Turkish Language Research Articles

Fransa'daki Göçmen Topluluklar Arasında Miras Dili Olarak Türkçe

Language functions as the strongest bond connecting individuals to fundamental cultural elements of their society. In the context of immigrant communities, the heritage language plays a crucial role in protecting cultural heritage and transferring it to young generations; and thus, it should be attributed a special attention. The present study is conducted to explore the current state of Turkish language use among Turkish immigrants in France and their opinions regarding its protection and transference to new generations. For this purpose, the data gathered from Turkish immigrants (N=348) was analysed to identify the rates of Turkish language use and the degrees of importance attributed to protecting and transferring Turkish onto new generations. The findings and the implications are meant to shed light on the up-to-date dynamics in the state of Turkish among immigrant communities in France while contributing to the research focusing on heritage languages and the protection of cultural heritages.

Validity and Reliability of the Marx Activity Rating Scale (MARS) for Patients with Knee Problems

Objective: The Marx Activity Rating Scale (MARS) is a recently developed in English to assess patients’ who have knee problems activity level. However, there is no Turkish validation for it. Materials and Methods: MARS was translated into Turkish language according to the recommended stages by Beaton et al. 100 Patients (mean age, 30.90 ± 10.46) with various types of the knee problems were included. Each participant completed the MARS twice at fourteen day intervals to determine the test-retest reliability using the interrater correlation coefficient and Cronbach's alpha evaluating internal-consistency. Spearman's correlation coefficient was done to measure construct validity between the MARS, the EUROQoL (EQ-5D), the International Knee Documentation Committee (IKDC) Scale. Results: A total of 100 patients (37 females, 63 males) completed the Turkish-language MARS. The reliability of the test-retest was 0.905, with Cronbach's alpha of 0.828 at the initial and 0.782 for the retest. High correlations were found between the IKDC and MARS (r =0.253). MARS also strongly correlated with the EQ5D-VAS component score (r =0.265). Floor or ceiling effects were not found for the overall MARS score. Conclusion: MARS is a valid, reliable and might be preferred for patients with numerous knee problems. Keywords: Validity, Reliability, Knee, Activity.

The validity and reliability of preschool age psychiatric assessment (PAPA) in Turkish population

IntroductionThe Preschool Age Psychiatric Assessment (PAPA) was developed in response to the need for a standard and reliable tool for assessing preschool-age psychiatric disorders. The aim of this study was to translate PAPA into the Turkish language and evaluate the validity and reliability. MethodsThe researchers translated the original PAPA to Turkish, and the Turkish version of PAPA was translated back into its original language by professional translators. After the psychiatric assessment of the 300 patients by child psychiatrist, the PAPA interview was implemented with the parents. The sociodemographic data form and the PAPA short forms were filled out by the clinician conducting the interview. The Child Behavior Checklist for Ages 1.5–5 (CBCL/1½−5) was completed by parents. ResultsThe rate of detecting true positives and true negatives in all subscales when comparing PAPA with CBCL in children under 60 months ranged from 65% to 88%. The AUC values were above 50%, ranging from 0.56 to 0.72, indicating that PAPA performed reasonably well in detecting true positives and true negatives compared to CBCL. According to DC: 0–5, it was found that the adjustment was good for total psychopathologies, separation anxiety disorder, social anxiety disorder, and depression (κ = 0.67–0.79), and excellent for GAD and PTSD (κ = 0.81–1.00) ConclusionThe validity and reliability obtained from this study are valuable in our country for the objective identification of preschool children showing problematic symptom levels and for distinguishing them from children showing typical characteristics.

