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class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by yunus şenyiğit</h3></div><div class="js-work-strip profile--work_container" data-work-id="76017610"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/76017610/1974_1975_Y%C4%B1llar%C4%B1nda_Dilde_Sadele%C5%9Fme_Tart%C4%B1%C5%9Fmalar%C4%B1n%C4%B1n_Kubbealt%C4%B1_Akademi_Mecmuas"><img alt="Research paper thumbnail of 1974-1975 Yıllarında "Dilde Sadeleşme" Tartışmalarının Kubbealtı Akademi Mecmuas" class="work-thumbnail" src="https://attachments.academia-assets.com/83702254/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/76017610/1974_1975_Y%C4%B1llar%C4%B1nda_Dilde_Sadele%C5%9Fme_Tart%C4%B1%C5%9Fmalar%C4%B1n%C4%B1n_Kubbealt%C4%B1_Akademi_Mecmuas">1974-1975 Yıllarında "Dilde Sadeleşme" Tartışmalarının Kubbealtı Akademi Mecmuas</a></div><div class="wp-workCard_item"><span>Journal of Turkish Studies</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Turkish language has also been involved in an interaction with the languages of cultures and civi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Turkish language has also been involved in an interaction with the languages of cultures and civilizations it has confronted within the historical process, as all languages. The language of Turkish nation including in a new civilization with the acceptance of Islam was also affected by initially Arabic and Persian that were efficient in the new civilization involved and Romaic and Armenian thereafter. This influence and efforts of language simplification has continued to be a matter of debate by means of constantly being on the agenda for long years. Recently, Turkish became a matter of debate one more time in terms of the simplification with the process of westernization in particular. Initially the amelioration and familiarising of literary (written) language to the public language came to the fore, then with Genç Kalemler (Young Pencils), making public language as written language was adopted. In the republic period, making public language as written language was aimed, too; but alienation of new written language from public language in the passage of time generated the discussions. Those who thought that simplification of the language deviated from its aim and transformed into a discharge (clearance) voiced criticism on different platforms. One of these platforms was Journal of Kubbealti Academy that started to be published in 1972. In this study, the change of Turkish vocabulary and the discussions of language within the process of westernization were touched upon shortly; the issues that were published between 1974-1975 of Journal of Kubbealti Academy, which was one of the parties of language discussions and argued for 'living Turkish', were examined and the criticism of the thoughts about 'the research' of the language were identified. The gradation of these criticals would be possible like: severing the connections of new generations with the past, destitution of language, not being impartial against the foreign words, failure to comply with the logic of Turkish word formation and harmonic distortion, wrong word formation in terms of semantics, some new words having non-Turkish origin, reproduction of new words instead of some words with Turkish origin and public's unfamiliarity with new words.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dd5b3e396a9ce55655147d77d8a08f6a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83702254,"asset_id":76017610,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83702254/download_file?st=MTczNDQ5NjU2NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76017610"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76017610"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76017610; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76017610]").text(description); $(".js-view-count[data-work-id=76017610]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76017610; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76017610']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 76017610, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "dd5b3e396a9ce55655147d77d8a08f6a" } } $('.js-work-strip[data-work-id=76017610]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":76017610,"title":"1974-1975 Yıllarında \"Dilde Sadeleşme\" Tartışmalarının Kubbealtı Akademi Mecmuas","translated_title":"","metadata":{"publisher":"Journal of Turkish Studies","grobid_abstract":"Turkish language has also been involved in an interaction with the languages of cultures and civilizations it has confronted within the historical process, as all languages. 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The language of Turkish nation including in a new civilization with the acceptance of Islam was also affected by initially Arabic and Persian that were efficient in the new civilization involved and Romaic and Armenian thereafter. This influence and efforts of language simplification has continued to be a matter of debate by means of constantly being on the agenda for long years. Recently, Turkish became a matter of debate one more time in terms of the simplification with the process of westernization in particular. Initially the amelioration and familiarising of literary (written) language to the public language came to the fore, then with Genç Kalemler (Young Pencils), making public language as written language was adopted. In the republic period, making public language as written language was aimed, too; but alienation of new written language from public language in the passage of time generated the discussions. Those who thought that simplification of the language deviated from its aim and transformed into a discharge (clearance) voiced criticism on different platforms. One of these platforms was Journal of Kubbealti Academy that started to be published in 1972. In this study, the change of Turkish vocabulary and the discussions of language within the process of westernization were touched upon shortly; the issues that were published between 1974-1975 of Journal of Kubbealti Academy, which was one of the parties of language discussions and argued for 'living Turkish', were examined and the criticism of the thoughts about 'the research' of the language were identified. The gradation of these criticals would be possible like: severing the connections of new generations with the past, destitution of language, not being impartial against the foreign words, failure to comply with the logic of Turkish word formation and harmonic distortion, wrong word formation in terms of semantics, some new words having non-Turkish origin, reproduction of new words instead of some words with Turkish origin and public's unfamiliarity with new words.","owner":{"id":37337012,"first_name":"yunus","middle_initials":null,"last_name":"şenyiğit","page_name":"yşenyiğit","domain_name":"independent","created_at":"2015-10-31T07:54:08.639-07:00","display_name":"yunus şenyiğit","url":"https://independent.academia.edu/y%C5%9Fenyi%C4%9Fit"},"attachments":[{"id":83702254,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/83702254/thumbnails/1.jpg","file_name":"2050286906_34_C3_96zdemirMehmet-vd-tde-739-760.pdf","download_url":"https://www.academia.edu/attachments/83702254/download_file?st=MTczNDQ5NjU2NSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"1974_1975_Yillarinda_Dilde_Sadelesme_Tar.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/83702254/2050286906_34_C3_96zdemirMehmet-vd-tde-739-760-libre.pdf?1649614266=\u0026response-content-disposition=attachment%3B+filename%3D1974_1975_Yillarinda_Dilde_Sadelesme_Tar.pdf\u0026Expires=1734500165\u0026Signature=YBs5Qye6Yh5a2E-Ws-fdWdVanV~XPU1NSq3TI3zntNBv9olXYQpRjUNbrLA2fYpAMOFsDknecTeh3t16wX9KXE0ZxiIsBG1EZrPGdztyFKbtqx3m79XPGqxP0NCI4zJPiO8CADJc7DqAF0k9yS5rjZYqZOXT4YXYauX0737wKrFAaO4kTkPwGkD784Nasbeamt2atP0gZOS04bxGNmJu-Dun5zZyNBsmEYOad1PNqDBUo8mWGPCWgpg4oGjEauj2KRbzEjMHjXj0C8Kap2MpbmyyKHierH6FVX7sDZfXCwJsxoQZQmJDCZX6kY1aT7B0ErxTD3pK30fXjBGGz-B3PQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":37309,"name":"Turkish Studies","url":"https://www.academia.edu/Documents/in/Turkish_Studies"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="76017605"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/76017605/Yabanc%C4%B1lara_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretiminde_Konu%C5%9Fma_Becerisi_ve_Telaffuz_E%C4%9Fitimi"><img alt="Research paper thumbnail of Yabancılara Türkçe Öğretiminde Konuşma Becerisi ve Telaffuz Eğitimi" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/76017605/Yabanc%C4%B1lara_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretiminde_Konu%C5%9Fma_Becerisi_ve_Telaffuz_E%C4%9Fitimi">Yabancılara Türkçe Öğretiminde Konuşma Becerisi ve Telaffuz Eğitimi</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">One of the barriers for using a target language as a communicative tool is that issues of pronunc...