https://turkishstudies.net/turkishstudies?mod=sayi_detay&sayi_id=358 Turkish Studies - International en 2026-07-16 <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=21064 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=21064 Ahmet ALDYAB Every student is different in terms of intelligence undoubtfully. As a result, students learn, ‎understand and remember in different ways. Students do not have a single intelligence area. ‎Each student has more than one intelligence area. Some of these intelligence areas are strong ‎and others are weak.‎ The theory of multiple intelligence has brought about this situation, affecting education and ‎learning. According to some researchers, this theory is among active methods.‎ According to the theory of multiple intelligence, each student should be viewed as a different ‎talent and a separate learning technique must be applied. The student should be considered as ‎an active member who participates in the class at any moment.‎ Multiple intelligence theory has given a new perspective to the field of education. This ‎theory, which has been applied rapidly, can be successfully used in Arabic teaaching This research has benefited from this theory in foreign language teaching, especially in ‎Arabic teaching. ‎ The aim of the study is to use the strategies of multiple intelligence theories in the teaching of ‎Arabic as a foreign language.‎ This research is divided into two basic parts.‎ ‎1.Education and multiple intelligence theory strategies.‎ ‎2. Application of these strategies in teaching Arabic as a foreign language.‎ The research was based on analytical method.‎ 2026-07-16 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=21107 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=21107 Cennet ALTINER Many researchers examined the use of conjunctions by English language learners and found that learners have great difficulty in mastering them and conjunctions caused many problems in especially writing (Dubin & Olshtain, 1980; Bacha & Hanania, 1980). The main purpose of this study is to reveal the difficulty level of conjunctive adverbs as coordinate conjunctions for the first year English Language Education department students. The data was collected from 30 first year English Language Department students at Hacettepe University in the fall semester of the academic year 2013-2014. A ‘pre-test’ has been prepared to analyze the difficulty level of conjunctive adverbs as coordinate conjunctions. Following the ‘pre-test’, the subjects have been provided with a one-hour instruction on the conjunctive adverbs. One week after the instruction, a ‘post-test’ has been conducted in order to investigate the effectiveness of the remedial teaching. The results of the study showed that participants did not have difficulty in recognizing conjunctive adverbs before the instruction. Considering these students will be professional English language teachers in the future, their mastery level of English language should be higher. Thus, one-hour instruction was given to them about the topic “conjunctive adverbs” and the statistical analysis showed that they did significantly better on the post-test after the remedial teaching. The finding of the study is in line with the entrenchment hypothesis which emphasizes the importance of practicing a skill (Han, 2006). It is stated that the more a skill is practiced, the more it will become automated or entrenched. 2026-07-16 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=21100 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=21100 Emad ALY, Ahmet Hamdi CAN The present study aims to highlight homonymous words in Arabic and Turkish languages by using modern technology in education such as e-books, educational games, videos, and social media. Especially these technologies make words and sentences easy to learn and promote individual learning and use of advanced communication technologies in education, which help teachers to infuse their students easily. Many studies have been done on the similarities and differences between Turkish and Arabic words, but this study focuses on the homonymous words such as the word “Şarap” means in Turkish “wine” but in Arabic it means “beverage”; and “Hurma” means "date palm" in Turkish whereas “woman” in Arabic language. Sounds play an important role in communication. Teaching how to pronounciate is a significant part of teaching a foreign language. Nonetheless there are a lot of common words in Turkish and Arabic. Some words have common pronunciation and different meanings. That is why it is very natural for the students having some problems in learning. By means of these issues, this study is going to disclose the effective use of technology in education that changed the traditional discourse of education. As a result, by using these new technologies teachers should focus on the differences of the homonymous words and help their students to overcome their struggle of understanding the divergence between these words. 2026-07-16 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=21030 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=21030 Gökhan ARI, N. Tayyibe EKEN Tales are oral literature products in which fictitious events are told, transmitted in a way with ambiguous place and time concept, they are formed and development by storytelling in folk speech. Tales are important in folklore and education for they handle universal and educational subjects; in this aspect it constitutes the subject of folklore, education, ethics, language and literature works. Oral literature works undergo some changes while being transferred from person to person, community to community; some changes also occur while they are being transferred from oral language to written language. These changes involve some additions, deductions, and alterations; they are basically explained as a result of the characteristic of linguistic sign, it is alive and developing. In this study, the subject is changes and alterations in tales transferred to writing by different narrators and compilers. In this context, alterations of the tale in different variants are examined comparatively in style, construction, and style. Tales are limited to tale books in one hundred fundamental works selections. The one with the oldest publication date was determined as the base text between five tales. Other four tales are assumed as co-text. In the study tales were distinguished according to the stylistic functions determined by Vladimir Propp and generally used in the body of literature, they were handled according to their alteration types based on intertextuality principles. The texts were cross-sectioned, they were examined thematically according to storyline and function of persons. Alterations made by tellers while transferring the tale into writing were compared stylistically and submitted with examples. Texts were compared stylistically according to their sentence and word number. As a result, it was determined that even though five tales were told with different words from start to finish, the main pattern stayed in the same meaning framework. 