Lip Reading Using Various Deep Learning Models with Visual Turkish Data

In the Human-Computer Interaction field, lip reading is essential and still an open research problem. In the last decades, there have been many studies in the field of Automatic Lip-Reading (ALR) in different languages which is important for societies where the essential applications developed. Similarly to other machine learning and artificial intelligence applications, Deep Learning (DL) based classification algorithms have been applied for ALR in order to improve the performance of ALR. In the field of ALR, few studies have been done on the Turkish language. In this study, firstly an original data set was provided. Also, three image data augmentation techniques, which are sigmoidal transform, horizontal flip, and inverse transform, were applied to increase the data quality and variety. Then three deep learning models: Convolutional Neural Networks (CNN), Long-Short Term Memory (LSTM), and Bidirectional Gated Recurrent Unit (BGRU), were performed with a visual Turkish lip reading dataset. The performance of the applied method has been compared regarding precision, recall, and F1 metrics. According to experiment results, BGRU and LSTM models gave the same results up to the fifth decimal, and BGRU had the fastest training time.

Ahmed Sudi Bosneviʼs Commentaries on Ibn Ḥāğibʼs Grammatical Works al-Kāfiya and al-Šāfiya

Before the famous commentaries on the classical works of Persian literature, Ahmed Sudi Bosnevi wrote in Ottoman Turkish language commentaries on al-Kāfiya and al-Šāfiya, the works on Arabic syntax and morphology written by the famous Arab grammarian, Ibn Ḥāğib. The main purpose of this research is to explore and analyse different aspects of Sudiʼs commentaries on al-Kāfiya and al-Šāfiya, to give an insight into these hitherto unstudied manuscripts and to present Sudiʼs specific way of commenting by translation and description of passages from the original texts of the commentaries. In addition to this, the paper presents the educational and scientific path of Ahmed Sudi Bosnevi and his role as a muderis who tried to improve the teaching process by writing commentaries on the textbooks that were part of the Curriculum in Ottoman madrasas. Likewise, this paper investigates the significance of the original texts of al-Kāfiya and al-Šāfiya in the Arabic grammatical tradition.

COMPARISON BETWEEN OFFLINE AND ONLINE TEACHING IN A TURKISH LANGUAGE

In the wake of the global pandemic, the need for having an alternative method for education grew considerably. Globally, institutions had to embrace distance learning and begin online classes to ensure their students’ education was not interrupted by the pandemic. This study was done to observe the differences in students’ achievement in online and offline groups to help Turkish language educators determine which method brings more positive results to students. The study was done in Nurorda school in Nur-Sultan, Kazakhstan with 60 participants from the 7<sup>th</sup>-grade class in a Turkish Language class. The students were in two groups, 50 students in the offline format while 10 students were in the online format. The students were taught for 5 weeks and in the 6<sup>th</sup> week, a final exam was conducted to test students' understanding. The scores of the students were obtained and an Independent Sample t-test was conducted to determine if there is any statistically significant difference between the two methods. The study found that there is no statistically significant difference between online and offline modes of instruction because our t-test was 0.083>0.05 after the analysis was done. Both methods were found to express the same results when it comes to students’ achievement and were both equally effective in enhancing understanding and comprehension of the topic in Turkish language education.

ПОЯВЛЕНИЕ ФОРМ ПРОШЕДШЕГО ВРЕМЕНИ В ТЮРКОЛОГИИ

Studies in the Kyrgyz-Turkish literature on the meaning of the past tense of the verb show that the description of the past tense corresponds to about XIX century. They only talk about the general meaning of the past tense, the normal pronunciation in the verb form in the word of the grammatical means that creates the meaning of the past tense.The famous scientist I.V. Kormushin had published monograph in the system of Altaic tenses of verbs. The work carried out such studies as the development of verb forms in the Altai language and the restoration of the ancient appearance in the Turkish language as a whole. The study of ancient verb forms carried out in combination with the facts of the Tungus-Manchu and Mongolian languages. On these tables, the scientist set the task of finding grammatical forms of ancient Altai verb forms.