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">One of the barriers for using a target language as a communicative tool is that issues of pronunciation. The meaning of the concepts of speech, articulation, pronunciation, diction was examined, in this article, which aims to answer the questions of how and how much to give place to pronunciation training in Turkish education for foreigners, and it has been tried to develop an overview of pronunciation education in foreign language teaching by using the literature survey method. In order to draw a frame on how and how much training of pronunciation is take place in the textbooks prepared for teaching Turkish for foreigners; “Gazi, Turkish for Foreigners / A1 Basic Level”, and “Yedi Iklim Turkish A1 Level Course Book”, and ”Istanbul / Turkish for Foreigners“, and “Turkish Curriculum as a Foreign Language” prepared by Ankara University, were examined. It has been tried to determine the role of pronunciation education in language teaching approaches, and recommendations have been made...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76017605"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76017605"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76017605; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76017605]").text(description); $(".js-view-count[data-work-id=76017605]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76017605; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76017605']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 76017605, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=76017605]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":76017605,"title":"Yabancılara Türkçe Öğretiminde Konuşma Becerisi ve Telaffuz Eğitimi","translated_title":"","metadata":{"abstract":"One of the barriers for using a target language as a communicative tool is that issues of pronunciation. The meaning of the concepts of speech, articulation, pronunciation, diction was examined, in this article, which aims to answer the questions of how and how much to give place to pronunciation training in Turkish education for foreigners, and it has been tried to develop an overview of pronunciation education in foreign language teaching by using the literature survey method. In order to draw a frame on how and how much training of pronunciation is take place in the textbooks prepared for teaching Turkish for foreigners; “Gazi, Turkish for Foreigners / A1 Basic Level”, and “Yedi Iklim Turkish A1 Level Course Book”, and ”Istanbul / Turkish for Foreigners“, and “Turkish Curriculum as a Foreign Language” prepared by Ankara University, were examined. It has been tried to determine the role of pronunciation education in language teaching approaches, and recommendations have been made...","publication_date":{"day":null,"month":null,"year":2019,"errors":{}}},"translated_abstract":"One of the barriers for using a target language as a communicative tool is that issues of pronunciation. The meaning of the concepts of speech, articulation, pronunciation, diction was examined, in this article, which aims to answer the questions of how and how much to give place to pronunciation training in Turkish education for foreigners, and it has been tried to develop an overview of pronunciation education in foreign language teaching by using the literature survey method. In order to draw a frame on how and how much training of pronunciation is take place in the textbooks prepared for teaching Turkish for foreigners; “Gazi, Turkish for Foreigners / A1 Basic Level”, and “Yedi Iklim Turkish A1 Level Course Book”, and ”Istanbul / Turkish for Foreigners“, and “Turkish Curriculum as a Foreign Language” prepared by Ankara University, were examined. It has been tried to determine the role of pronunciation education in language teaching approaches, and recommendations have been made...","internal_url":"https://www.academia.edu/76017605/Yabanc%C4%B1lara_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretiminde_Konu%C5%9Fma_Becerisi_ve_Telaffuz_E%C4%9Fitimi","translated_internal_url":"","created_at":"2022-04-10T10:49:51.028-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":37337012,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Yabancılara_Türkçe_Öğretiminde_Konuşma_Becerisi_ve_Telaffuz_Eğitimi","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"One of the barriers for using a target language as a communicative tool is that issues of pronunciation. The meaning of the concepts of speech, articulation, pronunciation, diction was examined, in this article, which aims to answer the questions of how and how much to give place to pronunciation training in Turkish education for foreigners, and it has been tried to develop an overview of pronunciation education in foreign language teaching by using the literature survey method. In order to draw a frame on how and how much training of pronunciation is take place in the textbooks prepared for teaching Turkish for foreigners; “Gazi, Turkish for Foreigners / A1 Basic Level”, and “Yedi Iklim Turkish A1 Level Course Book”, and ”Istanbul / Turkish for Foreigners“, and “Turkish Curriculum as a Foreign Language” prepared by Ankara University, were examined. It has been tried to determine the role of pronunciation education in language teaching approaches, and recommendations have been made...","owner":{"id":37337012,"first_name":"yunus","middle_initials":null,"last_name":"şenyiğit","page_name":"yşenyiğit","domain_name":"independent","created_at":"2015-10-31T07:54:08.639-07:00","display_name":"yunus şenyiğit","url":"https://independent.academia.edu/y%C5%9Fenyi%C4%9Fit"},"attachments":[],"research_interests":[{"id":18848,"name":"Teaching Turkish As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_Turkish_As_A_Foreign_Language"},{"id":71995,"name":"Turkish Education","url":"https://www.academia.edu/Documents/in/Turkish_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="45018948"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/45018948/YABANCILARA_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_KONU%C5%9EMA_BECER%C4%B0S%C4%B0_VE_TELAFFUZ_E%C4%9E%C4%B0T%C4%B0M%C4%B0"><img alt="Research paper thumbnail of YABANCILARA TÜRKÇE ÖĞRETİMİNDE KONUŞMA BECERİSİ VE TELAFFUZ EĞİTİMİ" class="work-thumbnail" src="https://attachments.academia-assets.com/65566733/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/45018948/YABANCILARA_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_KONU%C5%9EMA_BECER%C4%B0S%C4%B0_VE_TELAFFUZ_E%C4%9E%C4%B0T%C4%B0M%C4%B0">YABANCILARA TÜRKÇE ÖĞRETİMİNDE KONUŞMA BECERİSİ VE TELAFFUZ EĞİTİMİ</a></div><div class="wp-workCard_item"><span>Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">One of the barriers for using a target language as a communicative tool is the issues of pronunci...