation of the hero with her own body and other bodies, we tried to examine how the concept of identity, built under pressure, is constructed throughout the novel. In this novel that reflects the position of Arab women and their search for identity, we aim to clarify how the body, as a vehicle for the social roles, was structured as an expression of identity. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16604 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16604 Fuat BOYACIOĞLU, Kemal ÇELİK The two thousand years isn’t a long time for the mankind having a five to six milion years history at least. In this article, we discussed the influence of the antique greek history on the european intellectual and literary history by taking the human history lasting five milion years into consideration. As distinct from classic expressions we handled the european intellectual and literary history as a prolongation of the antique greek philosophy. By being based on the researches we realised, we made bold to imrove a such a theory: the european intellectual culture is a follow-up of the antique greek culture. The Enlightement, is the name of the longest dream of the humankind. This designation has been used as a name given to a spritual creature for centuries. All the matters concerning the Enlightement are interpretations of the ropes withdrawn from the ball of problems. Sometimes the Enlightement has been perceived as “a holy awakening project”, sometimes, it has been considered as “a dark field illumination.” By its success’ and its failures, the Enlightement is historically and geographically the name of a unknown. In this article we tried to bring a different point of view to the exceptional destiny and the unfortunate adventure of the Enlightement 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16574 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16574 Eshabil BOZKURT, Ayşe Banu KARADAĞ Proverbs are short and formulaic sayings, which can be considered as culture carriers since they matter in terms of expressing the cultural and moral values, or in a broader sense, the worldview of a culture. Being called in different names during the history of our culture and literature such as sav, mesel, darb-ı mesel, and considered as one of the best elements that reflect Turkish culture, a number of collected works were written on proverbs in different periods by different people, which were published as book chapters or i 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17080 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17080 Mustafa BÜKER, Dilber ZEYTİNKAYA Nowadays it gains importance of teaching four basic skills (listening, speaking, writing and reading) and sub-skills (grammar, vocabulary and fonetic) in foreign language teaching. The action-oriented method that appears after 2000, focuses on teaching of four basic skills and sub-skills and it’s explained in the Common European Framework that is accepted as a guide in foreign language teaching. There are some problems in teaching of four basic skills. As it is indicated in the Common European Framework, one of the problems encountered during the teaching of four skills is vocabulary learning/teaching. So far, many word-learning strategies have been developed. One of the many methods and strategies that have been developed to overcome this difficulty is to improve vocabulary knowledge of students through teaching of antonyms in their both native language and target language and to provide the information that the students need to express themselves in the target language. Although there are many dictionaries and research studies on the teaching of synonyms and antonyms, there is only one Turkish-French synonym-antonym dictionary which is developed by Michelle Bozdemir. The present article will emphasize the importance of synonyms and antonyms in vocabulary teaching and contributions of synonyms and antonyms to foreign language students in acquiring vocabulary learning strategies. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17081 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17081 Burcu BÜR, Ahmet AYCAN In this study, the effects of English as first foreign language on the process of learning French language as second foreign language are investigated. As is known, in Turkey, students are required to take an exam to have university education, and the students graduated from language departments of colleges are also required to take another test which measures language proficiency in English. The students with high exam scores are accepted to the ‘English Language Teaching’ departments of the universities, while the ones with lower scores begin studying in ‘German Language Teaching’ and ‘French Language Teaching’ departments. In our study, the students who are the graduates of English Language departments in colleges and are studying French Language Teaching presently are taken into consideration. Having applied a questionnaire to some of the students from French Language Teaching department, the effect of English language that was learnt first on the process of learning French as second foreign language was investigated. The universe of this study includes 50 students from French Language Teaching department of Faculty of Education in Ondokuz Mayıs University. 16 questions are asked to these students in the questionnaire, and 10 students are interviewed one to ones, and the data was gathered. In this study, the effect of English, their first foreign language, on French which they study in their departments at university is investigated in frames of writing and reading skills with pronunciation and grammar sub-skills, and this study was formed in this context. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16745 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16745 Osman COŞKUN The new program of French foreign language in primary education (for 4th , 5th, 6th, 7th, and 8th classes) is published by the Board of Education of the Ministry of National Education (MEB Talim ve Terbiye Kurulu Başkanlığı) in 2011. It was implemented from the 2012-2013 school year. The content of the curriculum consists twelve chapter in eighty seven pages. This program defines the language competence in accordance Common European Framework of Reference for Languages(CEFR) levels. The CEFR plays a central role in language and education policy all over the world. It has growing relevance for language testers and examination boards, helping to define language proficiency levels and interpret language qualifications. It is a flexible reference for helping to define the levels of proficiency and to interpret language qualifications's. This helps language teachers, experts, language testers and learners of a foreign language etc. The aim of the CEFR is to stimulate reflection on current practice and to provide common reference points to facilitate communication, comparison of courses and qualifications, and personal mobility. The CEFR describes language ability(proficiency) on a scale of levels from A1 for beginners up to C2 for those who have mastered a language. This makes it easy to see the level of different qualifications. It also means that educational institutions can easily compare qualifications and see how they relate to exams they already know in their own country. In this work, we seek to determine the reflection of the CEFR in the French foreign language curriculum for primary education Turkish concerning writing skills. Compare the curriculum of French language for Turkish primary education with the CEFR offers us the possibility to determine the conformity of the curriculum to the CEFR. LA COMPÉTENCE ÉCRITE DANS LE NOUVEAU CURRICULUM DU FRANÇAIS LANGUE ÉTRANGÈRE POUR L’ENSEIGNEMENT PRIMAIRE EN TURQUIE ET LE CECR RÉSUMÉ En 2011 par Conseil d’Enseignement et d’Éducation du Ministère de l’Éducation Nationale (MEB Talim ve Terbiye Kurulu Başkanlığı), le nouveau programme du Français langue étrangère pour l’enseignement primaire ( pour 4?,5?, 6?, 7?, et 8? classes) est publié. Il a mis en application à partir de l’année scolaire 2012-2013. Le contenu du curriculum se compose douze chapitre en quatre-vingt sept pages. Ce programme définit les compétences visées conformement les niveaux de Cadre Européen Commun de Référence pour les Langues (CECR). Le CECR joue un rôle central dans la politique linguistique et éducative dans le monde.Il est une référence flexible pour tous en aidant à définir les niveaux de compétence linguistique et d'interpréter les qualifications linguistiques. Il est utile pour les professeur de langue, les experts, les testeurs de la langue et apprenant d’une langue étrangère etc. Le but du CECR est de stimuler la réflexion sur les pratiques actuelles et de fournir des points de référence communs pour faciliter la communication, la comparaison des cours et des qualifications, et la mobilité des personnes. Le CECR décrit la capacité de la langue sur une échelle de niveaux, de A1 pour les débutants jusqu'à C2 pour ceux qui maîtrisent une langue. Cela rend plus facile pour voir le niveau des qualifications différentes. Cela signifie également que les établissements d'enseignement peuvent facilement comparer les qualifications et voir comment ils se rapportent à des examens qu'ils connaissent déjà dans leur propre pays. Dans ce travail, nous cherchons à determiner les reflets du CECR dans le curriculum du Français langue étrangère pour l’enseignement primaire turc èn ce qui concerne la compétence écrite. Comparer le curriculum du Français langue étrangère pour l’enseignement primaire turc avec le CECR nous offre la possibilité de déterminer la conformité de ce curriculum au CECR. Mots Clés: programme, CECR, compétence, écrit 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16795 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16795 Mehmet ÇİÇEK_T It is a fact that there is no language without the concepts of adjective and noun. In most languages, syntactic positions of noun and adjective are generally fixed. For example, in Turkish and English, the adjectives come before the nouns that they qualify. Although it is possible to say that there is something slightly irregular for English (e.g. an important man / something important), adjectives in Turkish have a fixed place (e.g. önemli bir adam / önemli bir şey). As for the French language, the places of adjectives are not fixed, much more varied and problematic. In this context, the concept and types of French adjectives will be addressed, and their syntax will be examined. In French, adjectives can come both before and after the nouns they qualify (e.g. un ancien château / un château ancien). In this study, quality and quantity of this linguistic relationship will be questioned; this syntactical process will be addressed in terms of semantics. On the other hand, whether the use of adjectives before or after nouns affects the meaning will be investigated. If so, the situations arising when French adjectives are translated into Turkish will be examined. In the context of langue/parole, this study will deal with adjectives (with their Turkish translations) that necessarily proceed or follow nouns and those which are optional in this respect. The preferences of enunciating subjects will also be within the scope of the current study. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16899 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16899 Aşkın ÇOKÖVÜN TURUNÇ Both translators and terminologists agree on that terminology has an important role in specialized translation. In 70’s and 80’s terminology studies based on translation were carried on. However, in the last thirty years new methods in information technology and language led to new orientations and approaches in terminology. Terminology tends to have new applications within the domain of linguistics. These orientations in terminology weakened the connections with translation for a while. In the last years of 90’s terminology led to information technology, thus translation applications gained new orientations. For the last twenty years several data processing tools have been presented to translators. However, mechanical translation, or computer assisted translation have to be autonomous fields of translation studies. For this reason, the methods and approaches of translation studies should be included in the studies in the extent of “language processing”, and “computer assisted language processing” rather than using that of linguistics. This will make contributions to the problematiques of translation studies, and applied field of translation studies. In spite of the scientific developments in application fields on data processing of linguistics and translation studies, there are still some problematiques. The needs for translators as to terminology and lexicography cause a necessity of solutions adopted to application conditions. These two fields are not considered as supportive of translation studies. This article aims to show the reasons why the relationship between terminology and translation weakened, and suggest the new approaches and orientations of these two field. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17087 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17087 Murat DELİBAŞ Co action oriented approach describes the learners as social actors. Actor means a person performing and animating some duties. Since foreign language is learned through some duties and actions as well, it handles the learners as people who should perform tasks. A person learns the language to communicate the others. Therefore, emphasizing the needs of learner increase motivation and interest. Learners should feel relax and free to reveal their needs. This can be provided with natural language environment. İf the aim of language is to communicate, why can’t we success to teach the pragmatic language? A person is much more interested to the subjects about his own life; naturally he feels to express himself and tries to meet the others. For this reason in the environment of language learning being learner centered, learners focus on both learning language and using it…Teachers should only be facilitator and guide in this learning process. Since society of today is multilingual and multicultural, it emerges that people have different mother tongue as well. Components of language like sociolinguistic and cultural properties should be regarded absolutely. Mother tongues being different from each other make target language more attractive because presumably target language is only common point. This common point should be designed as language environments being parallel their needs in real life. That’s to say it should be started out basic life and experiences as stated in Nilüfer Tapan’s studies. It should be made use of target language according to needs and associated with situations of i 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16781 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16781 Serkan DEMİRAL, Muzaffer KAYA The art of translation, which has been in existence from before the Common Era until today is known to have a considerable history. Although translation is a study which has existed since ancient times, in particular through the writings of the eighteenth century French Enlightenment period, it enabled the introduction of many works and schools of thought into the literary life of our country; and contributed to changes in social lifestyle. These changes came into effect through the Industrial Revolution which occurred in Europe during the same period, and as a result of advances in technical knowledge and of the spread of works of literature through translation. Today, because of developments in the science of translation, the activity of translation covers a wide range of areas.In this study, taking into consideration the approach of translation scientists to the theoretical and practical problems encountered in one of these areas, the translation of poetry, the formation of variance encountered in the translations of selected poems from the source language (French) into the target language (Turkish) was examined using translation techniques 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16582 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16582 Zerrin EREN Violence is one of the most serious problems in contemporary societies. Recent studies on human aggression have shown that aggressive behaviours are largely learnt. Therefore, in the books written for children the messages concerning amity, love and solidarity, the presentation of the models exemplifying such behaviours, the suggestions concerning the ways of dealing with violence non-violently are of utmost importance. The French philosophers Brigitte Labbé and Michel Puech have published a series of books in which they have explained various concepts to children, simplifying and exemplifying them with the events which the child may face in everyday life. The two of the books in this series have been titled Love and Amity and Violence and Non-Violence. The British writer Anne Fine, best known for her novels for children, has dealt with peer bullying and peer solidarity in her novels entitled The Angel of Nitshill Road and Ivan the Terrible. The aim of this paper is to exhibit what aspects of love and amity have been emphasized, what attitudes and behaviours have been presented as the examples of love and amity, what these writers have recommended children so that they cope with peer bullying non-violently in the books mentioned above, and thus, to display the efforts of the writers from two different societies to contribute to create a world free from violence. This paper reveals that the writers of both countries have recommended children to create the cycle of love instead of the cycle of violence and not to avoid seeking help from parents or teachers when they face peer bullying, and that they have shown children how to cope with peer bullying non-violently by taking a firm stand against it. Besides, creating an outsider, Fine has been able to criticize traditional English nursery rhymes containing violence in Ivan the Terrible. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16681 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16681 Hande ERSÖZ DEMİRDAĞ In the literature on teaching conference interpreting, there are some publications focusing on error analysis.Errors and omissions are pedagogical tools for both the Product Oriented Approach for the Process Oriented Approach. More specifically, according to the Product Oriented Approach, they are identified and reported to the student who will improve with corrections. Regarding the Process Oriented Approach based mainly on the examination of the process rather than the examination of the finished product, errors and omissions can provide windows opening on the mechanisms involved and the method of student. The ‘Effort Models’ developed by Daniel Gile provide a very beneficial theoretical framework for in depth analyses of problems in interpreting, and provide some possible explications on their origins.According to the ‘Effort Models’, interpretation involves non-automatic cognitive operations consuming limited attentional resources. When the processing capacity available for a task is insufficient, performance deteriorates. This study aims to analyze and understand the problems that third-year students enrolled in the Department of Translation and Interpreting at Yıldız Technical University encounter while learning consecutive interpreting, and also seeks to trace back the origins of the students’ observed weaknesses employing a process-oriented approach within the conceptual framework of Gile's “Effort Models”. The study finally suggests a few potential pathways within a pedagogic context. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17115 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17115 Cengiz ERTEM A case of duality of human personality is an important subject in fantastic literature. This topic also, besides of Hoffman, James Hogg, Dostoevsky, Edgar Allan Poe, Oscar Wilde, André Gide, Stevenson has been involved in. The second personality of man shows generally his direction unusually. Otherwise, his second personality can also be caused by the education received, the family of the events, with the effect of training given to the child to people of different vital aspects. André Gide is known as a person of the opposite pole. This duality in his character has found its place in spirit, and has covered the world of ideas. In his works and biography, we see the paradox of romantic breakthrough the puritan and the trend of paier conflict, the struggle of the Bible, and Hellenic cultures, with the classic precision of description. André Gide and is the author of the polar opposites of people. Dostoyevsky from André Gide's optical tackles two of the authors is an interesting way to healthy ratings. The most important element which is adopted in Dostoyevsky by André Gide is the spiritual nature of the person of the Russian’s writer. All-important of Dostoevsky is the experience of all dilemmas that realize at the same time. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17094 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17094 Tuna ERTEM George Sand is the writer who has been academically studied because of her wide range of works, her pioneer attitude in the field of women rights. Not only in the 19th century but also in this century does she hold an important place among the most read authors. In 2004 several researches were done on her works and many symposiums and conferences were held on her life and works. In addition, her works have been translated into many languages for her 200th birthday. Her colorful personality and extraordinary lifestyle, her radical attitude in the literature world not only gave her a deserved reputation but made her role model for many novelists to create women characters in their works. For instance, many critics have tried to establish close links between Camille Maupin and George Sand in the novel “Beatrix” by Balzac. It cannot be denied that there are some similarities between the two writers: the one who uses a nickname “George Sand” although her real name is Aurore Dupin and the other one -Felicite des Touches who uses the nickname Camille Maupin in the novel of Balzac. These similarities are not only important for the physical portraits but also important for moral, intellectual and soci—cultural frameworks. Both of their physical natures overlap, their love experiences and emotional fluctuations reflect the same mood, a nineteenth century unusual woman portrait is portrayed, and also both of them are exposed to negative reactions from the local people due to their free lifestyles. However, the life story of Camille Maupin shows few similarities to the life story of George Sand. The fictional character Camille Maupin is the typical hero of Balzac whereas George Sand is the one not reflected in the novel characters but is a strong model for the creation of them. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17090 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17090 Hüseyin GÜMÜŞ In this study, we will present information about the areas in which French Language is spoken as we examine the meanings that the French and Francophone carry in a historical view. Today 200 million people speak French Language as their mother langue while that 100 million people have learned or have been learning the French Language. Lots of foundations and organizations that were established under the title of Francophonie concept involve many fields such as language teaching, cultural cooperation, literature, linguistics and translation studies. Francophonie carries its existence in about 10 geographical areas today. Among these, the West Europe Central, and Eastern Europe, South America, Maghrep Arap Union, Southeast Asia can be given as examples. As we have a look at the history of Francophonie in Turkey, as the Turkish-French cooperation that started in Kanunis period had been continuing for so long, it gained speed in Tanzimat Reform Era. A strong cooperation was provided in the terms of education, politics, culture and economics and last periods of Ottoman Empire gained an important place in Espace Francophone area. Nowadays, although English Language is preferred most by the language learners, French Language, literature and culture appeal to a wide range of audience as well. It is known that, only İstanbul 1 million Francophones. In terms of education and culture, lots of private schools, colleges and international foundations and organizations play an active role in Teaching of French Language in Turkey. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16581 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16581 Rıfat GÜNDAY In this study, it is aimed to examine the sociolinguistic dimension of foreign language teaching in the context of multilingualism and multiculturalism. A Common European Framework of Reference for Languages improved by the European Union and the approach adopted by the union are the basis of this study. Instead of the approach of teaching the structural rules of language through traditional methods on the basis of the standard language, an action-oriented approach influenced by sociolinguistic which evaluates the language as a social phenomenon relative to external factors based on the relation with language-society, focuses on the teaching the dimension of application of language. In the past, we needed more for a foreign language communication in the context of written texts, but after the industrial revolution due tothe increase of trades and travels, it developed day by day, the communication in a verbal language has gained importance in a foreign language learning-teaching. Recently, the development of transportation failities and technological communication tools have further increased the communication in a verbal language. As a result, in the past only teaching of standard written language in language teaching was sufficient. Besides the standard language, teaching of language sections of different social groups and regional language variables have become a necessity. The ability to understand and use language in various social contexts should be the main objective of foreign language learning-teaching. By using target language more widely and appropriately, foreign language learners can interact, communicate successfully and perform mutually with different people and communities from different cultures. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16647 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16647 Ertuğrul İŞLER Giono, who is among the authors serve as a bridge between traditional and new novel with different and variable approaches he applies, is one of the rare novelists who achieves using both the features of traditional novel and the new one together in his works. The reader experiences narrator or narrators who want to direct and control everything in the narration on one hand and who often recognize people and prefer to make them tell or to learn from them goings-on, on the other hand. Throughout the narration the narrator strikes quite different perspectives. The reader comes across first-person singular, sometimes third-person singular and sometimes anonymous narrators whose person is unknown precisely. The narrator tells us sometimes his own story, sometimes the story that he/she witnesses, sometimes the story that he/she hears of someone else and sometimes tells somebody else’s story. On one hand the reader comes across narrative abundance, on the other hand he/she realizes different narrative techniques skillfully used. Beyond doubt the biggest reason for that is because the author goes for writing very much and he is happy during writing process. Subjectivity and objectivity, first-person narration and third-person narration often intermingle in Giono’s narration. The author presents us quite rich narrative adventure that surprises the reader continually and that ranges from zero point of view to internal and external point of view, from third-person narration to first-person narration and self-narration, from external narration to internal narration, perceptible time to abstract time, from diachronic narration to synchronic narration, from objective narration to subjective narration. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16679 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16679 Fatma KABA Alain Robbe-Grillet in his novel rubbers which he published in 1953, other than giving the first qualified example of "new novel" in the aspect of fiction and new writing methods, made the mythic story the main element of novel unlike Gide, Giraudoux, Cocteau, Sartre who had rewritten the mythic stories according to the historical facts of the age and their perspective.Alain Robbe Grillet who fictionalizes a complex detective event in a contemporary urban life with connotations and flashbacks by making implied and covered references to the different aspects of Oedipius myth, abstracting mythic story ,which is etched to the collective memory of people, from its tragic dimension, combines the mythic with the modern, reality with the imaginary, conscious with the unconscious and i 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16603 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16603 Aslıhan KANMAZ This article is a part of the doctoral thesis conducted under the direction of Associate Professor Nur Nacar-Logie, at the University of Istanbul, in year 2012. The main purpose of the research is to investigate the place and the importance of the intercultural dimension of the French language taught in Turkey as a foreign language while acquiring communicative skills. Ever since the importance of acquiring communicative skills in language education has become obvious; the primary target of the foreign language education is to provide pragmatic skills. This skill provides the learner with the ability to handle the daily communication without any problem. Therefore, the grammatical education should be unquestionably formed including the sociocultural consciousness. Without any doubt, the misunderstandings occurred during the communication process between the native speaker and the foreign language learner stems from the lack of pragmatic and sociocultural skills. The misuse of the speech-acts that are widely used during the daily interactions can lead to misunderstandings on the native speaker side. Therefore, in this study; the problem of acquiring sociocultural skills in foreign language education is tackled in relation with the Turkish students who are learning French as a foreign language. The misuse of the refusal speech-acts can threaten the relationship between the Turkish and French speakers. This study aims to analyse the expressions of the refusal speech-acts by the Turkish students learning French as a foreign language and having the A2 language level according to the DELF criteria; within the framework of the global courtesy theory that is first proposed by Brown and Levinson and then enriched by Kerbat-Orecchioni. In this context; the refusal speech-acts of the Turkish students who are interacting with a French native speaker, are analysed regarding the conformity of these with the global courtesy rules. The speech-acts in question are analysed within the context of destroying or protecting the social image of the refused person as a result of the misuse of these courtesy rules. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16572 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16572 Ayşe Banu KARADAĞ This paper aims to analyse the translations rendered from Western literature by Tevfik of Selanico (Selanikli Tevfik), who is a prominent figure in our history of translated literature, with a focus on the prefaces/epilogues of the translations in the context of translation studies. Tevfik of Selonico was the fourth most productive translator (succeeding Ahmed İhsan, Ahmed Midhat Efendi and Mustafa Refik in the order of productivity) of his time who translated novels from Western languages into Ottoman Turkish between the Tanzimat Period (Ottoman Reformation) and the Period of Meşrutiyet II (Constitutional Monarchy). In this analysis, the general characteristics of the translations by Tevfik of Selonico will be examined with respect to the notions of translation and translator which dominated the literary and cultural polysystem of the relevant era on the basis of the relation between translation and interpretation. The paper will refer primarily to the relation between translation and hermeneutics as the theoretical framework and it will be based on Hans J. Vermeer's “skopos theory” which emphasizes “relativitiy” in translation in terms of interpretation. The basic motive which triggered this research is the fact that these very translations which were carried out into Ottoman Turkish have not hitherto been transcribed into Latin letters and thereby that what kind of a role both the afore-mentioned translator and translated texts played in the Ottoman/Turkish literary and cultural polysystem of the era in which they were published have not been been researched as well. There are namely sixteen novel translations made by Tevfik of Selonico between 1303/1886-1318/1901. He prefaced six novel translations out of sixteen and wrote an epilogue for only one single translation. Furthermore, he made two joint novel translations cooperatively with Abdullah Zühdü. Apart from this, all of his translations were made from the French language. In addition, the novels translated by him are from twelve different authors. The authors of the joint novel translations rendered in cooperation with Abdullah Zühdü are anonymous. He translated two novels from each of the authors who are Jules Marie, Jules Verne, Xavier de Montépin and one novel from each of the authors who are Louis Jacolliot, Edmond-Joseph-Louis Tarbé des Sablons, Victor Hugo, Louis Noir, Henri Chabrillat-Paul D’Ivol, Fortune du Boisgobey, Georges Ohnet, Pierre Zaccone. In this essay, the Latin transcriptions of the six prefaces and one epilogue written by Tevfik of Selonico for these sixteen novel translations will be presented and they will also be conveyed into contemporary Turkish language by means of intralingual translation. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17093 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17093 Nalan KIZILTAN This article aims at discussing cultural and political problems in subtitling Turkish films, such as “Havar”, Autumn” and “Bahoz” for the European Film Festival in Italy. As it is known that translators should be careful about the political discourse which can be simply marked as the discourse of politicians, i.e. their text and talk, and their professional activities, prospective translators should be trained so well as to translate political discourse, too. Political Discourse (PD) relies on translation, in the sense that linguistic behaviour influences political behaviour. A wrong or inappropriate word choice in the context of politically sensitive issues can lead to great misinterpretations. Therefore, discourse analysis tries to define why a particular word, phrase or structure during the translation process has been chosen over another one. Besides, translators should be aware of socio-cultural values. A colloboration of translation studies and political discourse analysis is essential. Thus in the process of the training, the university students in the Department of Foreign Languages and Literatures at the University of Salento were asked to translate the subtitles of the above mentioned films into Italian language. Then their translations were corrected. Their translation was analyzed in terms of cultural and political problems in subtitling. The results show us that Italian student translators have had problems in translating some cultural and political subtitles. Therefore, it has been suggested that prospective translators’ cultural awareness should be raised to minimize translation problems. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16637 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16637 Şengül KOCAMAN Ping-Pong is a play that tells how a tilt machine produced in the USA controls the lives of people playing with in a cafe run by Mme Duranty over the course of time. The machine has features that can direct the dreams, emotions, shortly lives of the characters in the play. It charms them with its blinking lights like a work of art. If they fall in love, they are the girls coming to the cafe and playing with the tilt machine. If they argue among themselves, it is related to the machine. Their ambitions pertaining to life are also related to the technical development of the machine. The social and political problems surrounding them are concerned with the rise and fall in the number of the tilt machines. Briefly, as Esslin notes, the tilt machine in Ping Pong is “something far more than merely being a machine” (1977: 95) In the play, dreams and realties are interwoven. The setting (time and place) and characters in the play are so real that they make people believe it. However, with the use of the tilt, the play is also not far away from the absurd plays that have changed the dramatic style and discourse of the traditional theatre. Ping-Pong, identified as a “transitional play”, is not only among the first-term plays in which the playwright presents his first absurd plays, but is also among the second-term plays in which social, economic, and political problems are dealt with at a level of reality. The purpose of the present study is to investigate the interwoven nature of the dreams and realities, which is believed not to have been scrutinized up until now in Ping-Pong. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16889 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16889 Mehmet KÖÇER, Şule EGÜZ Education is one of the components that show the development level of a country. Atatürk thought it would be possible to be a modern and powerful country only if modern education was formed. Just as the Ottoman Empire which took France as a model for the educational reforms, France also become one of the leading conutries that the new Turkısh Republic benefited from its own experinces. The political relations between two countries affected considerably the education system as in all other areas. As a result, if we look generally at the Ottoman-French relations, there has been few problems except for the last century. The drastic changes in the world, especially after the French Revolution, as in the whole world, affected the Ottoman Empire. Nevertheless, France was followed in terms of the efforts of modernisation during the process of this change. The World War I, the period of National Independence and the conflict of Hatay were the main problems that affected the relations. The improvement of political and economic relations with France influenced the education system. Thus, The Republic of Turkey focused on the effort of modernization led by Atatürk. Consequently, the young people went to France in order to complete their education through goverment-based aid or through their personal efforts. The purpose of of this study is to focus on the relations of education in the field of education in the modernization process from the Ottoman Empire to the Turkish Republic. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16917 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16917 Ayşegül KUŞ, Nevzat BAKIR Writing skills refers to expressing emotions, feelings and thoughts of the foreign language students through some symbols and specific linguistic rules together with speakingskills. Writing skills is considered as boring and dull by the students due to the fact that it is a productive skill. Thus, the students display negative attitudes towards writing skills. One of the basic reasons of it results from the fact that the teachers use traditional methods that are not related to students’ lives The thought that is the essential part of the writing skills appears as a result of the accumulation of the students’ own experiences. Since students can not develop writing skills as a result of the use of traditional methods in language classrooms, the development of writing skills becomes more difficult for the students. Brain-based learning that has come out as an alternative to the taditional methods requires the adoption of the brain-based rules and organisation of foreign language teaching in language classrooms taking theserules into account for more meaningful and optimal learning. As result, Brain-based learning offers more effective teachingmethods and techniques so that the invidual can learn more effectively. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16646 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16646 Ertan KUŞÇU Cache-Cache 1 (A.1.1) and Cache-Cache 2 (A.1.2) aims to develop students' language skills, giving a new direction to the teaching of a foreign language French. They learn the knowledge, skills and attitudes in order to develop listening, speaking, reading, writing and learning consists of areas to the students. French teaching begins from primary school with this book. It takes into account french teaching and learning, due to the method of language teaching to student-centered learning approach, action-oriented approach. Besides the basic linguistic skills, the students, at the end of understanding, querying, sorting, classifying, summarizing, mapping, association also aims to teach skills such as taking into account i 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16825 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16825 F. Nihal KUYUMCU In today’s world, communication and transportation technologies have been highly developed; boundaries have become less clear and social, political, and economic relations are more intense. Thus, foreign language education and the teaching of foreign languages are more important than ever before. Using literary texts in foreign language education can be a beneficial tool for understanding the different uses of language, to improve language skills, and to enrich ideas, feelings and imagination. Learning a foreign language occurs once someone gets to know and internalize the meaning and also the function of language’s elements in literary texts. Play scripts, a type of literary text, can also significantly contribute to the teaching a foreign language through text analysis and performing methods. Theater is an art in which one person tells another person’s story. While working on a script and performing a script, a student interprets words and phrases in the context, and gets their meaning in the real life. A student also learns how to learn, how to understand a story, and how to tell a story in a foreign language. In the Faculty of Education, a study based on the two plays of Ionesco called “The Lesson” and “Rhinoceros” was completed with the students in the department of French Language Education. This paper shows the process of rewriting and staging the play named "Becoming like a Rhinoceros in Three Courses”. In this paper, the phases of the study will be clarified and the examples will be given. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17122 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17122 Deniz KÜZECİ Abandoned by his mother at an early age Jean Genet, his father is not certain, felt the pain of this abandonement by the end of his life and he expressed and wrote it at every opportunity. He rebels against the system that leads him to every kind of malice. And by making the social order, which he lives in, liable for the loatsome things he did, he says: “I was asked to be a person who is traitor, robber, despoiler, informant, and swine, devastating, humiliating, and treacherous.” These are not the things that no one would normally prefer. The reason of Jean Genet’s bad condition is primarily family order, then the brutal World which darkens the ophaned children’s life and also Genet’s life, in which poor people are used and the strong ones are just an onlooker, from which Genet hates and he gives his social message throrough malice. Genet tries to give a socail message by showing his experiences in his works. He interrogates the societies, the nations, the religions and all settled rules. Genet aids the peoples who are other religion, other race. He does not want the others gain experience what he experienced. We will study the social message of Genet after summarizing Genet’s life having implicated in the crimes. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16869 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16869 Bernard LEVRAT, Osman SENEMOĞLU , Tassadit AMGHAR , Sultan TURHAN , İsmail Burak PARLAK The design of a grammar is important for the analysis and the internal representations in Natural Language Processing (NLP). As Turkish and French languages belong to different language families, their modeling and design for the grammar differ. In this paper, we aimed to study the results of linguistic structures through the applications of computer based representations and linguistic theory. For this purpose, we showed that how different internal representations would be constructed with the sentences in similar situations coming from different languages. Therefore, the differences between two languages within linguistics and computational linguistics were observed not only through the semantics but also through the syntax. We observed that the Meaning-Text theory which is developed by Igor Mel’cuk would fit better for Turkish language when we adapted some aspects of the theory to French language. The base of the theory which was applied to other languages (French, Russian, English) is related to the study; “Explicative and Integrated Dictionaries” (EID). We showed that the properties of both languages could be analyzed lexically by observing the operations in dictionary based approaches of EID. This processing should be at the level of semantics and syntax. Consequently, we represent in this article the analysis of the adaptation between language and grammar by using a combination of Dependency Grammar and the Meaning-Text theory regarding a syntagmatic grammar for French language and a link grammar for Turkish language. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17096 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17096 Nur NACAR-LOGIE In French Language Teacher Training Departments, generally students have or may possibly have a similar level of knowledge and skills in writing and therefore a standard level may be obtained. But the situation is quite different about the acquisition of speaking skills. Despite their preparatory classes’ education, the students coming from various high Schools have a level that is not good enough in speaking skills for the rest of their studies. In the frame of some courses such as French speaking I-II linguistics I-II, French syntax I-II, lexicology I-II, French literature I-II giving more emphasis on the distinction between spoken and written language, proposing similar aims with common methods may help to solve the problem for improving speaking skills of French teacher candidates. In this context, the main purpose of this study discussed here is to search and to discuss the causes of the types and degree of difficulties of students in French Teacher Training Departments to acquire speaking skills and to propose some solutions in order to eliminate the problems that are commonly observed in language classrooms. The observations of Interactive participations and written- oral presentations of French Language Education Department students in Istanbul University are the basis of this study. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17124 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17124 Meril NAKTAN Nowadays, the development of communication technologies has allowed to world of visual to have a primary importance in everyday life. This huge development provides to researchers a range of studies that advertising is one of the realizations. An advertisement can be studied in different ways and from different angles. For example, an advertisement may be the object of study in various fields such as communication, economics, sociology etc. For the case of our present work, it is both semiotic sociolinguistic analyses. Whatever the financial situation of people, the trend to buy permanently, even what we do not need to, is rather the part of sociolinguistic aspect of research. But by the different ways to incentive people to buy through advertising is part of the semiotic aspect. Semiotics allows us through linguistic and visual data to obtain important elements about the characteristics of the target audience, and access viability of advertising messages. Based on these data, the main objective of our work is to study from semiotic & sociolinguistic point of view advertisements and theirs different types of audience representations and social classes as well, and to analyze the way that different systems of signs are used for specific purposes, especially in order to attract public attention. Selected advertising spots of luxury cars are the basis of our analysis. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16602 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16602 Duran NEMUTLU In this particular paper we have aimed to take a tour on the religions and languages depending on the authors’ quotations from the holy books which are considered to be ultimate truth of life and this world, which are neither in agreement with Darwin’s or Mendel’s laws nor in harmony with natural sciences, keeping in mind the founder of the laws known by his name, Austrian scientist Gregor Mendel (1822-1861) who is both a botanist and a cleric. From prophet Adam to Noah ten prophet or governor whose average lifespan are approximately nine hundred years have come to Earth. The flood comes over mankind as a punishment of their deviation from the true path. Eight people (Noah and his three sons and their spouses) in total are saved. As all other people were dead, Noah could be considered second Adam. Mankind today are the descendants of these three sons and their wives, and prophet Noah. So all mankind were expected to speak the language of Noah. It was so up to the time when mankind attempted to build the Tower of Babylon to get to God. Such an act has been considered blasphemous, and in Hebrew Babylon means “gate of God”. God sends an earthquake and addresses to the mankind: “I will dissipate you all over the world and you will not understand what the other say.” In consequence of this, mankind will not be able to reach a blasphemous consensus. From then on mankind spoke different languages. The elder son of Noah, from Ham and Hebrew are stemmed, African languages from Shem and lastly Indo-European languages were born of his youngest son Japheth. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17092 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17092 Muammer NURLU France and Turkey have had a long-established relationship for centuries. These relationships are still continuing in nowadays. People, who live together or who have a relationship in anyway, affect each other’s language unavoidably. That’s why language seems to be the most important element in transactions between people and societies. Europe an Turkey both should know each other’s language because of current situations like living together. In Turkey schools European languages are taught as compulsory foreign languages. Especially French have been taught since Ottoman Empire times. In Turkey schools of Mühendishane-i Bahri-i Hümayun which was founded in 1773 and Mühendishane-i Berri-i Hümayun which was founded in 1773 were the first schools given French language lessons. In 1994 Turkish was added on the list of modern language and was taught in primary schools and high schools in France. In parallel with this development, Turkish and French relations will develop. Turkish teaching in France was begun by French politician Colbert. 9 year old Ottoman citizen Non-Muslim children were educated in a minster in Beyoglu as translators. This school was called as Ecole des Enfants de Langue d’Istanbul. This children was educated in foreign languages and diplomacy. Finally they became both translator and diplomat and they called as “Enfants de Langue”. In 1789 with French Revolution “Ecole des Enfants de Langue” was closed. In 1790 with a statute a new school was founded under the National Library in contemplation of benefits in trade and politics: Ecole Spéciale de Langues Orientales à la Bibliothèque Nationale. This school founded in 27 October 1795 and it was the most important institute for Oriental studies in France. In 1820 a new school founded whose name was College royal de Louis-le-Grand. Nowadays in France Turkish is taught in three different ways. First, Turkish is taught as part of mother tongue and culture teaching by Turkish Language teachers from Turkey. Second is, as part of “modern languages teaching” in primary, secondary or high school as a compulsory second or third foreign language. Third is, in tertiary education degrees for provide France Republic’s requirement like Eurasia Department under the section of Oriental Language and Culture in Paris or Turkish Language and Literature departments in other universities. In this study Turkish Language and civilization departments in France and French Language and Literature / Teaching department in Turkey have been compared. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16672 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16672 Çilem OD Learning a foreign language has become a need to exist and to be modern in the world changing and developing from day to day. Recent years, the importance given to multilingualism has been raised teaching a foreign language at an early age. This issue is becoming increasingly important in our country. So we can say that a foreign language is taught to students aged 5-6 at some public and private school. However it should be considered that there are some problems in application of teaching a foreign language at an early age. It can be said that animated cartoons, one of the authentic and audio-visual materials, are useful materials to solve these problems. There are four basic language skills that should be acquired in foreign language teaching. These are, respectively, listening comprehension-listening, speaking, reading comprehension-reading and writing skills. Each skill consists of several sub-skills. However the most important skills that should be acquired in foreign language teaching at preschool are listening and speaking. Because, “Listening and speaking have a greater importance than the other skills in learning a foreign language.” as the description of Lacorte ve Thurston (2009:4) The main purpose of this study is to explain the importance of foreign language teaching at an early age and to examine the contribution of authentic animated cartoons to listening comprehension and speaking skills in learning a foreign language. Another aim of our study is to find answers to these questions: what age is called an early age in learning a foreign language? Are the authentic animated cartoons suitable materials to teach a foreign language for the students at preschool? At the end of the study, it has been identified that the using of authentic animated cartoons in learning a foreign language at an early age contributes to the development of two most important skills and increases students’ motivation. In addition, this study has shed light on to teach effectively a foreign language at preschool. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16897 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16897 Battal OĞUZ One of the most important writers of the second half of the 19th century Gustave Flaubert (1821-1880) didn’t have the opportunity to complete the novel Bouvard and Pecuchet (1881) which is the sub-heading of “ encyclopedia of human stupidity”, because he died in 8 may 1880 due to brain haemmorhage. The comic book encyclopedia and the story of despair in novel form which were penned in 1881, after the death of the author, dwells on corruption of information, disrepute and human effort spent in vain. Flaubert aims to demystify the frustrations and dissapointments of the bourgeoisie lacking art spirit through Bouvard and Pecuchet, the heroes of the novel. "To do whatever you want" madness of two so called petty-bourgeois resulted in the desire to seek adventure in different areas. The eager attempts and applications in disciplines such as Literature, music, gymnastic, archeology, religion, health, chemistry, history and anatomy appetite such as have resulted in disappointment because they intend to play the role of two retired scientist secretary.It recalls the philosophy stated by the Renaissance writer François Rabelais (1494-1553), "the unconscious science leads to the collapse of the soul" . The two like-minded desire fort he sake of their enthusiasm in pontification in areas that they have slight theoric knowledge. This is the novel plotting the adventurers setting out for Journey of time and knowledge that always ended in disaster. Bouvard and Pecuchet, wiseacre members of the bourgeois class,try to play the role of scientists. At the end of their stories, travels, adventures,they understand that the path to art and science is by method, patience, effort and respect and they conclude in their former professions as a clerk... LA PROMENADE PRATIQUE ET THEORIQUE DE BOUVARD ET PECUCHET RÉSUMÉ Gustave Flaubert est un auteur majeur de la deuxième moitié du XIXe siècle. Il est décédé le 8 mai 1880 d’une hémorragie cérébrale avant d’avant d’avoir achevéBouvard et Pécuchet, au sous-titre: Encyclopédie de la bêtise humaine. Cet encyclopédie comique, cette histoire du désespoir en forme de roman publié en 1881, à titre posthume, explique la dégénérescence, la dégradation du savoir et l’inutilité des efforts humains. Flaubert décrit les expériences de Bouvard et Pécuchet à travers les désillusions du siècle. Le désir “de faire tout ce qui leur plait” entraine les deux employés dans une promenade pratique et théorique à travers l’agriculture, la médecine, l’anatomie, la religion, l’histoire, la chimie, l’éducation, l’archéologie, la gymnastique, la musique, la littérature avec toujours un envie discutable. Bouvard et Pécuchet ont joué a l’homme de science. Mais “science sans conscience n’est que ruine de l’âme” comme le dit Rabelais. Les deux amis ont essayé de vivre et d’appliquer plus ou moins directement le savoir. Ils parcourent le champs des connaissances comme des voyageurs dans le temps et dans le savoir éprouvant les décéptions, les désastres et les désillusions qui attendent les amateurs sans génie. Ce que parcourent, en réalité, les deux hommes, c’est toute la désillusion du dix- neuvieme siecle. Flaubert cherche sans interruption à parvenir avec effort a la perfection d'un style et la vérité d'un personnage. L’auteur montrera la bêtise de la petite bourgeoisie du dix neuvieme siecle. Les bourgeois conquérants de ce siecle se retrouvent les victimes de leur incompétence et de leur propre médiocrité. Tout enthousiasme se résout en un cliché ennuyeux et toute discipline, tout types de connaissance passe de l’espoir et du pouvoir au désordre, à la ruine et au chagrin. Ces deux hommes jouent a l’homme de science. Mais les deux compères apprennent qu’il vaut mieux ne pas trafiquer dans les idées et dans la réalité en meme temps. Le savoir ne demande plus a etre appliqué a la réalité; le savoir est ce qui est transmis silencieusement , sans commentaire, d’un texte a un autre. Les idées se pro 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16579 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16579 Bedirhan ÖNCÜL The essential objective of this study is to describe French and Turkish proverb by comparison then to prove the existence of social softeners, the orientations of interpretant, language economy, provocative interpretant and its governing nature by determining their substitutions on paradigmatic axe. We have the benefit of Charles Sanders Peirce’s semiotics and the semiology of Saussure in order to describe phenomenon. Proverbs are observed by following a descriptive and comparative approach. However, we use the language economy of Martinet, the referent of Benveniste and the term of governing feature of Tesnière. The use of these terms takes us to a description of efficient facts. There is an insufficiency in signified that must be completed by interpretant of Peirce because it has a mental, interpretative, social and contextual potential. The signified and interpretant aren’t the same value in the semiotic description; therefore interpretant is being completely governing and provocative in the diachronic and social process. The diachronic method unveils the mystery of evolutions in two proverbs. When we observed them, we discovered the phenomenon above-mentioned. Provocative interpretant is a type of interpretative image that possesses an extinctive and governing effect on the proverb. The softeners are substitutions that prevent the extinction. Language economy is a social mechanism that assures an excellent fluency. The description in this study has an extensive potential. Namely, all of the proverbs can be observed and described according to their semiotic and evolutional phenomenon. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16732 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16732 Onur ÖZCAN 20th century, having witnessed two World wars, experienced lots of political and social events. This century keeps playwrights who wrote theirs plays from a political point of view, tried to find solutions for society’s issues and made a reference to them in their plays. Among those political playwrights, Erwin Piscator and his student, Bertolt Brecht are the foremost. In the same century, some Absurd playwrights like Ionesco, Beckett and Adamov stay away from political messages by writing plays focusing on the fatal destiny of people. Ionesco, the subject of our study, emphasizes the importance of the problems related to the essence of man his plays, by stating at every turn that the economic, social and political problems remain secondary. He expresses that giving a notice to humanity and directing it’s development are the matters of religious people or politicians. He defends that political theater loses its human side because of the fact that it reflects the reality of the certain people and the society and as a result of this; it may be far from meeting the expectations of the society. Due to these opinions, he receives negative criticism from many foremost critics and writers of the period. Never being daunted by these criticisms, he tries to explain that he writes in a style, being away from the classical rules, basing on human condition and having its own expression. In our study, we aim to examine Ionesco’s reasons of being against the political theater by basing on his point of views about theater and by referring to his play Rhinoceros on which we can say that it has its own political message and it shows us that Ionesco couldn’t be indifferent to the problems of his period. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16601 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16601 Nurten ÖZÇELİK The population of this research prepared to make clear the reasons and situations in which students and lecturers resort to their Turkish mother tongue in French as a foreign language classroom is made up of 2010-2011 school year, Gazi University Gazi Faculty of Education, Department of French Language and Education preparatory class students and lecturers. After the required permission is taken and lecturers are informed, the contents of this research are made up speaking and grammar French classes that have been recorded a two month period, for the purpose of trying to make clear with examples the reasons for resorting to the Turkish mother tongue. The recordings have been closely examined and the communicative situations have been presented in the written form appropriate for the purpose of this research. The situations and reasons for why students and lecturers resort to the mother tongue have been presented as headings with examples. When studied the situations and reasons for which students resort to the Turkish mother tongue, it can be seen that the lack of language skill development, the inappropriacy of targeted gains in activities and the learning level, the lecturers positive or negative outlook on the use in the class, and the level of the language he/she uses, contribution, the artificiality of the class environment and also the effects of English as the first foreign language, is established as to playing a big role. However, lecturers use mother tongue in order to manage educational-instructional activities and communication in the classroom, to make it easier to understand and guide, to explain difficult areas of the target language, to motivate students, to evaluate and even though it’s not done much, to explain things not related to the lesson. Also the language skills of lecturers are important factors when it comes to the use of the mother tongue. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17086 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17086 Huri ÖZDEMİR Books are not sufficient as a material for an effective learning in modern language learning/teaching. We need certainly to extra materials and documents. We can classify these documents as written, visual and audial. But, we see that some of these documents are said “authentic”. The authentic documents “visual or audial, are not prepared for classroom, but created for the purpose of fulfilling a function of communication and information, a real language concept, is the name which is given to all type of tools” (Atasaven,1988:191). These authentic documents increase the interest and motivation of the learners. These documents which are giving an opportunity both visual and auditory to the learners increase the number of sensory organs used in language learning. It should be noted that the number of sensory organs involved in education are closely linked to the quality and permanence of effective learning. In our study, we tried to examine the usage of authentic document in application of co-action oriented method. We dealed the documents classified written authentic documents, audial authentic documents and visual authentic documents and their limitations and contributions to listening, speaking, reading and writing skills. Also, we studied these documents’ benefits for learning grammar, phonetic and vocabulary. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17041 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17041 Alaskar ÖZPERÇİN Recent studies have revealed that using movies as a material in-class and out-of-class activities in Foreign Language Teaching is an effective method. Furthermore, studies to be realized through the medium of selected movies, movie trailers and movie posters in accordance with the age and language levels of foreign language learners/users would offer the opportunity to study with verbal and non-verbal linguistic elements, in and outside the classroom environment. On the other hand, by making use of the French cinema, implementations based on four basic language skills within the Applied Linguistics’ fields of research such as semiotics, lexicology, pragmatics and grammar can provide with further contact in terms of language culture in context for foreign language learners/users. Cinema who is referred to as the seventh art offers quite a rich ground in level language teaching and learning process of to develop three language levels of foreign language located in the text of the common reference for learners/users. On this purpose, via this article, a theoretical proposal concerning the 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16898 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16898 Kübra ÖZTEMEL, Rıfat GÜNDAY The world changes every day and the need to learn a new language and to communicate with the other countries increases. In the teaching of foreign language, the acquisition of the vocabulary is accepted always an important skill. Because, the development of all basic skills depends on the capacity of effective use of vocabulary. And the teaching of foreign language is at the same time the teaching of culture. People express themselves by their vocabularies and their expressions according to their culture and the social class to which they belong. There is certainly a history behind all the languages, because of that it is essential to pay the attention to the structure of the company and the statutory values of the languages which are taught. According to the cultural expression, it has sought the answers for a long time to these following questions: «What is it the language? », «How is it that we can teach? », «What rules are applied? », «How can be the limit? » …etc. and this curiosity is oriented to train methods. In this work, we have attempted to deal with the differences in the teaching of the vocabulary: «Communicative and Action - Oriented Method». LES DIFFERENCES DE L’ENSEIGNEMENT DU VOCABULAIRE DANS LES MANUELS PREPARES SELON LES METHODES « COMMUNICATIVE » ET « PERSPECTIVE CO-ACTIONNELLE » RESUME Le monde change de jour en jour et le besoin d’apprendre une nouvelle langue et de communiquer avec les autres pays s’accroît. En didactique de langue étrangère, l’acquisition du vocabulaire est acceptée toujours comme une compétence importante. Car, le développement de toutes les compétences principales dépend de la capacité d’utilisation efficace de vocabulaire. Et la didactique de langue étrangère est en même temps l’enseignement de culture. Les hommes expriment eux-mêmes par leurs vocabulaires et leurs expressions selon leur culture et la classe sociale à laquelle ils appartiennent. Il y a certainement une histoire derrière toutes les langues, c’est pour cette raison qu’ il est essentiel de faire l’attention à la structure de la société et aux valeurs sociales des langues qui sont enseignées. En fonction de l’expression culturelle, on a cherché les réponses pendant longtemps à ces questions suivantes : « Qu’est-ce que c’est la langue? », « Comment est-ce qu’on peut l’enseigner? », « Quelles règles sont appliquées? »,« Comment on peut la limiter? »…etc. et cette curiosité est orientée à former des méthodes. Dans ce travail, nous avons essayé de traiter les différences dans l’enseignement du vocabulaire entre « La Méthode Communicative » et « La Méthode Perspective Co-Actionnelle ». Pendant le déroulement de notre étude, nous avons pour but d’aborder l’acquisition du lexique aux apprenants du français selon le niveau A1. Mot Clés :La Langue Française, la Culture, La Didactique du Vocabulaire, La Méthode Communicative, La Méthode Perspective Co-Actionnelle. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17121 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17121 Abdullah ÖZTÜRK In this article, we have studied two aspects of language: Divine and human aspects. Considering the history of mankind, we see that human and language are inseparable because the presence of each is dependent on the existence of the other. Whatever in human beings can only become apparent through language, which is a system of communication. In the introduction part of “Messages and Signals”, Luis J. Prieto says: “Although the creation of human being was prerequisite for the creation of language, it proved possible to understand what human is only through the creation of language”. Considering the issue from this perspective, the questions how and when language was formed first come up involuntarily. The study of Holy Books like Old and New Testament has revealed that the God created Adam first and then taught him the names of the beings in the universe, so that the Creator, who wanted to be known, enabled the Divine Communication. There is a parallelism between the system of Divine communication and the system of human communication in that we see Roman Jakobson’s six factor communication schema in both systems: 1) Sender of the message 2) Receiver of the message 3) Message 4) Code 5) Communication channel 6) Reference. In Divine level, the first communication occurred between the Creator and Adam, and the first human communication was made between Adam and his wife Eve. In both forms of communication, language was taught to Human beings. It is not an inborn peculiarity. Humans have no idea about what language is when they are born, and a newborn child first learns language just as Adam did. Then he/she gets idea about himself / herself and the social environment where he/she lives. Language signals which occur and develop in social environments are just like living organisms that are born, develop and disappear, depending on their nature and conditions. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16797 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16797 Mustafa SARICA This study focuses on the etymological problems of words caused by the journey lasted for thousands of years. It is not easy to determine the origin of the word because words adapt easily to the new language. Words that roam freely among the languages for centuries have used to carve a place cleverly in the vocabulary of a particular language. Languages generally adopt these words without problem from all sides. Yet the words are being adopted morphologically deformed and semantically confused. For linguists, it is not easy to remove the dust of centuries on those travelers whose origin has long been forgotten. Thanks to modern linguistic methods which derived from structuralist efforts Saussure and his followers, these morphemes are no longer untouchable and that the morphosyntactic analysis now have more ways to discover the genetic codes of linguistic structures. Inspired by the structuralist theory of Saussure, we try to apply a morphological approach called "deep" structures that coexist in both languages radically different strain. For this purpose, we chose the Latin example "tornare" the French example “tourner” and the English example “turn” which shows itself in different aspects in the Indo-European languages. Following our analysis, we want to share the results that encourage Nostratik efforts for half a century. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16585 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16585 Nurten SARICA One of the four basic skills aimed to be developed in foreign language teaching is speaking skill. After settling the rules of a particular language, the use of these rules in a specific order and the system is the indicator of reaching an adequate performance stage by the user of that language. Although this process lasts maybe through the whole life of a human being, when the general outlines are analyzed, it will take place within a period of several years. The development of speaking skill is more likely when the continuous use of the acquired or the learned language is reinforced. The sound producing organs developed in accordance with the qualities of the mother tongue’s sounds may have some difficulties in orientating the tonal attributes of the learned language. In order to tide over these difficulties and to make learning fun, tongue twisters existing nearly in all cultures and nursery rhymes in children’s language take an important place. In this study, an analysis about the use of tongue twisters and nursery rhymes in the classroom to develop the sounds frequently used in French at the course of Speaking Skills for prep-classes and the pronunciation of some vowels existed in French but not in Turkish and to provide students a fluent language use will be done. Students are asked to work on the predetermined tongue wisters given to them and they are asked to repeat these in the classroom by heart. A fast and accurate pronunciation is tried to be performed. It is observed that such activities are both stimulatory and facilitator in language learning. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16638 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16638 Necmettin Kamil SEVİL The methodology in didactics of language is certainly one of the most dynamic in terms of epistemology of human science. This is due; on the one hand to the evolution of technological communication, on the other hand to the social, economic and political breakthroughs such as the globalization that accomplished by a constriction of international relations completely modifying the needs of communication in didactics of foreign languages, therefore, the national education policies as regards foreign language teaching is also managed by the international authorities like the Council of Europe of which Turkey is one of the founder countries. It’s exactly in this perspective that a modern person is portrayed by this Council as multilingual and multicultural that finds expression completely in the piece of work such as Common European Framework of Reference for Languages thus communicative, cognitive approach and action based perspective that follow each other are the principal guideline of all the methodologies in didactics, therefore teaching and learning of foreign languages are described in terms of communicational competence which include the components like linguistic, sociolinguistic and discursive competence. Moreover, communicative approach gives a priority to the transmission of meanings by highlighting entirely as the objective in didactics, the acquisition of Semantic competence. We intent to review the lines of conduct of an acquisition model of the semantic competence in didactics of French as a foreign language turning to structural semantics not only with semic analysis and theory of fields but also with prototype semantics in the category of cognitive semantics in order to discuss significance of this approach for foreign language teacher as well as learner. ACQUISITION DE LA COMPETENCE SEMANTIQUE EN DIDACTIQUE DU FLE RESUME La méthodologie de didactique des langues est certes l’une des plus dynamiques du point de vue de l’épistémologie des sciences humaines. Ceci est dû, d’une part à l’évolution des technologies de communication et, d’autre part aux progrès sociaux, économiques et politiques tels que mondialisation qui a fini par resserrement des relations internationales tout en modifiant les besoins de communication en didactique des langues étrangères. Si bien que les politiques éducatives nationales en matière de l’apprentissage des langues étrangères sont également gérées par des instances internationales comme le Conseil de l’Europe dont la Turquie est l’un des pays fondateurs. C’est précisément dans cette perspective que l’i 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16713 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16713 Esra ŞAHBAZ, Translation, which is an intercommunal requirement, not only supplies information flow from the source language into the target language but also serves as a bridge between communities by helping them know the social, political, cultural and scientific attitudes of each other. Yet, communication problems stemming from the linguistic differences between languages create a doubt about the translator’s loyalty to the original text. The question is whether the translator transfers the author’s fictional world, where s/he gets free of the real world and freely expresses herself/himself, into the target text with loyalty or the translator intervenes in the author’s imagination by acting as a co-writer? In reply to this question, which is the point of origin for translation studies, it can be argued that there are not only linguistic differences but also socio-cultural differences between communities; thus, it is really difficult for the translator to be loyal to the source text by maintaining cultural equivalence between texts. In this study, our goal is to compare and contrast one of the important Turkish writers Sabahattin Ali’s novel Kürk Mantolu Madonna and its French translation la Madone au manteau du fourrure by Jean Descat. Some words of Ottoman Turkish origin that were used in this 1943 dated novel have not been simplified in its French translation because of the translator’s respect to the author’s literary skills. In this context, the translator’s transference of the author’s emotions and thoughts into the target text by taking the cultural and linguistic differences into account will be studied under the guidance of target-oriented translation theory based on vernacularization and alienation strategies shaped by Friedrich Schleiermacher. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16680 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16680 Füsun ŞAVLI People get a world vision by knowing a language. Especially learning a foreign language , makes the people to understand and to learn the moral values such as the world perspectives and the ways of life. Knowing a foreign language is not only to learn the structure of that language and also at the same time by speaking that language is, let to know all the i 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16575 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16575 Ali TİLBE, Haluk TURĞUT At the end of 20th Century, especially starting from 80s, a postmodern period emerged. As a result of the social and literary inclinations brought by the period, narrative world experienced a great deal of transformations. The subject losing its privileged place special to deep rooted narratives returns to narration with different appearances. In this new era, three basic trends show up: “The story of writing, the story of writer and interdisciplinary”. Dating back to old times, a theoretical frame upon autobiography or autobiographical novel, emerged with various names, was tried to be structured by Philippe Lejuene in 70s. After 80s, gaining its momentum from Lejeun’s theoretical framework, Serge Doubrovsky developed the theoretical basis of autofiction, a new intermediary narrative kind between novel and autobiography. This new kind, on one hand, hangs on to autobiography because it carries undoubted facts about the writer’s life, while on the other hand, has novel characteristics because of its fictional structure. With the participation of other theorists with the aim of determining the kind of narration, names such as autofabulation by Vincent Colonna and autonarration by Arnaud Schmitt have been proposed. Along with this hybrid kind between novel and autobiography, auto narratives gains popularity again with a postmodern appearance in the world of narration. In this paper, after having a glance at the literary approaches mentioned above, we aim to analyze the work promise at dawn by Romain Gary using this approach. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16798 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16798 Derya TORUÇ The development of autonomy among students is essential in teaching. The term "autonomy" can be defined as an ability to take charge of their own learning. Autonomy is to assume responsibility for all decisions regarding all aspects of learning. Autonomy can not only improve the quality of teaching foreign languages, but also make them more active and more confident in themselves students. Students who are not self-reliant and liabilities either in class or outside class are dependent and passive. The teacher must give them autonomy for the students to conduct themselves as independent i 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16851 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16851 Sadık TÜRKOĞLU In this study, uncommon reconciliations which are frequently involved in Rimbaud’s poems have been researched. Methodically, certain processes of explanations are used such as sign, meaning referent and context. Uncommon reconciliation appears especially in expression of colours as well as prose poems, and apart from these types, it appears slightly in prose written. Contrary to perception and logic of language, he puts fort difficulties of explanation for consideration. Thus, symbolist poetry has a large position in Rimbaud’s verse. It is obvious that such structure provides a literary contribution to his poetry in a certain proportion. When poetry language is thought as digression can be said to be especially based on metaphors and unusual homogeneous structure. It is seen that uncommon reconciliations reveal as subject and verb in terms of adjective clause, and as semantic inharmoniousness in terms of noun clause. Rimbaud uses adjectives and names for colour in addition to verbs with a great skill. He embroiders colours to concrete and abstract objects by using unperceived reconciliations, which has never been done before. It can be claimed that makes his poetry attractive. In this way, his poetry turns to a fantastic opera. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16914 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16914 Esmeray ÜNAL Grammar that can be considered as the most important element of the process of foreign language teaching has always been a subject of discussion with a view to the place in which it is positioned, and the role that it has in both curriculum, and course applications. The recent researches put forward that grammar teaching has a notable role in foreign language courses, and the innovative methods ensuring permanent learning should be applied. Planned Focus-On-Form constructed in accordance with contemporary learning theories is a teaching activity planned with the aim of ensuring that students learn grammar by focusing on linguistic forms in foreign language courses. This learning model positions the teacher and learners and makes the teacher associate with the learners within the learning activity, and follows the cognitive processes of learning activity, foresees monitored material preparation, and has evaluation and feedback building strategies. With all these features this model is connected with Krashen’s Monitor Model, Vygotsky’s Social Interaction Theory, VanPatten’s Input Hypothesis, Swain’s Output Hypothesis, Ausubel’s Meaningful Learning Model, Bruner’s Discovery Learning Theory, Schmidt’s Noticing Hypothesis, Long’s Interaction Hypothesis, and Skill Building Theory of Cognitive Learning Theory. The notion suggested that this model is functional, and provides effective results for grammar teaching in foreign language courses is accepted. This article deals with the role of grammar in foreign language teaching within the frame of past and contemporary theories, and presents a sample study on the applicability of planned focus-on-form to grammar teaching in French courses as a foreign language. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16684 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16684 Gülhanım ÜNSAL As is known, the translation is one of the most efficient means of using language in language teaching and learning. The aims of this study are first to analyze the effect of translation on the perception of Turkish learners of foreign language teaching activity by the means of a questionnaire; then to discuss the place and importance of translation in foreign language teaching, and to define its contributions to language teaching and learners; and finally, to encourage learners to develop their language and translation competence. To this end, it was used quantitative research method based on descriptive survey model in the study. Target sample composed of 25 learners in the fourth grade in the Department of French Translation and Interpretation at Kırıkkale University. Data collection tool of research composed of questions of the questionnaire. It contained 18 propositions to evaluate the frequency of the effect of translation on perception (from 5 to 1). To obtain these data, it was used Likert type scale. It was calculated the level of confidence and validity of the questionnaire. As a final phase, it was analyzed the data obtained via SPSS programme and evaluated the data by means of a table of T test and frequency. And according to these statistical results, it was observed a positive effect of translation on the perception of Turkish learners who composed of our sample in foreign language teaching. It was determined that the translation allowed particularly to fortify the knowledge lexical, grammatical, expressive and terminological, and to guide learners to read and research. In this research, it was deduced that the translation contributed learners to get the lasting knowledge; to enhance the memory capacity; to get learners adopt a habit of using the dictionary and the internet; to raise the awareness of the native language; to develop the ability of the interlinguistics comparison and positive transmission; to enhance the ability of predicting, making comment, and making accurate decision; to improve the ability of multilateral and quick thinking, and to bring learners in well perspective. Therefore, it can be said in relation with the findings of this research that the translation must take its place, as the fifth competence, in the teaching of foreign languages among the fundamental language competences. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17112 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17112 Ali YAĞLI The rapid development of technological tools such as television, computer, mobile phone and internet significantly affects all aspects of society.Television and cartoons are nowadays common to a child’s education process in the family. Cartoons’ carefully prepared contents contribute significantly to the development of the child’s social life, behavior and cognition. While kids are watching cartoons, they start learning much of the behavior and information unaware. The child who can’t fully grasp the world of cartoons’ heroes, whether it is real or fictive, may exhibit different behavior because the events influenced him in the course of time. Therefore, for the selection of children’s programs especially cartoons, the families must be very careful and they even need to watch them occasionally with children. Nowadays, Caillou and Pepee that children match with great love appear as educational comic productions on which families can spend time with their children in front of the telescreen. In the Caillou, a Canadian production, Caillou has been treated as a 4 year old child, and his relationship with people in daily life has been used. Pepee, a Turkish cartoon, has been prepared to adress children at the age of 4 and 5, and aims at both teaching Turkish culture to children and entertaining them. When choosing cartoons for children, their age as well as the content of cartoons should be considered. Spending a lot of time in front of telescreen, by leaving the child inactive, can negatively influence his psychology and physical development. Therefore, there must be a time for pre-school children to watch a cartoon; in this way, children will be able to acquire habits. Otherwise, the children’s habits of watching cartoons will cause major problems in their future educational life. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16854 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16854 Perihan YALÇIN, Aliye GENÇ This study focused on speaking skill which is one of the general aims of language education is prepared to evaluate the attitudes of Gazi University School of Foreign Languages students who are learning French regarding the difficulties they face in speaking. Necessity analysis and attitude scale is used to as a tool. In order to collect data about their attitudes, students were given a five point likert-scale (n=73), (Yelok, 2009) in the education period 2011 – 2012. The opinions of the students were also influential in the construction of the questionnaire which includes 20 items. The effects of variables such as gender were also evaluated via SPSS 16.0; ONE WAY ANOVA program is used to analyse the other variables age, school of graduation, and economic status. Results revealed that French teacher candidates have a positive attitude towards oral expression in French and they have no problem with timidity, excitement, mistaken, pronunciation but they have problem with feeling insufficient themselves, lack of vocabulary information, thinking Turkish and insufficient environment to practise speaking. This is related with the variables of age, gender, school of graduation and economic status. Moreover attitude of teacher has a great effect on students. As a result, our study to improve speaking education ends with suggestion part. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16676 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16676 Hülya YILMAZ What could be done in order to motivate the first year students of French Translation and Interpreting of Western Languages faculty in Yildiz Teknik University in French Comprehension Development course? The present research attempts to answer the above-mentioned question through the carried out project and its results. Generally, motivation is constructed through achieving new information and it is based on the concept of learning, and aims to awaken the desire of developing the knowledge in i 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16728 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16728 Selim YILMAZ In this study, the Turkish literature novel of Yaşar Kemal “İnce Memed” and its French translation will be analysed in fields of “translation and linguistics”. Thus, in the aforementioned novel, as determining the utterance samples in different structures, its French translations will be taken into consideration the matter of fact “ equivalence” (fr. équivalence) which is one of the most important notions of Translation Studies. Hence, the "discourse analysis" method (fr. analyse du Discours) using in the enunciative linguistics, the distinct morphemes and discursive indicators forming the context and their French equivalents of provision and how given by the translator will be discussed. As a result of this study, whilst being translated the novel “ İnce Memed” into French, it will be found out if the equvalence preferences of speech utterance and the fractional components (discoursive indicators) done by a translator, are focused on source language and culture (Turkish), or target language and culture (French). Therefore, considering the difficulties and problems herited from French language transmitting process of this novel, also known to be rich in cultural fabric, it will be exerted to offer a contribution to the multi-disciplinary resarch field of Translation Studies- Linguistics. it is known to be rich in cultural fabric of the novel by considering the difficulties and problems in transmitting the French language, multi-disciplinary "Translation Studies - Linguistics" tried to offer a contribution to the field of research. Since this research is a case study, as avoiding generalizations related to translation (studies), contextual investigation, detection and observations will be made. As stated in the title, the research corpus is the Turkish classic novel "İnce Memed" published in 1955 by Yaşar Kemal and its French translation with the title "Mèmed Le Mince” translated in 1961 by Güzine Dino. To our knowledge, this novel is not translated into French by another translator. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16583 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=16583 Uğur YÖNTEN Maupassant, who went to Algeria as a journalist of the Le Gaulois Newspaper in 1881, got the opportunity to personally observe the problems and exploitations of the colonial administration. The author, mentioning those problems in some of his short stories, also deals with the politicians and businessmen who burgeon their wealth thanks to the colonies of Tunisia and Algeria as a plot in his novels called Bel-Ami. In this novel written in 1885, Maupassant presents a genuine picture of the French colonial events occurring between 1871 and 1914. He very clearly presents the plots brewed in colonial countries of Tunisia and Algeria by the French politicians, newspaper owners and financial bodies for their own profits. Georges Duray, who is one of the protagonists of the novel and in fact has no relation to journalism but has got it as a profession, draws a very clear picture of the “colonial soldier” while recalling his days in Algeria as a soldier and thus displays how badly the French soldiers treated the local people of the country. The case that Mr. Walter, who is the owner of the newspaper La Vie Française and boss of Georges Duary, and Minister Laroche Mathieu departed from the colony and burgeoned their wealth in the stock market via speculations is a very interesting phenomenon. In his novel, Maupassant, preferring to use the name Morocco instead of Tunisia, merely presents the historical and political events and does not assume a critical attitude toward his characters. Maupassant, not opposing the idea of colonialism very much, presents the problems in the application of this system to his readers. Georges Duray’s, the protagonist of the novel, flashback of the prosperous days in Algeria in the very first pages of the novel, his mentioning the negotiations related to re-colonization of Algeria in the French Assembly, and his displaying how the journalists and politicians gathering with a desire to earn money exploited the colonial policies are the most outstanding points pertaining to colonialism. Bel-Ami is not a novel that assumes a critical attitude toward colonialism. It is a fascinating and impressive novel presenting what methods people utilize for the sake of earning money in a period called the Second Republican Era in French history. The manipulations that the businessmen and politicians use with this greed in the colonies form an important part of the novel. 2024-08-29 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17095 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=17095 Türkan Yaprak YÜCELSİNTAŞ The Erasmus Programme is an educational programme oriented towards cooperation at the higher education level within the scope of Lifelong Learning Programme (LLP). Among its goals are notable issues such as exchanging students and faculty members between the higher education institutions of European Union countries and candidate countries, increasing the quality of higher education, and cultivating tolerance towards different cultures while nurturing intercultural interaction. Our university has been participating in this programme since the year 2002 and conducts mutual student and faculty member exchanges with the European universities with which an agreement is signed. The purpose of our study is to determine the problems encountered by students who went to France within the framework of the Erasmus programme, before they departed, during their education abroad and after they returned, and provide solutions to these problems. Our study was conducted with a total of 40 students in the Department of French Language Teaching of Atatürk Faculty of Education at Marmara University who went to France as part of the Erasmus Programme. In our study, a qualitative research design was used, and a questionnaire with open-ended questions prepared for the students was administered. The research data were gathered through the interview form between the academic years of 2008 and 2012, and the collected data were analyzed through the coding method. Data obtained through the framework of qualitative research were categorized and analyzed. It was determined that the most important problem encountered before going abroad is the late arrival of documents from the universities abroad, the most important problem encountered during their education abroad is the lack of sufficient foreign language competence, and the most prominent problem after their return is the matching of courses. Linguistic and personal growth was observed in all students as the most useful gain of this programme. As a result of our study, despite existent problems, it is thought that student exchanges within the framework of the Erasmus programme are highly beneficial in terms of linguistic and personal development and that such educational programmes should be supported. 2024-08-29