Turkish sign language recognition using fuzzy logic asisted ELM and CNN methods

This work aimed to develop a data glove for the real-time translation of Turkish sign language. In addition, a novel Fuzzy Logic Assisted ELM method (FLA-ELM) for hand gesture classification is proposed. In order to acquire motion information from the gloves, 12 flexibility sensors, two inertial sensors, and 10 Hall sensors were employed. The NVIDIA Jetson Nano, a small pocketable minicomputer, was used to run the recognition software. A total of 34 signal information was gathered from the sensors, and feature matrices were generated in the form of time series for each word. In addition, an algorithm based on Euclidean distance has been developed to detect end-points between adjacent words in a sentence. In addition to the proposed method, CNN and classical ANN methods, whose model was created by us, were used in sign language recognition experiments, and the results were compared. For each classified word, samples were collected from 25 different signers, and 3000 sample data were obtained for 120 words. Furthermore, the dataset’s size was reduced using PCA, and the results of the newly created datasets were compared to the reference results. In the performance tests, single words and three-word sentences were translated with an accuracy of up to 96.8% and a minimum 2.4 ms processing time.

The Plural is Unmarked: Evidence from Turkish, Hungarian and German

Quantity distinctions are morphologically indicated in the majority of languages.However, the marking of these distinctions exhibits a high degree of cross-linguistic variation with respect to the number of quantity categories, their agreement properties, and the morphemes themselves. Furthermore, number marking on numerically quantified nouns varies across languages: for instance, while German and English use plural number marking with numerals other than “one” (for example, “two books”), Turkish and Hungarian use singular number marking with all numerals. Recent work has discussed how to explain number marking with numerals. In particular, Bale and Khanjian (2014) propose that the quantity concepts of the two types of languages vary semantically. We present novel evidence from a cross-linguistic study of Hungarian, Turkish and German child language, and argue that the quantity concepts do not vary, and the variation between languages must have a morphosyntactic explanation. 

A Comparative Analysis of Turkish and English Language Curriculum as Foreign Languages

A Comparative Analysis of Turkish and English Language Curriculum as Foreign Languages

Evaluation of Turkish Language and Literature Textbooks in Terms of Critical Thinking

Bu araştırmanın amacı, 2018 öğretim programına göre hazırlanan Türk Dili ve Edebiyatı ders kitaplarındaki okuma metinlerini ve metinlerle ilgili soruları eleştirel düşünme açısından değerlendirmektir. Göstergebilim yönteminde desenlesen araştırmanın veri kaynağını, MEB tarafından 2019 yılından itibaren beş yıl ders kitabı olarak belirlenen 9, 10, 11 ve 12. sınıf Türk Dili ve Edebiyatı ders kitapları oluşturmaktadır. Araştırmada veriler, nitel araştırma veri toplama yöntemlerinden biri olan doküman analiziyle elde edilmiştir. Toplanan veriler ise tematik ve betimsel analiz teknikleriyle çözümlenmiştir. Araştırmada elde edilen sonuçlara göre, Türk Dili ve Edebiyatı ders kitaplarındaki metin ve soruların belirlenme aşamasında eleştirel düşünmenin geliştirilmesine yönelik bir planlama yapılmadığı tespit edilmiştir. Sınıf seviyeleri ve ünitelere göre incelendiğinde ise 9. ve 10. sınıf ders kitaplarının, geliştirici metinleri ve derinlemesine anlama sorularını çok az sayıda içerdiği görülmüştür. Dolayısıyla derse temel oluşturdukları için ayrı bir öneme sahip olan 9. ve 10. sınıf ders kitaplarındaki metin ve soruların eleştirel düşünmeyi geliştirmede yetersiz oldukları sonucuna ulaşılmıştır. Buna karşın 11. ve 12. sınıf ders kitaplarında yer alan soru ve metinlerin eleştirel düşünme açısından yeterli olduğu belirlenmiştir. Fakat eleştirel düşünme açısından aşamalı bir planlama yapılmadığı için 9. ve 10. sınıf ders kitaplarının yetersizliği, sonraki kitapların yeterliliğini de işlevsizleştirmektedir. Ayrıca istisnalar olsa da geliştirici metin ile derinlemesine soru arasında pozitif bir ilişki olduğu saptanmıştır. Geliştirici metinlerin olduğu ünitelerde derinlemesine soruların, etkisiz ve engelleyici metinlerin olduğu ünitelerde ise içeriği anlama sorularının çoğunlukta olduğu görülmüştür.