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">One of the barriers for using a target<br />language as a communicative tool is the issues of<br />pronunciation. The meanings of the concepts of<br />speech, articulation, pronunciation, diction were<br />examined in this article, which aims to answer the<br />questions of how and how much to give place to<br />pronunciation training in Turkish education for<br />foreigners, and it has been tried to develop an<br />overview of pronunciation education in foreign<br />language teaching by using the literature survey<br />method. In order to draw a frame on how and how<br />much training of pronunciation takes place in the<br />textbooks prepared for teaching Turkish for<br />foreigners; “Gazi, Turkish for Foreigners / A1 Basic<br />Level”, and “Yedi Ġklim Turkish A1 Level Course<br />Book”, and ”Istanbul / Turkish for Foreigners“, and<br />“Turkish Curriculum as a Foreign Language”<br />prepared by Ankara University, were examined. It<br />has been tried to determine the role of pronunciation<br />education in language teaching approaches, and<br />recommendations have been made for strategies that<br />can be used for pronunciation education and<br />activities that can be applied. It has been concluded<br />that the pronunciation education in Turkish teaching<br />for foreigners should be taken from the A1 level and<br />repeated within the process and integrated with the<br />curriculum.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0c2440c50374a358568737f8171c55bc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65566733,"asset_id":45018948,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65566733/download_file?st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="45018948"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="45018948"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 45018948; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=45018948]").text(description); $(".js-view-count[data-work-id=45018948]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 45018948; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='45018948']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 45018948, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0c2440c50374a358568737f8171c55bc" } } $('.js-work-strip[data-work-id=45018948]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":45018948,"title":"YABANCILARA TÜRKÇE ÖĞRETİMİNDE KONUŞMA BECERİSİ VE TELAFFUZ EĞİTİMİ","translated_title":"","metadata":{"doi":"10.21764/maeuefd.544528","abstract":"One of the barriers for using a target\nlanguage as a communicative tool is the issues of\npronunciation. The meanings of the concepts of\nspeech, articulation, pronunciation, diction were\nexamined in this article, which aims to answer the\nquestions of how and how much to give place to\npronunciation training in Turkish education for\nforeigners, and it has been tried to develop an\noverview of pronunciation education in foreign\nlanguage teaching by using the literature survey\nmethod. In order to draw a frame on how and how\nmuch training of pronunciation takes place in the\ntextbooks prepared for teaching Turkish for\nforeigners; “Gazi, Turkish for Foreigners / A1 Basic\nLevel”, and “Yedi Ġklim Turkish A1 Level Course\nBook”, and ”Istanbul / Turkish for Foreigners“, and\n“Turkish Curriculum as a Foreign Language”\nprepared by Ankara University, were examined. It\nhas been tried to determine the role of pronunciation\neducation in language teaching approaches, and\nrecommendations have been made for strategies that\ncan be used for pronunciation education and\nactivities that can be applied. It has been concluded\nthat the pronunciation education in Turkish teaching\nfor foreigners should be taken from the A1 level and\nrepeated within the process and integrated with the\ncurriculum.","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi"},"translated_abstract":"One of the barriers for using a target\nlanguage as a communicative tool is the issues of\npronunciation. The meanings of the concepts of\nspeech, articulation, pronunciation, diction were\nexamined in this article, which aims to answer the\nquestions of how and how much to give place to\npronunciation training in Turkish education for\nforeigners, and it has been tried to develop an\noverview of pronunciation education in foreign\nlanguage teaching by using the literature survey\nmethod. In order to draw a frame on how and how\nmuch training of pronunciation takes place in the\ntextbooks prepared for teaching Turkish for\nforeigners; “Gazi, Turkish for Foreigners / A1 Basic\nLevel”, and “Yedi Ġklim Turkish A1 Level Course\nBook”, and ”Istanbul / Turkish for Foreigners“, and\n“Turkish Curriculum as a Foreign Language”\nprepared by Ankara University, were examined. It\nhas been tried to determine the role of pronunciation\neducation in language teaching approaches, and\nrecommendations have been made for strategies that\ncan be used for pronunciation education and\nactivities that can be applied. It has been concluded\nthat the pronunciation education in Turkish teaching\nfor foreigners should be taken from the A1 level and\nrepeated within the process and integrated with the\ncurriculum.","internal_url":"https://www.academia.edu/45018948/YABANCILARA_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_KONU%C5%9EMA_BECER%C4%B0S%C4%B0_VE_TELAFFUZ_E%C4%9E%C4%B0T%C4%B0M%C4%B0","translated_internal_url":"","created_at":"2021-01-31T10:13:54.322-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":37337012,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":36214772,"work_id":45018948,"tagging_user_id":37337012,"tagged_user_id":70755613,"co_author_invite_id":null,"email":"a***r@sakarya.edu.tr","display_order":1,"name":"alparslan okur","title":"YABANCILARA TÜRKÇE ÖĞRETİMİNDE KONUŞMA BECERİSİ VE TELAFFUZ EĞİTİMİ"}],"downloadable_attachments":[{"id":65566733,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/65566733/thumbnails/1.jpg","file_name":"YABANCILARA_TURKCE_OGRETIMINDE_KONUSMA_BECERISI_VE_TELAFFUZ_EGITIMI_.pdf","download_url":"https://www.academia.edu/attachments/65566733/download_file?st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"YABANCILARA_TURKCE_OGRETIMINDE_KONUSMA_B.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/65566733/YABANCILARA_TURKCE_OGRETIMINDE_KONUSMA_BECERISI_VE_TELAFFUZ_EGITIMI_-libre.pdf?1612118424=\u0026response-content-disposition=attachment%3B+filename%3DYABANCILARA_TURKCE_OGRETIMINDE_KONUSMA_B.pdf\u0026Expires=1734500166\u0026Signature=AtuUCqeVyq1SNSb9zVdB69eAruHUsLEpP6GyJu18PzKhWh3~7FVnvbDJM6p3-jLROQcs7d0tUSs4Tle9HovWgVTfV52VTCK6pSi3cHRpOFADXSFtHZ70-zTFkYoGUNW4qc9spAD84tsaELJSXC2J2YUN3w7iJ0mAQeG9m6BKrdspWl0xqcUnRF1q6Di3zaKt3ji~BVZ-QOkAP3BfdT1~X~gMbRNtegGBNVQ8tIOn0SDkfx7QfDZ5QA0tQVN0LxiskuaR2slXmbi96U2rZ9Ai113JLsIt0lW9pDhMPiVAdk-AquC8-ygxT~fzHfgiFCzjgdjmNNq1BZmfCVOl0Q7-cw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"YABANCILARA_TÜRKÇE_ÖĞRETİMİNDE_KONUŞMA_BECERİSİ_VE_TELAFFUZ_EĞİTİMİ","translated_slug":"","page_count":31,"language":"tr","content_type":"Work","summary":"One of the barriers for using a target\nlanguage as a communicative tool is the issues of\npronunciation. The meanings of the concepts of\nspeech, articulation, pronunciation, diction were\nexamined in this article, which aims to answer the\nquestions of how and how much to give place to\npronunciation training in Turkish education for\nforeigners, and it has been tried to develop an\noverview of pronunciation education in foreign\nlanguage teaching by using the literature survey\nmethod. In order to draw a frame on how and how\nmuch training of pronunciation takes place in the\ntextbooks prepared for teaching Turkish for\nforeigners; “Gazi, Turkish for Foreigners / A1 Basic\nLevel”, and “Yedi Ġklim Turkish A1 Level Course\nBook”, and ”Istanbul / Turkish for Foreigners“, and\n“Turkish Curriculum as a Foreign Language”\nprepared by Ankara University, were examined. It\nhas been tried to determine the role of pronunciation\neducation in language teaching approaches, and\nrecommendations have been made for strategies that\ncan be used for pronunciation education and\nactivities that can be applied. It has been concluded\nthat the pronunciation education in Turkish teaching\nfor foreigners should be taken from the A1 level and\nrepeated within the process and integrated with the\ncurriculum.","owner":{"id":37337012,"first_name":"yunus","middle_initials":null,"last_name":"şenyiğit","page_name":"yşenyiğit","domain_name":"independent","created_at":"2015-10-31T07:54:08.639-07:00","display_name":"yunus şenyiğit","url":"https://independent.academia.edu/y%C5%9Fenyi%C4%9Fit"},"attachments":[{"id":65566733,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/65566733/thumbnails/1.jpg","file_name":"YABANCILARA_TURKCE_OGRETIMINDE_KONUSMA_BECERISI_VE_TELAFFUZ_EGITIMI_.pdf","download_url":"https://www.academia.edu/attachments/65566733/download_file?st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"YABANCILARA_TURKCE_OGRETIMINDE_KONUSMA_B.