2026-07-16 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20992 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20992 Buket BARAN 2026-07-16 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20995 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20995 Mustafa Yasin BAŞÇETİN 2026-07-16 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20946 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20946 Ajda BAŞTAN 2026-07-16 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=21005 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=21005 Müge CANPOLAT YANARDAĞ, Sena SÖNMEZ Because of the cirriculum in high schools, students tend to consider Turkish Literature lesson as a topic that they can only learn by memorizing. In order to eliminate the prejudices “intertextual reading theories” have been thought as a solution in this research. The main intent of the research is; with the help of intertextual reading and understanding, high school students can relate a text with other texts or with other fields which will provide a richer cultural backgroung for the student. To prove this thesis statement, Turkish author Yalçın Tosun’s story books have been read and the intertextual references have been found and been categorized as “References to Text” and “References to Other Fields (like cinema, music etc.)”. During the research, a survey have been given to 11th grade students to see if they can find intertextual references. To make sure that the results of the research are consistent with the suggestions in the end , the opinions of Prof. Dr. Gıyasettin Aytaş, Doç. Dr. Özay Karadağ and Doç Dr. Nermin Yazıcı have been asked. In primary school MEB Cirriculum “the intertextual reading and understanding” is an aim. However in high school cirriculum (2016-2017) the term has been only used once. With that, it is seen clearly that there is a discrepancy in the syllabus. So in order to really use “intertextual reading theories” functional it must be an aim in all of the cirriculums. With the results of the research, it can be said that in Turkish Literature lessons “intertextual reading and understanding theories” will make students qualified readers. 2026-07-16 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=21112 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=21112 Ersin ÇETİNKAYA, Bahar DEMİR , Natalya RUMYANTSEVA , Olga FISENKO , Veronika MATVEYENKO This article is devoted to the problems of using audio and visual aids in class to teach the lexical aspect of speech with national cultural elements to Level II certificate philological foreign students learning Russian as a foreign language. The research specifies the methodical principles of teaching Russian vocabulary to philological students using audio and visual aids; it studies the methods of working on national colored lexis. Authors fully describes and substantiates the proposed methods of teaching general Russian vocabulary as well as its specific national cultural component on the basis of screen versions of Russian fairy tales. Competent approach to Russian language teaching is explained in the article, which is allowing to create a linguistic and methodological system of teaching Russian vocabulary with national cultural elements to foreign philological students using screened Russian folk fairy tails. Authors suggest an original method and system of exercises and assignments aimed at building up and improving students’ vocabulary. It is proved in the article that necessary method of work with national colored Russian lexis is its’ somatization (explaining). 2026-07-16 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20997 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20997 Mustafa Zeki ÇIRAKLI, Öznur YEMEZ 2026-07-16 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=21003 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=21003 Kemalettin DENİZ, Efecan KARAGÖL There are various types of academic writing. Among these types, article is the most commonly used one. Publishing an article is important both in terms of academic development and in terms of academic title acquisition. The publication of the article in an academic journal depends on the success of the review process. Examination of the referee evaluation forms used for evaluation by the referees before the publication of the article is important in terms of drawing the boundaries of the academic writing. The purpose of this study is to examine the article referee evaluation forms in terms of academic writing. In this study, which is planned as a qualitative research, the aimed data are summarized as follows: 2 journals which are included by SSCI, SCI-Expanded and AHCI index, 3 journals which are published in Turkey and which are included in international indexes related to education determined by the Council of Universities Council, 5 journals, including 5 from ULAKBİM Social Sciences Database and 5 from Dergi Park and total 15 journals. Content analysis was carried out by reading referee evaluation forms of these journals. In the study, the data obtained from the referee evaluation forms are primarily coded. Then the encoded data are grouped together. From this grouping, categories and theme were reached. The resulting categories and themes are arranged, frequency and percentage distributions of the categories are added. This research revealed that there are differences in terms of article review criteria in referee evaluation forms. It has been determined that the categories reached in the research range in the referee evaluation forms range from 6.6% to 100%. The referee evaluation forms were found to be inadequate in terms of academic writing. It is thought that the results of the research can be used in the development of academic writing content and referee evaluation forms in Turkey. 