Bibliometric Profile of Doctoral Dissertations on Minstrel Literature in Türkiye Between 2013-2023

This research aims to present the bibliometric profiles of doctoral dissertations completed in the field of Minstrel Literature in Türkiye between 2013 and 2023. The study was designed using a descriptive content analysis design, which is one of the non-interactive patterns within qualitative research approaches, in terms of its process and subject. The population of the study consists of doctoral dissertations on the topic of "Minstrel Literature" in the category of theses in the YÖK National Dissertations Center database. The year limitation has been extended to cover the years 2013-2023. As a result of the scanning, 29 theses related to the subject were identified and included in the analysis. According to the results; a significant majority of the studies were completed in 2015, and there was a noticeable decrease in the number of theses in 2016 and 2021. Atatürk University and Erciyes University have hosted the most doctoral theses in Minstrel Literature, becoming significant centers in this field. A significant portion of the doctoral theses were supervised by academicians with the title of Professor. When examining the gender distribution of researchers, it is observed that male researchers produce more theses in this field. The Department of Turkish Language and Literature is the academic department that focuses the most on doctoral theses. The length of doctoral theses is generally in the range of 400-499 pages. "Minstrel tradition," "Minstrel," and "Music" are the most commonly used and emphasized keywords in these studies. The recent decrease in dissertations intensity suggests the need for more research in this field.

Teacher Candidates’ Research Literacy

This study aims to reveal teacher candidates’ research literacy and to investigate their levels of research literacy according to variables of gender and department. The research was carried out in accordance with correlational survey model, which is a comparative model. Sample of the study, which consists of 311 teacher candidates, was determined in line with convenience sampling method. Research data were collected by the researchers via Personal Information Form and Teachers’ Research Literacy Skills Scale for teacher candidates. In order to identify teacher candidates’ research literacy skills, data were analyzed by using Friedman Test, Wilcoxon Test, Mann Witney U Test, Kruskal Wallis H Test and Spearman Correlation Test techniques. In accordance with the results of the study, it was found that teacher candidates have sufficient skills in research literacy, and there are significant differences about skills between the subdimensions of research literacy. Findings of the study indicate that students in the faculty of education have research literacy regardless of their gender, but there is a significant difference according to the variable of department, and this difference is on behalf of teacher candidates in Turkish Language Teaching and Social Sciences Teaching departments.

On the Vowel Epenthesis and Epithesis in Turkish Texts in the Manuscripts of Lithuanian Tatars

Adding a vowel that is not in the original of a word to that word for various reasons is called vowel derivation. There is no morphological reason for vowel derivation and it aims to facilitate the pronunciation. There are three types of vowel derivation: at the beginning of the word, within the word and at the end of the word. The derivation of vowels at the beginning of a word in Turkish is not seen much in standard Turkish and is more common in dialects. Vowel epenthesis is a common phonetic event in standard Turkish. This phonetic event is encountered both in borrowed words and in words of Turkish origin. One of the reasons for the vowel epenthesis in Turkish is to make the borrowed words that do not fit the syllable structure of Turkish fit the syllable this structure and thus to eliminate the difficulty of pronunciation in the borrowed words. As it is known, only some consonant pairs can be found together at the end of words of Turkish origin. For this reason, in words borrowed with consonant pairs that are not suitable for the syllabic structure of Turkish, we come across vowel derivations within the word. This vowel derivation, which first appeared in the spoken language, can also pass into the standard language over time. The vowel epenthesis can also be seen in some Turkish origin words in order to add strength to the meaning. In Turkish, vowel epithesis is not as common as vowel epenthesis. The vowel epithesis is mostly seen in dialects and there are very few examples in standard language. The vowel epithesis is a phonetic event that is more common in some Turkic languages than in Türkiye Turkish. The derivation of vowel at the end of the word, especially seen in borrowed words, provides ease of pronunciation in words of foreign origin that do not fit the sound system of the Turkish language. The vowel epithesis occurs in borrowed words containing consonant pairs that are not suitable for the syllable structure of Turkish, as well as in borrowed words with twin consonants at the end of the word.
 It is seen that examples of vowel epithesis in Turkish texts found in manuscripts of Lithuanian Tatars are more common than in Türkiye Turkish. In particular, the Miraj text and some poems belonging to the Old Anatolian Turkish period, which are among the manuscripts in the “kitab” type, provide us with a rich material on this subject. In these texts, examples of vowel epenthesis and epithesis in borrowed words from Arabic and Persian are used in pairs in an interesting way. In other words, we see that the same borrowed word is used both with vowel epenthesis and epithesis. In this study, events of vowel epenthesis and epithesis in Turkish texts found in manuscripts of Lithuanian Tatars are examined and the reasons for the higher incidence of vowel epithesis in these texts are discussed.