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/65566733/YABANCILARA_TURKCE_OGRETIMINDE_KONUSMA_BECERISI_VE_TELAFFUZ_EGITIMI_-libre.pdf?1612118424=\u0026response-content-disposition=attachment%3B+filename%3DYABANCILARA_TURKCE_OGRETIMINDE_KONUSMA_B.pdf\u0026Expires=1734500166\u0026Signature=AtuUCqeVyq1SNSb9zVdB69eAruHUsLEpP6GyJu18PzKhWh3~7FVnvbDJM6p3-jLROQcs7d0tUSs4Tle9HovWgVTfV52VTCK6pSi3cHRpOFADXSFtHZ70-zTFkYoGUNW4qc9spAD84tsaELJSXC2J2YUN3w7iJ0mAQeG9m6BKrdspWl0xqcUnRF1q6Di3zaKt3ji~BVZ-QOkAP3BfdT1~X~gMbRNtegGBNVQ8tIOn0SDkfx7QfDZ5QA0tQVN0LxiskuaR2slXmbi96U2rZ9Ai113JLsIt0lW9pDhMPiVAdk-AquC8-ygxT~fzHfgiFCzjgdjmNNq1BZmfCVOl0Q7-cw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":18848,"name":"Teaching Turkish As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_Turkish_As_A_Foreign_Language"},{"id":71995,"name":"Turkish Education","url":"https://www.academia.edu/Documents/in/Turkish_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="24498219"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/24498219/1974_1975_YILLARINDA_D%C4%B0LDE_SADELE%C5%9EME_TARTI%C5%9EMALARININ_KUBBEALTI_AKADEM%C4%B0_MECMUASINA_YANSIMALARI"><img alt="Research paper thumbnail of 1974-1975 YILLARINDA " DİLDE SADELEŞME " TARTIŞMALARININ KUBBEALTI AKADEMİ MECMUASI'NA YANSIMALARI" class="work-thumbnail" src="https://attachments.academia-assets.com/44830284/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/24498219/1974_1975_YILLARINDA_D%C4%B0LDE_SADELE%C5%9EME_TARTI%C5%9EMALARININ_KUBBEALTI_AKADEM%C4%B0_MECMUASINA_YANSIMALARI">1974-1975 YILLARINDA " DİLDE SADELEŞME " TARTIŞMALARININ KUBBEALTI AKADEMİ MECMUASI'NA YANSIMALARI</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/y%C5%9Fenyi%C4%9Fit">yunus şenyiğit</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://wsntracer.academia.edu/Mehmet%C3%96ZDEM%C4%B0R">Mehmet ÖZDEMİR</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Turkish language has also been involved in an interaction with the languages of cultures and civi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Turkish language has also been involved in an interaction with the languages of cultures and civilizations it has confronted within the historical process, as all languages. The language of Turkish nation including in a new civilization with the acceptance of Islam was also affected by initially Arabic and Persian that were efficient in the new civilization involved and Romaic and Armenian thereafter. This influence and efforts of language simplification has continued to be a matter of debate by means of constantly being on the agenda for long years. Recently, Turkish became a matter of debate one more time in terms of the simplification with the process of westernization in particular. Initially the amelioration and familiarising of literary (written) language to the public language came to the fore, then with Genç Kalemler (Young Pencils), making public language as written language was adopted. In the republic period, making public language as written language was aimed, too; but alienation of new written language from public language in the passage of time generated the discussions. Those who thought that simplification of the language deviated from its aim and transformed into a discharge (clearance) voiced criticism on different platforms. One of these platforms was Journal of Kubbealti Academy that started to be published in 1972. In this study, the change of Turkish vocabulary and the discussions of language within the process of westernization were touched upon shortly; the issues that were published between 1974-1975 of Journal of Kubbealti Academy, which was one of the parties of language discussions and argued for ‘living Turkish’, were examined and the criticism of the thoughts about ‘the research’ of the language were identified. The gradation of these criticals would be possible like: severing the connections of new generations with the past, destitution of language, not being impartial against the foreign words, failure to comply with the logic of Turkish word formation and harmonic distortion, wrong word formation in terms of semantics, some new words having non-Turkish origin, reproduction of new words instead of some words with Turkish origin and public’s unfamiliarity with new words.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b92fd796685d535317198026675c4f2d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":44830284,"asset_id":24498219,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/44830284/download_file?st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="24498219"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="24498219"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 24498219; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=24498219]").text(description); $(".js-view-count[data-work-id=24498219]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 24498219; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='24498219']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 24498219, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b92fd796685d535317198026675c4f2d" } } $('.js-work-strip[data-work-id=24498219]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":24498219,"title":"1974-1975 YILLARINDA \" DİLDE SADELEŞME \" TARTIŞMALARININ KUBBEALTI AKADEMİ MECMUASI'NA YANSIMALARI","translated_title":"","metadata":{"abstract":"Turkish language has also been involved in an interaction with the languages of cultures and civilizations it has confronted within the historical process, as all languages. The language of Turkish nation including in a new civilization with the acceptance of Islam was also affected by initially Arabic and Persian that were efficient in the new civilization involved and Romaic and Armenian thereafter. This influence and efforts of language simplification has continued to be a matter of debate by means of constantly being on the agenda for long years. Recently, Turkish became a matter of debate one more time in terms of the simplification with the process of westernization in particular. Initially the amelioration and familiarising of literary (written) language to the public language came to the fore, then with Genç Kalemler (Young Pencils), making public language as written language was adopted. In the republic period, making public language as written language was aimed, too; but alienation of new written language from public language in the passage of time generated the discussions. Those who thought that simplification of the language deviated from its aim and transformed into a discharge (clearance) voiced criticism on different platforms. One of these platforms was Journal of Kubbealti Academy that started to be published in 1972. In this study, the change of Turkish vocabulary and the discussions of language within the process of westernization were touched upon shortly; the issues that were published between 1974-1975 of Journal of Kubbealti Academy, which was one of the parties of language discussions and argued for ‘living Turkish’, were examined and the criticism of the thoughts about ‘the research’ of the language were identified. The gradation of these criticals would be possible like: severing the connections of new generations with the past, destitution of language, not being impartial against the foreign words, failure to comply with the logic of Turkish word formation and harmonic distortion, wrong word formation in terms of semantics, some new words having non-Turkish origin, reproduction of new words instead of some words with Turkish origin and public’s unfamiliarity with new words."