2026-07-16 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=21004 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=21004 Funda DÜNDAR, Yunis ŞAHİNKAYASI , Hamide ŞAHİNKAYASI The primary purpose of this qualitative study is to understand the reasons underlying students' negative perceptions of corpus use in a quantitative study, which assessed the grammar achievement and attitudes of lower-level EFL students who were taught with a corpus tool, which was either BYU-BNC or AntConc 3.2.1 which is run with a small corpus. The secondary purpose of this study is to acquire more detailed information about the attitudes of participants towards learning English grammar with corpus tools. A purposive sampling method was used to select seven volunteer freshman participants majoring in the Department of Computer Education and Instructional Technology at Mustafa Kemal University in Turkey. The data, collected with semi-structured interviews, were content-analyzed by coding data, identifying and relating the categories and sub-categories, that is, open, axial and selective coding were conducted respectively. Accordingly, the following main categories were developed from the coding lists: English background, evaluation of the corpus tool, evaluation of the lesson, external factors on learning, comparison of corpus and the English textbooks, self-evaluation, evaluation of the teacher, evaluation of the classmates, attitude towards English, and advice on improving corpus-based learning. Most of the participants were indeed interested in learning English with corpus use in the future, but they first needed to develop their fundamental English knowledge. 2026-07-16 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=21040 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=21040 Özlem ERCAN The nazires taken with the desire to pass the master's poetry or pursue the master are like a bond that brings poets living in different centuries closer together. The poetry of the master is called nazire by poems which are generally similar to a poet 's acclaimed poem, similar poems, shapes and redifs taken by other poets and similar in content. The nazire, which is found in many examples in Turkish Literature, is mostly written in the form of gazel and mathnawi poems. Hasanoglu, raised in Azerbaijan at the end of the 13th century and the beginning of the 14th century. There are three poems written by Hasanoglu. Gazel is one the of these poems and subject of this article. There are two gazel is models of Hasanoglu’s poem was written by Ahmedi and Ahmed-i Da’i. There is no doubt that the unity of harmony and harmony created by the connection of “what ... what” dominates the general structure of poetry. It is seen that these repetitions made an element of harmony as well as an example of the “repetitive word patterns” in the nazires. The gazelles of Ahmedi and Ahmed-i Da’i, models of Hasanoglu’s poetry, were studied comparatively similarities and differences between the poems were tried to be revealed. Mehmet Fuat Köprülü has article is titled “Notes to Azeri Literature: Hasanoğlu-Habibi” published in the magazine of Darü’l-Fünun Literature Faculty in 1925. 2026-07-16 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=21106 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=21106 Yeşim FETTAHOĞLU Language which is a communication instrument has certain rules. These rules are formed according to the structures of language. Learning a foreign language is directly proportionate to know his or her mother tongue well. Someone who knows his or her mother tongue well can make combination to the foreign language and it helps him or her to learn the foreign language easily. Although there are many methods about learning foreign language, people whose mother tongue is Turkish have difficulties in learning Arabic language. In Arabic language structure it is important to pay attention to grammar rules in language education because a little phonetic change can cause different meanings. Although Arabic and Turkish have similarities, today Turkish students can have difficulties in learning Arabic. The reason of this is the differences of language structures. In terms of this aspect noun phrase can be an example of it. In our study we first examine the structures of noun phrase in both languages. Noun phrase are examined comparatively in both two languages. The differences and similarities of noun phrase are given between two languages. In our study we target to simplification of a student’s Arabic learning process and the understanding of differences of two languages in terms of noun phrase. 2026-07-16 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20996 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20996 Meral GÜLLÜLÜ, Gülnaz ÇETİNOĞLU 2026-07-16 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=21101 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=21101 Sevim GÜNEŞ, Cennet ALTINER In 2006, the curricula of the education faculties were changed by the Council of Higher Education (CHE) to meet the demanding needs of the social, educational and politic domains and methodology and practice components were given more emphasis in the new program (Coşkun, 2008; Seferoğlu, 2006). This new curriculum is based on Common European Framework of Reference for languages (CEFR) which provides a common basis for language rograms (Council of Europe, 2001). Despite these improvements in the new program, there are only few studies looking into the relatedness of the new English Language Teacher Education curriculum and the CEFR (Hismanoğlu, 2013). With regard to this issue, the main goal of this study is to find out the awareness level of forth year ELT students at Hacettepe University with regard to the CEFR and the ELP. In order to examine to what extent the last year prospective English teachers are aware of the CEFR, ELP and related concepts about these terms, a short questionnaire adapted from Hismanoglu (2013) was administered to the participants. The data derived from the questionnaire were analyzed through SPSS. The results show that the prospective English language teachers do not have much knowledge about CEFR and ELP and most of them do not have any ideas whether CEFR has an impact on language teaching techniques or not. However, most of them agree that CEFR and ELP should be taken into account and be incorporated into English language teacher education program. 