Measurement and Evaluation in Turkish Language and Literature Teaching

It can be said that there are many problems to be solved in the field of Turkish language and literature education and training. One of the most important of these is that Turkish language and literature teaching and education are very close to each other and even confused with each other. This situation reveals its difference more clearly especially during measurement and evaluation practices. When the existing literature is examined, it is seen that there is a very limited number of studies in the field of measurement and evaluation of Turkish language and literature. In this context, in this study, studies on measurement and evaluation in Turkish language and literature teaching were reached. The available studies were analysed by content analysis. As a result, it was found that the majority of the studies were in the scale development style. Based on the studies, it was suggested that some necessary studies should be carried out in the field of measurement and evaluation in teaching Turkish language and literature.

What Should an Ideal Pre-Service Mother-Tongue Teacher Look Like?

In this study, it was tried to determine the profile of an ideal pre-service mother tongue teacher according to the views of Turkish mother tongue teachers and pre-service teachers. The data of the study were collected through a semi-structured "Characteristics of a Good Pre-Service Mother Tongue Teacher Form" created by the researchers. In this form, 5 mother tongue teachers working in Erzurum province of Turkey and 10 pre-service mother tongue teachers studying at Atatürk University Kazım Karabekir Faculty of Education, Turkish Language Teaching undergraduate program were asked what an ideal pre-service mother tongue teacher should be like. Phenomenology, one of the qualitative research methods, was used in the study. Phenomenology was chosen in this study to set a standard for what a pre-service mother tongue teacher should be like. According to the results obtained from the findings of the study, a good pre-service mother tongue teacher should be especially good in the field of communication skills. Suggestions were made together with the other results.

A Comparative Glance At Teaching Practice of Mother Tongue Teacher Candidates in Türkiye and United Kingdom

This research aimed to determine how prospective secondary school language teachers conduct their teaching practicum in the United Kingdom and Türkiye. The study was designed using a multiple-case holistic design. Accordingly, data for the research were collected through document analysis and interviews. Data related to the teaching practicum in the Turkish Language Teaching program at Kırşehir Ahi Evran University Faculty of Education in Türkiye were obtained through document analysis. Data regarding the teaching practicum in the Postgraduate Certificate in Education program for secondary English teaching at the University of Reading Faculty of Education in the United Kingdom were obtained through document analysis and interviews with faculty members at the institution. It is evident that while the instructional content of teaching practicums in both nations exhibits substantial similarities, a notable disparity emerges with regard to the temporal extent of the practicum experience afforded to prospective secondary school language educators. As a result, the process of teaching practicums for secondary school language teacher candidates differs between Türkiye and the UK in terms of practicum hours, school diversity, and assessment methods.