},"translated_abstract":"Turkish language has also been involved in an interaction with the languages of cultures and civilizations it has confronted within the historical process, as all languages. The language of Turkish nation including in a new civilization with the acceptance of Islam was also affected by initially Arabic and Persian that were efficient in the new civilization involved and Romaic and Armenian thereafter. This influence and efforts of language simplification has continued to be a matter of debate by means of constantly being on the agenda for long years. Recently, Turkish became a matter of debate one more time in terms of the simplification with the process of westernization in particular. Initially the amelioration and familiarising of literary (written) language to the public language came to the fore, then with Genç Kalemler (Young Pencils), making public language as written language was adopted. In the republic period, making public language as written language was aimed, too; but alienation of new written language from public language in the passage of time generated the discussions. Those who thought that simplification of the language deviated from its aim and transformed into a discharge (clearance) voiced criticism on different platforms. One of these platforms was Journal of Kubbealti Academy that started to be published in 1972. In this study, the change of Turkish vocabulary and the discussions of language within the process of westernization were touched upon shortly; the issues that were published between 1974-1975 of Journal of Kubbealti Academy, which was one of the parties of language discussions and argued for ‘living Turkish’, were examined and the criticism of the thoughts about ‘the research’ of the language were identified. The gradation of these criticals would be possible like: severing the connections of new generations with the past, destitution of language, not being impartial against the foreign words, failure to comply with the logic of Turkish word formation and harmonic distortion, wrong word formation in terms of semantics, some new words having non-Turkish origin, reproduction of new words instead of some words with Turkish origin and public’s unfamiliarity with new words.","internal_url":"https://www.academia.edu/24498219/1974_1975_YILLARINDA_D%C4%B0LDE_SADELE%C5%9EME_TARTI%C5%9EMALARININ_KUBBEALTI_AKADEM%C4%B0_MECMUASINA_YANSIMALARI","translated_internal_url":"","created_at":"2016-04-17T14:02:16.194-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":37337012,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":19116256,"work_id":24498219,"tagging_user_id":37337012,"tagged_user_id":60850606,"co_author_invite_id":911301,"email":"m***z@sakarya.edu.tr","affiliation":"Sakarya üniversitesi","display_order":0,"name":"Mehmet ÖZDEMİR","title":"1974-1975 YILLARINDA \" DİLDE SADELEŞME \" TARTIŞMALARININ KUBBEALTI AKADEMİ MECMUASI'NA YANSIMALARI"}],"downloadable_attachments":[{"id":44830284,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/44830284/thumbnails/1.jpg","file_name":"2050286906_34OzdemirMehmet-vd-tde-739-760.pdf","download_url":"https://www.academia.edu/attachments/44830284/download_file?st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"1974_1975_YILLARINDA_DILDE_SADELESME_TAR.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/44830284/2050286906_34OzdemirMehmet-vd-tde-739-760-libre.pdf?1460926924=\u0026response-content-disposition=attachment%3B+filename%3D1974_1975_YILLARINDA_DILDE_SADELESME_TAR.pdf\u0026Expires=1734500166\u0026Signature=c8HJWKgh1KnnUS0prIhQNBBDpXx0NoNB~7r10JpdcqCZUlxoye7UDFbs62UAi2rFUX6vTXG~3KjsLLMVXe39qZgVTA7d0tFS0rstbn5R0aQxE3PcuEwWjZ4Ot7a23QPaYl~yYM-KMoWo3Dk~wVyGgyPokmnGaSfbrJDQgIBFPiRv8I7P0Pc~1vPCXUT9n5MRrYjaJmTuSUOvV5~Cg9GkTARGjWvFWs9hv1eQOguCVCA-Vz~Q4iQV70Nx8F7fYEsSO~fRqpwt-BE1XJbwVeVo-tbmdzm3qnZgDhxLpSAhGjqkP~Oxtgkg~DHKoLo~XbzzGYu1xzR2KpARLy1kzi7sPg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"1974_1975_YILLARINDA_DİLDE_SADELEŞME_TARTIŞMALARININ_KUBBEALTI_AKADEMİ_MECMUASINA_YANSIMALARI","translated_slug":"","page_count":22,"language":"tr","content_type":"Work","summary":"Turkish language has also been involved in an interaction with the languages of cultures and civilizations it has confronted within the historical process, as all languages. The language of Turkish nation including in a new civilization with the acceptance of Islam was also affected by initially Arabic and Persian that were efficient in the new civilization involved and Romaic and Armenian thereafter. This influence and efforts of language simplification has continued to be a matter of debate by means of constantly being on the agenda for long years. Recently, Turkish became a matter of debate one more time in terms of the simplification with the process of westernization in particular. Initially the amelioration and familiarising of literary (written) language to the public language came to the fore, then with Genç Kalemler (Young Pencils), making public language as written language was adopted. In the republic period, making public language as written language was aimed, too; but alienation of new written language from public language in the passage of time generated the discussions. Those who thought that simplification of the language deviated from its aim and transformed into a discharge (clearance) voiced criticism on different platforms. One of these platforms was Journal of Kubbealti Academy that started to be published in 1972. In this study, the change of Turkish vocabulary and the discussions of language within the process of westernization were touched upon shortly; the issues that were published between 1974-1975 of Journal of Kubbealti Academy, which was one of the parties of language discussions and argued for ‘living Turkish’, were examined and the criticism of the thoughts about ‘the research’ of the language were identified. The gradation of these criticals would be possible like: severing the connections of new generations with the past, destitution of language, not being impartial against the foreign words, failure to comply with the logic of Turkish word formation and harmonic distortion, wrong word formation in terms of semantics, some new words having non-Turkish origin, reproduction of new words instead of some words with Turkish origin and public’s unfamiliarity with new words.","owner":{"id":37337012,"first_name":"yunus","middle_initials":null,"last_name":"şenyiğit","page_name":"yşenyiğit","domain_name":"independent","created_at":"2015-10-31T07:54:08.639-07:00","display_name":"yunus şenyiğit","url":"https://independent.academia.edu/y%C5%9Fenyi%C4%9Fit"},"attachments":[{"id":44830284,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/44830284/thumbnails/1.jpg","file_name":"2050286906_34OzdemirMehmet-vd-tde-739-760.pdf","download_url":"https://www.academia.edu/attachments/44830284/download_file?st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"1974_1975_YILLARINDA_DILDE_SADELESME_TAR.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/44830284/2050286906_34OzdemirMehmet-vd-tde-739-760-libre.pdf?1460926924=\u0026response-content-disposition=attachment%3B+filename%3D1974_1975_YILLARINDA_DILDE_SADELESME_TAR.pdf\u0026Expires=1734500166\u0026Signature=c8HJWKgh1KnnUS0prIhQNBBDpXx0NoNB~7r10JpdcqCZUlxoye7UDFbs62UAi2rFUX6vTXG~3KjsLLMVXe39qZgVTA7d0tFS0rstbn5R0aQxE3PcuEwWjZ4Ot7a23QPaYl~yYM-KMoWo3Dk~wVyGgyPokmnGaSfbrJDQgIBFPiRv8I7P0Pc~1vPCXUT9n5MRrYjaJmTuSUOvV5~Cg9GkTARGjWvFWs9hv1eQOguCVCA-Vz~Q4iQV70Nx8F7fYEsSO~fRqpwt-BE1XJbwVeVo-tbmdzm3qnZgDhxLpSAhGjqkP~Oxtgkg~DHKoLo~XbzzGYu1xzR2KpARLy1kzi7sPg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":114407,"name":"Türk Dili","url":"https://www.academia.edu/Documents/in/T%C3%BCrk_Dili"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="17694556"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17694556/THE_DISCREPANCIES_OF_AHMET_MITHAT_EFENDI_OR_THE_MAN_INSIDE_A_MAN"><img alt="Research paper thumbnail of THE DISCREPANCIES OF AHMET MITHAT EFENDI OR THE MAN INSIDE A MAN" class="work-thumbnail" src="https://attachments.academia-assets.com/39661204/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17694556/THE_DISCREPANCIES_OF_AHMET_MITHAT_EFENDI_OR_THE_MAN_INSIDE_A_MAN">THE DISCREPANCIES OF AHMET MITHAT EFENDI OR THE MAN INSIDE A MAN</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In Tanzimat Reform Era, Turkish intellectuals seesawed between old and new, the East and the West...