2026-07-16 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20955 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20955 Aykut HALDAN In the rush of everyday life, of the life of ordinary people with a slight sadness, but also with a sweet sarcasm, just as described with much sympathy and sensitivity “Der Ruf der Tagesfische” named a short story in the Saturday best time of day to be assessed, how can you go shopping if forced to return home to someone that wants a lot of unwanted things by selling the work more difficult and which is accompanied of a transaction, be troubled, the best thing to do on Saturday, we slept with a close friend can be a pleasant time enjoying the day and then a dinner that is topics that can sometimes lead to unpleasantness but also to the reader by the author in order to discuss and make you think on a clear conclusion has been edited by excluding (Thomas, 2007). To be done for this study, the most important reason for the election of this story, the author's narration and the form of transfer thoughts in the first reading, yet the act of translation in the context of the source culture due to the interaction before it starts to reads from the queue can be passed into and as enjoyable. On first reading, the author is able to attract to their ranks and to impress the reader with the format. The author aimed to draw attention by using short sentences, usually in place in a conscious way. However, use short sentences, but long delivers messages to redirect the reader to read different thoughts and aims. I mean ordinary as it reads, because both the source culture and the target culture the translator is studying at the same time. Therefore, the translator in the source culture to gain the desired effect, same taste, that taste of joy to pass on the same to the target audience is responsible for. In this study, the source of the works, the first by me and then translated into Turkish the translation work within the framework of literary theories will be different from ”Fresh Fish charms” will be examined in a short story named. At work at the same time, the importance of literature in short stories and translator training will be assessed. 2026-07-16 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20964 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20964 Demet KARDAŞ Speaking; if there isn't any kind of phisical defect, it is human inborn sense, learnt in family environment with a clear purpose of transmitting emotions, thoughts and wishes to another person. If the communication is well developed, a person tends to be successful in different aspects of life, such as family, school and bussiness. This success doesn't have to do only with mother tongue. Speaking, one of four fundamental language skills, is one of the most important criteria for a person who is learning a foreign language. A foreigner, while expressing their own feelings and thoughts, in order to learn how to find a suitable word, to use a correct suffix according to Turkish morfology and in order to learn how to build a sentence following the rules of the synthax of Turkish language, it is necessary that follows a proper learning strategy. For the sake of that, the student's most important ability is the ability of speaking. The strategies of teaching the ability of speaking are specified by Common European Framework of Reference for Languages. The materials that would support the developing of these strategies should be available, and already existing materials should be used in a proper way. Regarding local or foreign films; a student's presenting of a plot, analysis of main characters or possible creative changes of scenario would provide improving of a student's speaking ability. The idea of this research is a description of a proper applying of a ˝film review tecnique˝ in improving development of a speaking ability. It's main cause is to provide a significant coutribution to teaching Turkish as a foreign language 2026-07-16 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20987 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20987 Tülin KARTAL GÜNGÖR Kamel Daoud's novel, « The Meursault Investigation » won several award. The story is narrated by an Algerian, called Haroun, talking nominally to a French academic in a bar in Oran. Haroun is the brother of the Arab murdered in the Camus novel and this murder has affected his entire life. He is bitter not only at the murder but by the fact that the book does not mention the victim by his name or any other details, except that he is an Arab. One of the first things Harun does is to give his unnamed brother, the murdered victim, a name and an identity. His name is Musa .One of the key components to philosophy is the ability to argue your point, this is done in many different ways and Albert Camus’ novel The Stranger does that. Taking Camus's novel as his starting point, the author draws attention to colonialism, existence, culture, identity, and issues in his novel. The present paper analyses the problems concerning cultural identity and otherness, within the contemporary multi-cultural world, in Kamel Daoud's novel The Meursault, Investigation. The study will also examine how the "otherness" image at the end of the novel transforms into an image of "twins" by creating unity and uniqueness. This work analyses the image of "me " and "the other" in Kamel Daoud's Meursault Investigation and explain how this novel turned into a similarity at the end of the novel, with emphasis on intertextual relations and rewriting methods. 