Investigating The Relationship Between Turkish Teacher Candidates’ Attitudes Towards E-Learning, E-Learning Readiness, Digital Literacy Levels and Academic Achievement in Distance Education Process

This study aims to examine the relationship between Turkish teacher candidates' attitudes towards e-learning, e-learning readiness, digital literacy, and their academic achievement in distance education process. The study was conducted using a survey model. The study group consists of 271 teacher candidates studying at the Department of Turkish Language Teaching in the 2021-2022 academic year. The study used e-learning readiness scale, attitude towards e-learning scale and digital literacy scale as data collection tools. As a result of the study, it was found that Turkish teacher candidates' attitudes towards e-learning and digital literacy levels were moderate, while their e-learning readiness were high. No significant relationship was found between Turkish teacher candidates' attitude towards e-learning and their academic achievement, and no significant relationship was found between attitude towards e-learning and digital literacy. There is a significant negative relationship between attitude towards e-learning and e-learning readiness. It was revealed that there is a significant positive relationship between digital literacy and academic achievement and between readiness and attitude towards e-learning. There is also a positive relationship between readiness for e-learning and digital literacy. Academic achievement of Turkish teacher candidates was significantly predicted by readiness for e-learning; however, academic achievement was not significantly predicted by attitude towards e-learning and e-learning readiness.

An Examination of the Attitudes of Teacher Candidates towards Mobile Learning

This study aims to ascertain how potential Turkish language and literature and Turkish teacher candidates tend to mobile learning. In this context, it investigates whether there are any notable differences in these aspiring teachers' attitudes toward mobile learning based on elements like gender, age, major field of study, grade level, personal tablet ownership, computer ownership, income level, social media usage, and enrollment in computer courses. A relational survey model, a quantitative research method, is used in this study. 209 females and 65 males who willingly joined the study at a university in Turkey's east comprise its participant pool. The findings reveal that prospective teachers of Turkish language and literature, as well as Turkish language teaching, strongly endorse the statements in the Mobile Learning Attitude Scale. Furthermore, their attitudes towards mobile learning do not exhibit significant variations concerning variables such as gender, major field of study, grade level, personal tablet ownership, possession of a computer, income level, social media usage, and participation in a computer course. Nevertheless, a noteworthy difference is identified in attitudes towards mobile learning across different age groups. The outcomes imply that while substantial distinctions exist among age groups, the attitudes of prospective teachers in the aforementioned fields do not significantly differ in terms of demographic or technological aspects. These results underscore the importance of integrating mobile learning into teaching and learning. Encouraging positive attitudes towards mobile learning and conducting additional research on this subject are strongly recommended.

SINGULUS & PLURES IN UKRAINIAN, TURKISH, GERMAN, CHINESE LANGUAGES: LEXICO-GRAMMATICAL FEATURES CATEGORIES OF NUMBERS

The work is devoted to the category of number in the Ukrainian language in a comparative-linguistic aspect with other Indo-European, Turkic and Sino-Tibetan languages. The purpose of the study is the comparative and analytical aspect of the number category in the Ukrainian, Turkish, German, and Chinese languages. The tasks of the work were to determine the comparative aspect of the number category in the German language compared to the Ukrainian language, to reveal the comparative aspect of the number category in the Turkish language compared to the Ukrainian language, to identify the definition of the comparative aspect of the number category in the Chinese language compared to the Ukrainian language. The object of the research is the number category in the Ukrainian, Turkish, German, and Chinese languages. The subject of the study is examples of singular and plural (singulus and plures) in Ukrainian, Turkish, German, and Chinese languages. The work uses comparative, historical, comparative and structural research methods. Scientific novelty is determined by the fact of the analysis of the category of the number of languages of different linguistic and historical groups. The theoretical and practical value of the obtained results lies in the application of the research material in working with foreign students for better and effective teaching of their Ukrainian language as a foreign language. The conclusions state that the number category is an interesting lexical-grammatical feature of language formation worthy of further research. When teaching students of foreign origin, it is advisable to take into account the complex grammar of their native language. The study of the category of number from the perspective of comparative linguistics provides a wide space for new research. Such studies have not only theoretical, but also practical/professional benefits for teachers of Ukrainian as a foreign language.