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In Tanzimat Reform Era, Turkish intellectuals seesawed between old and new, the East and the West; and according to their political view, they chose one of the ways as total refusal, total acceptance or synthesis. A. Mithat Efendi is one of the most prominent names of synthesist approach that could be explained as adopting the positive sides of the West without refusing national and moral values. However, trying to balance between the East and the West which have a lot in common as well as having completely opposite value judgements caused some contradictions to rise for Ahmet Mithat Efendi, as for the other various writers. These contradictions were mostly seen between the ideas and practices about the woman. In this study conducted by using scanning model in qualitative research method, the novels &quot;Müşahedat&quot;, &quot;Felatun Bey ile Rakım Efendi&quot;, &quot;Yeryüzünde Bir Melek&quot;, &quot; Diplomalı Kız &quot; and &quot; Jöntürk &quot; have been examined and the findin...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="55cf1aabecd5b0647ace4be0fa523135" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39661204,"asset_id":17694556,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39661204/download_file?st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17694556"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17694556"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17694556; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17694556]").text(description); $(".js-view-count[data-work-id=17694556]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17694556; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17694556']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 17694556, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "55cf1aabecd5b0647ace4be0fa523135" } } $('.js-work-strip[data-work-id=17694556]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17694556,"title":"THE DISCREPANCIES OF AHMET MITHAT EFENDI OR THE MAN INSIDE A MAN","translated_title":"","metadata":{"abstract":"In Tanzimat Reform Era, Turkish intellectuals seesawed between old and new, the East and the West; and according to their political view, they chose one of the ways as total refusal, total acceptance or synthesis. 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In this study conducted by using scanning model in qualitative research method, the novels \u0026quot;Müşahedat\u0026quot;, \u0026quot;Felatun Bey ile Rakım Efendi\u0026quot;, \u0026quot;Yeryüzünde Bir Melek\u0026quot;, \u0026quot; Diplomalı Kız \u0026quot; and \u0026quot; Jöntürk \u0026quot; have been examined and the findin..."},"translated_abstract":"In Tanzimat Reform Era, Turkish intellectuals seesawed between old and new, the East and the West; and according to their political view, they chose one of the ways as total refusal, total acceptance or synthesis. A. Mithat Efendi is one of the most prominent names of synthesist approach that could be explained as adopting the positive sides of the West without refusing national and moral values. However, trying to balance between the East and the West which have a lot in common as well as having completely opposite value judgements caused some contradictions to rise for Ahmet Mithat Efendi, as for the other various writers. These contradictions were mostly seen between the ideas and practices about the woman. In this study conducted by using scanning model in qualitative research method, the novels \u0026quot;Müşahedat\u0026quot;, \u0026quot;Felatun Bey ile Rakım Efendi\u0026quot;, \u0026quot;Yeryüzünde Bir Melek\u0026quot;, \u0026quot; Diplomalı Kız \u0026quot; and \u0026quot; Jöntürk \u0026quot; have been examined and the findin...","internal_url":"https://www.academia.edu/17694556/THE_DISCREPANCIES_OF_AHMET_MITHAT_EFENDI_OR_THE_MAN_INSIDE_A_MAN","translated_internal_url":"","created_at":"2015-11-03T21:56:19.898-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":37337012,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":9301878,"work_id":17694556,"tagging_user_id":37337012,"tagged_user_id":1283637,"co_author_invite_id":null,"email":"c***8@hotmail.com","affiliation":"Hacettepe University","display_order":0,"name":"Doç. 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A. Mithat Efendi is one of the most prominent names of synthesist approach that could be explained as adopting the positive sides of the West without refusing national and moral values. However, trying to balance between the East and the West which have a lot in common as well as having completely opposite value judgements caused some contradictions to rise for A. Mithat Efendi, as for the other various writers. These contradictions were mostly seen between the ideas and practices about the woman.  In this study conducted by using scanning model in qualitative research method, the novels "Müşahedat", "FelatunBeyileRakım Efendi", "YeryüzündeBirMelek", “DiplomalıKız” and “Jöntürk” have been examined and the findings have been collected with document analysis method. In the light of the information obtained with the content analysis method, contradictions about the woman issue in Mithat Efendi’s novels have been revealed. The constraint of this study is the incapability of examining all novels of Mithat Efendi Efendi. This study tries to find out how the life in that period was reflected to the works of art in terms of contradictions about woman issue in Mithat Efendi Efendi’s novels. <br />Keywords: Ahmet Mithat, woman, women's training, marriage, forbidden love.<br /><br />Özet<br />Tanzimat Döneminde Türk aydınları eski ile yeni, Doğu ile Batı arasında bir ikilem yaşamış, siyasi görüşleri doğrultusunda toptan ret, toptan kabul ya da sentez yollarından birini seçmişlerdir. Ahmet Mithat, millî ve manevî değerleri reddetmeden Batı'nın güzel yanlarını almak şeklinde izah edilebilecek sentezci yaklaşımın önde gelen isimlerinden biridir. Ancak birçok ortak noktası olmakla birlikte birbirine taban tabana zıt değer yargıları da olan Doğu ile Batı arasında bir denge kurmaya çalışmak, diğer birçok yazarda olduğu gibi A. Mithat Efendi'de de bazı çelişkiler ortaya çıkmasına yol açmıştır. Bu çelişkiler en çok da kadın konusundaki fikirler ile uygulamalar arasında görülmüştür. Nitel araştırma yönteminde tarama modeli kullanılarak yürütülen bu çalışmada "Müşahedat", "Felatun Bey ile Rakım Efendi", "Yeryüzünde Bir Melek", "Diplomalı Kız", "Jön Türk" romanları incelenmiş, bulgular dokuman analiz yöntemiyle toplanmıştır. İçerik analiz yöntemi ile elde edilen veriler ışığında A. Mithat Efendi'nin romanlarında kadın konusuyla ilgili çelişkiler ortaya koyulmuştur. Bu çalışmanın bir başka hedefi de A. Mithat Efendi'nin romanlarında kadın konusunda görülen çelişkiler zaviyesinden o dönemin yaşantısının eserlere nasıl yansıdığını anlamaya çalışmaktır. Bu çalışmanın sınırlılığı, A. Mithat Efendi'nin bütün romanlarının ele alınamamış olmasıdır. <br />Anahtar Kelimeler: Ahmet Mithat, kadın, kadın eğitimi, evlilik, yasak aşk.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="004ad7711e79858166bffe8f45b41746" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39574021,"asset_id":17549306,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39574021/download_file?st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17549306"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17549306"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17549306; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17549306]").text(description); $(".js-view-count[data-work-id=17549306]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17549306; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17549306']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 17549306, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "004ad7711e79858166bffe8f45b41746" } } $('.js-work-strip[data-work-id=17549306]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17549306,"title":"AHMET MİTHAT EFENDİ’NİN KADIN KONUSUNDAKİ ÇELİŞKİLERİ YA DA ADAM İÇİNDE ADAM","translated_title":"","metadata":{"abstract":"Abstract\nIn Tanzimat Reform Era, Turkish intellectuals seesawed between old and new, the East and the West; and according to their political view, they chose one of the ways as total refusal, total acceptance or synthesis. A. Mithat Efendi is one of the most prominent names of synthesist approach that could be explained as adopting the positive sides of the West without refusing national and moral values. However, trying to balance between the East and the West which have a lot in common as well as having completely opposite value judgements caused some contradictions to rise for A. Mithat Efendi, as for the other various writers. These contradictions were mostly seen between the ideas and practices about the woman. In this study conducted by using scanning model in qualitative research method, the novels \"Müşahedat\", \"FelatunBeyileRakım Efendi\", \"YeryüzündeBirMelek\", “DiplomalıKız” and “Jöntürk” have been examined and the findings have been collected with document analysis method. In the light of the information obtained with the content analysis method, contradictions about the woman issue in Mithat Efendi’s novels have been revealed. The constraint of this study is the incapability of examining all novels of Mithat Efendi Efendi. This study tries to find out how the life in that period was reflected to the works of art in terms of contradictions about woman issue in Mithat Efendi Efendi’s novels. \nKeywords: Ahmet Mithat, woman, women's training, marriage, forbidden love.