2026-07-16 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20980 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20980 Arzu ORHAN, Yasemin CEYLAN 2026-07-16 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=21083 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=21083 Zeynep OKTAY According to the data of the Department of Immigration, the number of Arab refugees from Syria and Iraq who immigrate to Turkey due to civil war in the Middle East since 2010 has reached about 4.5 million. The necessity of teaching Turkish to them emerged. This education process which enables them to make effective communication is being managed in Turkey by TÖMER attached to universities and Public Educational Centers belonging the General Directorate of Lifetime Education. Turkish courses in Public Educational Centers are preferred by Arab migrants for the reasons such as lessons for everyone older than 15 years old, certificate given in the end of course and being free of charge of courses. The purpose of this paper is to make a methodological comparison in obtaining skill of speaking Turkish in the course of Turkish language for Arabs in Ankara Kecioren Public Educational Center. We compared Grammar-Translation method with Communicational method in terms of influences on development of skill of speaking Turkish. The sample group in this work is those who belong to A1 level and teaching the topic of “present tense in Turkish” and their activities were researched. The data obtained in the process of education was evaluated as conclusion. As a result of our research, we saw that skits and the technique of playing a role motived students’ learning language better through expressing feeling and thoughts of themselves by way of playing a different character and that students moved away from shyness which they experienced in speaking Turkish by means of animation of real environments in class. We observed that the importance of language in socialization of individuals, seeing active participation of especially female Arab students with a timid structure due to tradition and culture in animations of texts through skits in the class. It was proved that the words learned from word lists far from context were not used actively in impromptu skits and forming sentences. However, it was observed that the words learned through skits were less forgotten, used more correctly and learned permanently. 2026-07-16 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=21078 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=21078 Ali Şükrü ÖZBAY The purpose of this study is to measure the effect of the implementing a new course into the curriculum of English majors in an English Department in Turkey. The name of the course is “Introduction to Corpus Linguistics”. Following the implementation of this selective course into the curriculum, there emerged an urgent need to investigate the possible affects of this integration on the students. This study is both qualitative and quantitative in nature and aims to explore tertiary level EFL students’ perceptions of corpus linguistics as an undergraduate course. Following the implementation of the course for a term (Fall-2016-2017) with 50 students in an English Department of a middle size university in Turkey, the students (n:50) who selected this course were asked to exchange their opinions on the corpus experience through a questionnaire and an open ended interview designed to measure their perceptions towards the new course.The preliminary findings suggested that tertiary level EFL students favoured selecting this course for several reasons such as practicality, authenticity and rich lexical content. They also claimed that working with the native and non-native corpora and corpus concordances provided them with several skills such as making appropriate decision in the use of grammar rules, words and lexical combinations as well as developing their awareness towards the semantic prosodic differences between the lexical items. Raising their awareness towards the lexical and grammar issues, the students also seized the opportunity to fill the gap between idealized native English standards and the EFL English. 2026-07-16 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20994 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20994 Tuğba SARIKAYA AKSOY Mood is the grammar category which determines the attitudes of speakers towards function, case and situation in Turkish. A mood can consist of more than one modal value. In some situations, modal value may disappear due to syntactic necessities. The studies indicate that the concepts of mood and time interfere with each other. While some of the researchers have used the term of style instead of mood, some have used the term of mood instead of time. In traditional grammar books, the term of the mood is often used instead of time and is basically divided into two sections which are indicative moods (definite past tense, indefinite past tense, present tense, future tense and aorist tense) and subjunctive moods (optative, conditional, necessity, imperative). Indicative and subjunctive moods are not only structures that show the time of process and manner of action; but also they consist of markers showing how the actions are done. In Turkish, subjunctive moods express the concept that is defined by actions in the form of optative, conditional, necessity, imperative moods in relation to subjective aspects. Rather, they explain the speakers’ attitudes and intentions and emotions towards actions. However, these moods have many different, important functions ranging from language to language. Since the very old times of Turkish, these moods are seen to have mostly intermixed in terms of both form and function. The studies have showed that all of the subjunctive moods have the expression of desire at the background and can be used in different functions. Subjunctive moods will be examined by way of Orhan Pamuk’s “Kırmızı Saçlı Kadın” in terms of linguistic. Recently, even though different studies have been done about subjunctive moods which composing mood, modality and subdivision of these terms, it has not been done yet the examination about works of recent authors. How to use subjunctive moods which have passed the novel written postmodern style will be shown with this study. In this study, firstly the definition of mood will be explained; after semantic and functional characteristics of subjunctive moods in Turkish will be expressed that the situation of optative, conditional, necessity, imperative moods, these moods can be used instead of each other and transitions between them will be discussed with the help of examples that Orhan Pamuk’s “Kırmızı Saçlı Kadın” has been analyzed. 2026-07-16 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20951 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20951 Serpil SOYDAN Pronouns are the words that substitute for objects either through pointing to them or taking place of them. Pronouns are meaningless when they are not used in a context but alone. They are not the names of objects but they substitute for them. They can be made interrelated to the nouns or noun phrases that come after them using possessive suffixes. Personal pronouns and demonstrative pronouns which were used in Chagatai Turkish are “min, sin, biz, siz” and “bu, ol” respectively. There is no third singular personal pronoun in Chagatai Turkish: the demonstrative pronoun “ol” is used in place of it. When personal pronouns take relative pronoun, they become “meniÆ / miniÆ; seniÆ/ siniÆ; bizniÆ, sizniÆ”, when demonstrative pronouns take relative pronoun, they become “munıÆ / munuÆ, anıÆ / alarnıÆ”. Among the criteria that a native language (mother-tongue) should have, apart from names of numbers, systems of numbers, names of body and organs, personal pronouns can also be counted. In this study, miniÆ, siniÆ and biziÆ which are the forms of personal pronouns and demonstrative pronouns which are one of the criteria that makes a language ‘a native language’ and which are used in Chagatai Turkish and anıÆ which is one of demonstrative pronouns and which can be used as personal pronoun and use of munuÆ with words which are attached to possessive suffix in a construction and its use with prepositions are examined by giving some samples of couplets from divan and masnavi of Ali Şîr Nevâyî and from divan of Hüseyin Baykara, who created some works in Chagatai Turkish. 2026-07-16 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20991 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20991 Savaş ŞAHİN The Turkmen language, as an east tribe of Oghuz Turkic, has been used today in Afganistan, Syria, Iraq, Uzbekistan, Tajikistan, Pakistan and Russia. The Turkmen language has many dialects such as Teke, Yomut, Ersarı, Salır. Particularly, The Turkmen grammar and literary works had been written mostly in Teke accent. A few grammar books written by foreigners are based on Teke accent, as well. People who are learning Turkmen language with books on Teke accent have difficulty understanding other Turkmen dialects. A Turkmen grammar book had been ready as a draft within the protocol in India University and this study were used by foreign students in 2015. At the end of the semester, students presented their problems about the book in reports. Parts of any grammar rules or phonology will be evaluated to see the parts in the book within these reports. In this study, our recommendations will be mentioned about the preparation of Turkmen language teaching materials to foreigners, topic flow and remarkable materials. One of the most difficult things preparing a Turkmen language book for foreigners is to teach Turkmen phonology and morphology. For example, adjective-verb, adverb-verb or suffixes are some initial difficulties to teach. It has been thinking that this study will be useful for materials and to be resource in teaching Turkish dialects to foreigners. 2026-07-16 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20957 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20957 Şahin ŞİMŞEK The aim of the Turkish education is train students can establish healthy and effective communication which can be used the native language according to rules of and right. Literary texts, especially well-chosen poems which that improve the asset will give them certain values and behaviors cognitive and language development for students should be included in textbooks and workbooks. The purpose of this study is to demonstrate the importance of the use of speech and writing activities the texts of the poem that will perceiving the beauty of the language and endearing the native language to young person in Turkish courses in secondary school. This study is a descriptive survey study. Documentary screening method was used in the study. Documentary screening covers finding resources toward a specific purpose, reading, taking notes and evaluation process. While poetic texts are used in the realization of gains about reading and listening, they are neglected in the realization of gains in speaking and writing area. In 5, 6, 7, 8 th grade Turkish lesson workbooks that we examined, poem texts have taken part only in finding activities of the main sense and auxiliary emotions of poetry harmony, elements of repetition, metaphors and figures of speech. Poetry texts that will make studenst feel the harmony and beauty of the language and make them love their native language should be included in workbooks and through the main ideas and auxiliary ideas in poetry, first speaking activity and then writing activity should be made to students. This should be taken into account in the preparation of lecture and workbooks of poetry that should be considered on the contribution of students to language development. Teachers should contribute to their language development by bringing students to a greater number of poems. 2026-07-16 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20988 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20988 Zeynep Ceren ŞİMŞEK, Nesrin IŞIKOĞLU ERDOĞAN In this study, conducted to determine the effect of dialogic reading on the expressive language development of 48-66 months age group children, single group pretest and posttest experimental design has been utilized. The study group was chosen by means of sampling method. Within this scope; a total of 18 children have been included in the study, consisting of 9 boys and 9 girls among the 48-66 months age group nursery class students in a primary school located at Denizli city center. Prior to the study, each child in the experiment group was put to TEDL-3 pretest, and MLU (The Mean Length of Utterance) values were determined by means of taking natural language samples. In the second part of the study, natural language samples collected from the children were examined after being unitized into sentence morphemes; and linguistic performance rates of the sentences in terms of syntax (natural, inverted), and predicates (noun, verb) have been determined. Pretest results show that the children had similar linguistic levels, and that they had a command of similar sentence structures before the practices. Practices lasted for 10 weeks. A total of 24 books, 3 books per week, were read to the children included in the study group by the researcher, using the dialogic method. A great deal of attention was paid to ensure that the books used in the practices are chosen accordingly with the age group of the children in terms of content and form. After the practices, each child in the group was put to the same tests as posttest, and it was observed whether the differentiation between the two tests are meaningful. Results obtained from the research indicate that; dialogic reading affects the expressive language development of the children positively, and that it meaningfully diversified the structures of sentences formed by the children. 