\n\nÖzet\nTanzimat Döneminde Türk aydınları eski ile yeni, Doğu ile Batı arasında bir ikilem yaşamış, siyasi görüşleri doğrultusunda toptan ret, toptan kabul ya da sentez yollarından birini seçmişlerdir. Ahmet Mithat, millî ve manevî değerleri reddetmeden Batı'nın güzel yanlarını almak şeklinde izah edilebilecek sentezci yaklaşımın önde gelen isimlerinden biridir. Ancak birçok ortak noktası olmakla birlikte birbirine taban tabana zıt değer yargıları da olan Doğu ile Batı arasında bir denge kurmaya çalışmak, diğer birçok yazarda olduğu gibi A. Mithat Efendi'de de bazı çelişkiler ortaya çıkmasına yol açmıştır. Bu çelişkiler en çok da kadın konusundaki fikirler ile uygulamalar arasında görülmüştür. Nitel araştırma yönteminde tarama modeli kullanılarak yürütülen bu çalışmada \"Müşahedat\", \"Felatun Bey ile Rakım Efendi\", \"Yeryüzünde Bir Melek\", \"Diplomalı Kız\", \"Jön Türk\" romanları incelenmiş, bulgular dokuman analiz yöntemiyle toplanmıştır. İçerik analiz yöntemi ile elde edilen veriler ışığında A. Mithat Efendi'nin romanlarında kadın konusuyla ilgili çelişkiler ortaya koyulmuştur. Bu çalışmanın bir başka hedefi de A. Mithat Efendi'nin romanlarında kadın konusunda görülen çelişkiler zaviyesinden o dönemin yaşantısının eserlere nasıl yansıdığını anlamaya çalışmaktır. Bu çalışmanın sınırlılığı, A. Mithat Efendi'nin bütün romanlarının ele alınamamış olmasıdır. \nAnahtar Kelimeler: Ahmet Mithat, kadın, kadın eğitimi, evlilik, yasak aşk.\n"},"translated_abstract":"Abstract\nIn Tanzimat Reform Era, Turkish intellectuals seesawed between old and new, the East and the West; and according to their political view, they chose one of the ways as total refusal, total acceptance or synthesis. A. Mithat Efendi is one of the most prominent names of synthesist approach that could be explained as adopting the positive sides of the West without refusing national and moral values. However, trying to balance between the East and the West which have a lot in common as well as having completely opposite value judgements caused some contradictions to rise for A. Mithat Efendi, as for the other various writers. These contradictions were mostly seen between the ideas and practices about the woman. In this study conducted by using scanning model in qualitative research method, the novels \"Müşahedat\", \"FelatunBeyileRakım Efendi\", \"YeryüzündeBirMelek\", “DiplomalıKız” and “Jöntürk” have been examined and the findings have been collected with document analysis method. In the light of the information obtained with the content analysis method, contradictions about the woman issue in Mithat Efendi’s novels have been revealed. The constraint of this study is the incapability of examining all novels of Mithat Efendi Efendi. This study tries to find out how the life in that period was reflected to the works of art in terms of contradictions about woman issue in Mithat Efendi Efendi’s novels. \nKeywords: Ahmet Mithat, woman, women's training, marriage, forbidden love.\n\nÖzet\nTanzimat Döneminde Türk aydınları eski ile yeni, Doğu ile Batı arasında bir ikilem yaşamış, siyasi görüşleri doğrultusunda toptan ret, toptan kabul ya da sentez yollarından birini seçmişlerdir. Ahmet Mithat, millî ve manevî değerleri reddetmeden Batı'nın güzel yanlarını almak şeklinde izah edilebilecek sentezci yaklaşımın önde gelen isimlerinden biridir. Ancak birçok ortak noktası olmakla birlikte birbirine taban tabana zıt değer yargıları da olan Doğu ile Batı arasında bir denge kurmaya çalışmak, diğer birçok yazarda olduğu gibi A. Mithat Efendi'de de bazı çelişkiler ortaya çıkmasına yol açmıştır. Bu çelişkiler en çok da kadın konusundaki fikirler ile uygulamalar arasında görülmüştür. Nitel araştırma yönteminde tarama modeli kullanılarak yürütülen bu çalışmada \"Müşahedat\", \"Felatun Bey ile Rakım Efendi\", \"Yeryüzünde Bir Melek\", \"Diplomalı Kız\", \"Jön Türk\" romanları incelenmiş, bulgular dokuman analiz yöntemiyle toplanmıştır. İçerik analiz yöntemi ile elde edilen veriler ışığında A. Mithat Efendi'nin romanlarında kadın konusuyla ilgili çelişkiler ortaya koyulmuştur. Bu çalışmanın bir başka hedefi de A. 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Mithat Efendi'nin bütün romanlarının ele alınamamış olmasıdır. \nAnahtar Kelimeler: Ahmet Mithat, kadın, kadın eğitimi, evlilik, yasak aşk.\n","internal_url":"https://www.academia.edu/17549306/AHMET_M%C4%B0THAT_EFEND%C4%B0_N%C4%B0N_KADIN_KONUSUNDAK%C4%B0_%C3%87EL%C4%B0%C5%9EK%C4%B0LER%C4%B0_YA_DA_ADAM_%C4%B0%C3%87%C4%B0NDE_ADAM","translated_internal_url":"","created_at":"2015-10-31T09:34:24.128-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":37337012,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":8372916,"work_id":17549306,"tagging_user_id":37337012,"tagged_user_id":60850606,"co_author_invite_id":911301,"email":"m***z@sakarya.edu.tr","affiliation":"Sakarya üniversitesi","display_order":0,"name":"Mehmet ÖZDEMİR","title":"AHMET MİTHAT EFENDİ’NİN KADIN KONUSUNDAKİ ÇELİŞKİLERİ YA DA ADAM İÇİNDE ADAM"}],"downloadable_attachments":[{"id":39574021,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39574021/thumbnails/1.jpg","file_name":"1188553777_29_Yunus_Senyigit.pdf","download_url":"https://www.academia.edu/attachments/39574021/download_file?st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"AHMET_MITHAT_EFENDI_NIN_KADIN_KONUSUNDAK.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39574021/1188553777_29_Yunus_Senyigit-libre.pdf?1446309032=\u0026response-content-disposition=attachment%3B+filename%3DAHMET_MITHAT_EFENDI_NIN_KADIN_KONUSUNDAK.pdf\u0026Expires=1734500166\u0026Signature=TAuFgVE9M9KBGVJg-lwoOCZu-C-3CW8HoJdWjKPYeAF75A1EQObRi2byxuFXKn4cSxf6yLOo1Zlc8LUXLS-UVLBzoUtIPQBx39PVVMzHuChWu5Qa5GcidtNOoYVR0188cM50XRnbHSt4zP2odTeQsS8cSLWGDCTLTCh12nS-DKCn-1Pl4YIevvaqriU08Grvjpmts1fs~4neUAkfHCcIDoRRQZ7672xRiZhc5YlUoCp~YWpbHZsWfrXeHv2Zcb4AVmSC5zzTqRVFYtj72SYMYGkrRRoGnzoff0e8sisko5bjJcTNunuyG4Lq4JoAJKgVb3u5QnoBq9jdSRKezL43Kw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"AHMET_MİTHAT_EFENDİ_NİN_KADIN_KONUSUNDAKİ_ÇELİŞKİLERİ_YA_DA_ADAM_İÇİNDE_ADAM","translated_slug":"","page_count":19,"language":"tr","content_type":"Work","summary":"Abstract\nIn Tanzimat Reform Era, Turkish intellectuals seesawed between old and new, the East and the West; and according to their political view, they chose one of the ways as total refusal, total acceptance or synthesis. 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The constraint of this study is the incapability of examining all novels of Mithat Efendi Efendi. This study tries to find out how the life in that period was reflected to the works of art in terms of contradictions about woman issue in Mithat Efendi Efendi’s novels. \nKeywords: Ahmet Mithat, woman, women's training, marriage, forbidden love.\n\nÖzet\nTanzimat Döneminde Türk aydınları eski ile yeni, Doğu ile Batı arasında bir ikilem yaşamış, siyasi görüşleri doğrultusunda toptan ret, toptan kabul ya da sentez yollarından birini seçmişlerdir. Ahmet Mithat, millî ve manevî değerleri reddetmeden Batı'nın güzel yanlarını almak şeklinde izah edilebilecek sentezci yaklaşımın önde gelen isimlerinden biridir. Ancak birçok ortak noktası olmakla birlikte birbirine taban tabana zıt değer yargıları da olan Doğu ile Batı arasında bir denge kurmaya çalışmak, diğer birçok yazarda olduğu gibi A. Mithat Efendi'de de bazı çelişkiler ortaya çıkmasına yol açmıştır. 