2026-07-16 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20982 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20982 İntizar ŞİRAZ The Global Scale of English (GSE) is standardized, granular scale which measures English language proficiency as well as education progress accurately and easily. Lately it became very popular and demanded in linguistics. The Global Scale of English was launched by Pearson, which is the world’s leading learning company. The same as this system works for English it may be applied for Russian language learning or for any other foreign languages. In spite of the fact that English and Russian are very different in a lot of important language aspects, they still have similarities on many topics. It is expected that, the development of such mechanism of perception wıll make Russian learning easier both for students and for teacher. The purpose of this research aims to apply GSE to the Russian language and based on GSE to develop The Global Scale of Russian. By means of this system, it is planned to change measurement and scoring system for each level of the Russian language education. This means that language proficiency will no longer need to be measured in vague terms like basic, intermediate or advanced. It will enable Russian learners to score their language skills on a granular, numeric scale from. In other words the system will provide more detailed picture of Russian language performance at different levels of proficiency as well as will help to find more efficient teaching methods. In this context, the same like in GSE, evaluation will be divided into 4 parts: listening, speaking, writing and reading. The Global Scale or Russian will be a very good tool for Russian language education. 2026-07-16 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20974 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20974 İbrahim TOSUN, Ali KOÇ Since the time of their existence, human beings have attempted to name themselves, their self-perceived things through their own eyes by keeping some features into the foreground, and thus tried to make life easier. All these words that are formed by the language and that refer to the living and inanimate beings in nature are defined as names. According to this, it can be said that the names first appeared in the language system. Today, most of the vocabulary of spoken languages consists of names. The onomatology (onomastic), which is the study of what is seen and perceived on earth in the present day, is particularly concerned with the people’s names, their surnames and the names of the places. The branch of the science that examines the names of the places is called “toponomy”. The oldest settlements in Tunceli are Pertek, Hozat, Çemişgezek and Mazgirt. The region is generally known as Dersim in history. Today, most of the names of places related to Tunceli have been changed as a result of translating into Turkish after the establishment of the Republic. Nonetheless, local names are also found in the region. When we look at the names of the places in Tunceli in general, it is seen that they are related to geographical characteristics and nature. Generally, the quality of nature that stands out in the region gives its name to the settlement in that region, or the name is associated with that quality in particular. Besides, it is possible to obtain data on which ethnic groups have been settled in the region by looking at which langauge the names of places in the region belong to. In this study which aims at making contribution to the field, the names given to the Tunceli from the first ages to today will be evaluated in terms of origin, structure and meaning. 2026-07-16 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20970 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20970 Ramazanova TORAKHANIM The work is called “Husni-eshg”. In this literal example Fuzuli described inner life of the person, as well as touched issues like health and diseases. There are many mysterious matters in Sıhhat and Maraz. I have touched mystical signs in this prose. Eye is one of mystical signs in literature. The author named it as evil. Because eye is also related evil eye except sight. İn Bible we read : “Haughty eyes and a proud heart, the lamp of the wicked, are sin”. According to the mystical sense, the main goal is to nurture self-worldly dreams and desires refused. According to Sufism the main purpose is to refuse mundane desires and treat passion. The main reason of Lover’s tolerance to agony and fight for it was his understanding that all these come from sweetheart. Sufi symbols researched extensively for the first time in this work. This study has been involved in research on the Qur'an symbols. The main objective of the study was to assess the attitude of these symbols. The work is very interesting interpretation of the meaning of the outward signs. Curl, line, point, grace, eyebrows, eyes, airs and graces, face, laughter and the apparent meaning of such signs, though, are their inner meanings. 2026-07-16 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=21015 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=21015 Gülden TÜM, Zeynep CEYHAN,BİNGÖL In recent years, the number of teaching materials produced for Turkish as a foreign language (TFL) has dramatically grown in order to meet the needs and demands of learners, teachers, administrators, and governmental bodies in the world today. Teaching materials are known essential both for teachers or administrators and learners since they not only provide a framework for teachers or administrators in achieving their aims and objectives of a course, serve as a guide for them to conduct lessons and also a tool to measure progress and achievement of learners concretely; but also for learners an effective resource for self-directed learning, presentational material, a source of ideas and activities, a reference source and syllabus where they reflect pre-determined learning objectives. Hence, teaching materials should be considered as key, which includes a great opportunity for TFL learners to communicate in the target language and to witness its cultural richness. However, when the current textbooks are investigated considering the Common European Framework of References (CEFR) several objectives of necessity for any textbook, they seem to lack several formal and contextual aspects such as unequal distribution of language skills both in a unit and among units covering a textbook, instructions leading learners about the activities, guidance for pre-, during, and post-activities, articulation, length of texts and linguistic patterns, even cultural input such as proverbs, and sayings. Thus, the basic functions of teaching materials- making the existence knowledge available and practical to learners in an easy and organized way should be guided by CEFR while being produced. 2026-07-16 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20950 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20950 Ahmet USLU Nursel Duruel who grows philanthropy in the center of her short stories discuss people’s resistance, weaknesses and strengths. The author focusing on what they have lost, reminds the integrity of childhood purity. In the grown-up world, no beauty, friendship and brotherhood exists. A child who touches a corn rose understands all the reality but when it reaches to the grown-up world, it loses its purity and identity and get stuck in narrow lives. They have to live a life around the question of “Who am I?”. Both domestic migration and emigration cause deterioration mostly in child heroes’ lives. With migration, families break down, perceptions change and conflicts of generations occur. In this identification process in which the people who determines the ways, rules and truths are not clear, childhood is supposed to be a safe haven. Duruel, who pays attention to childhood susceptibility in her short stories, tells sociological authenticity without didactics. In the present study, turning back to childhood and struggles of child heroes in their lives in Nursel Duruel’ short stories will be investigated. The effect of childish point of view on fiction in some of her stories will also be examined. Moreover, the fact that is included in the current study is that the author, who aims to come up with eligible short stories, attempts to make sense of the grown-up world. 2026-07-16 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20966 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20966 Aliye USLU ÜSTTEN, Mehmet ER 2026-07-16 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20965 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=20965 Zeynep YILDIRIM 2026-07-16 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=21007 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=21007 Betül CAN Having the knowledge of literature regarding both modern sources and classical ones currently applied in order to teach Arabic as a foreign language by taking into consideration the growing interest in Arabic in recent years brings about an undoubtedly more productive language teaching. In accordance with this purpose, this study examines the books used in teaching Arabic language in the Ottoman madrasahs; and in this context, the position of Arabic in the curriculum of these madrasahs. Along with the fact that the madrasahs in the Ottomans are considered as significant educational institutions, teaching Arabic language providing access to the sciences applied in these madrasahs is also crucial. Playing a key role in being the medium of the instructions and textbooks regarding tafsir, hadith, fiqh, kalam, logic and philosophy applied in the Ottoman madrasahs, Arabic language constitutes the first step to comprehend the mentioned lessons. This study analyzes the textbooks of Ottoman madrasahs on the sciences including sarf (morphology), nahiv (syntax), belâgat (rhetoric) and lexicography associated with the Arabic language. Based on the method of scanning literature, also known as written sources, this study aims to give detailed information regarding the textbooks and lessons applied in the curriculum of Ottoman madrasahs by classifying the studies related to Arabic language in the mentioned curriculum through the instrumentality of the referred literary works. Consequently, applying current modern language teaching methods, this study also scrutinizes the classical Arabic grammar books put forward by the Ottoman scholars. 2026-07-16 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=21000 https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=21000 Firuza İBRAHİMOVA If language learners or non-native speakers all over the world don’t know how to express any word expression in the target language (in this study- in the English language) they can effectively substitute those words using different strategies. This way of communicating is considered as communication strategies. Communication strategies attempt to fill the gaps in the speaker’s linguistic knowledge and significantly define the speaker’s fluency and communication skills. Teaching the use of communication strategies has been studied in the US and GB since the 1980’s. But unfortunately, not in all of the countries teachers are aware of the importance of teaching communication strategies, as well as not all the language learners are trained explicitly to use some strategies to express themselves in the face of difficulties and limited linguistic competences. As Nunan (1987, p. 137) has stated, ‘While a great deal has been written on the theory and practice of communicative language teaching, there have been comparatively few studies of actual communicative language practices’. As a response to Nunan’s statement this research study intents to attract attention to the crucial and not yet much investigated issue in the communicative language teaching. So by providing the overview of what communication strategies involve this study aims to investigate how communication strategies can contribute to the development of an overall communicative competence and to examine which communication strategies are taught mostly in the foreign language classrooms in Azerbaijan. 2026-07-16