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Mithat Efendi'nin bütün romanlarının ele alınamamış olmasıdır. \nAnahtar Kelimeler: Ahmet Mithat, kadın, kadın eğitimi, evlilik, yasak aşk.\n","owner":{"id":37337012,"first_name":"yunus","middle_initials":null,"last_name":"şenyiğit","page_name":"yşenyiğit","domain_name":"independent","created_at":"2015-10-31T07:54:08.639-07:00","display_name":"yunus şenyiğit","url":"https://independent.academia.edu/y%C5%9Fenyi%C4%9Fit"},"attachments":[{"id":39574021,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39574021/thumbnails/1.jpg","file_name":"1188553777_29_Yunus_Senyigit.pdf","download_url":"https://www.academia.edu/attachments/39574021/download_file?st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"AHMET_MITHAT_EFENDI_NIN_KADIN_KONUSUNDAK.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39574021/1188553777_29_Yunus_Senyigit-libre.pdf?1446309032=\u0026response-content-disposition=attachment%3B+filename%3DAHMET_MITHAT_EFENDI_NIN_KADIN_KONUSUNDAK.pdf\u0026Expires=1734500166\u0026Signature=TAuFgVE9M9KBGVJg-lwoOCZu-C-3CW8HoJdWjKPYeAF75A1EQObRi2byxuFXKn4cSxf6yLOo1Zlc8LUXLS-UVLBzoUtIPQBx39PVVMzHuChWu5Qa5GcidtNOoYVR0188cM50XRnbHSt4zP2odTeQsS8cSLWGDCTLTCh12nS-DKCn-1Pl4YIevvaqriU08Grvjpmts1fs~4neUAkfHCcIDoRRQZ7672xRiZhc5YlUoCp~YWpbHZsWfrXeHv2Zcb4AVmSC5zzTqRVFYtj72SYMYGkrRRoGnzoff0e8sisko5bjJcTNunuyG4Lq4JoAJKgVb3u5QnoBq9jdSRKezL43Kw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":410149,"name":"Tanzimat Romanı","url":"https://www.academia.edu/Documents/in/Tanzimat_Romani"},{"id":547340,"name":"Tanzimat sonrası Türk Edebiyatı, Kadın Araştırmaları","url":"https://www.academia.edu/Documents/in/Tanzimat_sonrasi_Turk_Edebiyati_Kadin_Arastirmalari"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="17546656"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17546656/YT%C3%96_Yeni_Hitit_Kitab%C4%B1ndaki_S%C3%B6zc%C3%BCk_%C3%96%C4%9Fretimine_Ba%C4%9Flam_Temelli_Bir_Bak%C4%B1%C5%9F"><img alt="Research paper thumbnail of YTÖ “Yeni Hitit” Kitabındaki Sözcük Öğretimine Bağlam Temelli Bir Bakış" class="work-thumbnail" src="https://attachments.academia-assets.com/39572334/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17546656/YT%C3%96_Yeni_Hitit_Kitab%C4%B1ndaki_S%C3%B6zc%C3%BCk_%C3%96%C4%9Fretimine_Ba%C4%9Flam_Temelli_Bir_Bak%C4%B1%C5%9F">YTÖ “Yeni Hitit” Kitabındaki Sözcük Öğretimine Bağlam Temelli Bir Bakış</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Abstract First problem experienced in teaching Turkish to foreigners is teaching words. Policies ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Abstract<br />First problem experienced in teaching Turkish<br />to foreigners is teaching words. Policies about<br />teaching words built on three main elements.<br />"What will we teach?", "How much will we<br />teach?", "How will we teach?" One of the<br />hardest questions about teaching words is “what<br />kind of way should be adopted”. Purpose of this<br />study is to describe which techniques used at<br />textbooks which used in teaching Turkish to<br />foreigners. Document survey model used in this<br />descriptive study. In this context, “Yeni Hitit”<br />Textbook prepared by Ankara University,<br />analyzed in B1-B2 levels and methods, which<br />used at teaching words, described. Frequencies<br />and percentages used at analysis of collected<br />data. Results of this study reveals, full context,<br />semi-context and context free techniques in<br />teaching words founds same place at relevant<br />textbooks.<br />Keywords: teaching words, context, teaching<br />Turkish to foreigners</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c5c952db02e87a77e495d0a4b7d53443" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39572334,"asset_id":17546656,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39572334/download_file?st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17546656"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17546656"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17546656; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17546656]").text(description); $(".js-view-count[data-work-id=17546656]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17546656; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17546656']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 17546656, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c5c952db02e87a77e495d0a4b7d53443" } } $('.js-work-strip[data-work-id=17546656]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17546656,"title":"YTÖ “Yeni Hitit” Kitabındaki Sözcük Öğretimine Bağlam Temelli Bir Bakış","translated_title":"","metadata":{"abstract":"Abstract\nFirst problem experienced in teaching Turkish\nto foreigners is teaching words. Policies about\nteaching words built on three main elements.\n\"What will we teach?\", \"How much will we\nteach?\", \"How will we teach?\" One of the\nhardest questions about teaching words is “what\nkind of way should be adopted”. Purpose of this\nstudy is to describe which techniques used at\ntextbooks which used in teaching Turkish to\nforeigners. Document survey model used in this\ndescriptive study. In this context, “Yeni Hitit”\nTextbook prepared by Ankara University,\nanalyzed in B1-B2 levels and methods, which\nused at teaching words, described. Frequencies\nand percentages used at analysis of collected\ndata. Results of this study reveals, full context,\nsemi-context and context free techniques in\nteaching words founds same place at relevant\ntextbooks.\nKeywords: teaching words, context, teaching\nTurkish to foreigners"},"translated_abstract":"Abstract\nFirst problem experienced in teaching Turkish\nto foreigners is teaching words. Policies about\nteaching words built on three main elements.\n\"What will we teach?\", \"How much will we\nteach?\", \"How will we teach?\" One of the\nhardest questions about teaching words is “what\nkind of way should be adopted”. Purpose of this\nstudy is to describe which techniques used at\ntextbooks which used in teaching Turkish to\nforeigners. Document survey model used in this\ndescriptive study. In this context, “Yeni Hitit”\nTextbook prepared by Ankara University,\nanalyzed in B1-B2 levels and methods, which\nused at teaching words, described. Frequencies\nand percentages used at analysis of collected\ndata. Results of this study reveals, full context,\nsemi-context and context free techniques in\nteaching words founds same place at relevant\ntextbooks.\nKeywords: teaching words, context, teaching\nTurkish to foreigners","internal_url":"https://www.academia.edu/17546656/YT%C3%96_Yeni_Hitit_Kitab%C4%B1ndaki_S%C3%B6zc%C3%BCk_%C3%96%C4%9Fretimine_Ba%C4%9Flam_Temelli_Bir_Bak%C4%B1%C5%9F","translated_internal_url":"","created_at":"2015-10-31T08:08:33.671-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":37337012,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":8367746,"work_id":17546656,"tagging_user_id":37337012,"tagged_user_id":6301882,"co_author_invite_id":null,"email":"b***e@sakarya.edu.tr","display_order":0,"name":"Bekir İnce","title":"YTÖ “Yeni Hitit” Kitabındaki Sözcük Öğretimine Bağlam Temelli Bir Bakış"}],"downloadable_attachments":[{"id":39572334,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39572334/thumbnails/1.jpg","file_name":"YTO_yeni_hitit_kitabindaki_sozcuk_ogretimine_baglam_temelli_bir_bakis.pdf","download_url":"https://www.academia.edu/attachments/39572334/download_file?st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"YTO_Yeni_Hitit_Kitabindaki_Sozcuk_Ogreti.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39572334/YTO_yeni_hitit_kitabindaki_sozcuk_ogretimine_baglam_temelli_bir_bakis-libre.pdf?1446303943=\u0026response-content-disposition=attachment%3B+filename%3DYTO_Yeni_Hitit_Kitabindaki_Sozcuk_Ogreti.pdf\u0026Expires=1734500166\u0026Signature=SrHisObqgYCb7KQtkpmHn8~rEGRUk-0pBISU5PY2MBVz4Qkb3o77oOlXaQxtmgEBcaQufWRvamY3QRfe0ITN65SMiXkxGS4oEOGjrVjy3rXq9mdWystj001G6F6EIcrUj1MrrloCbdt6oF~k2YORcm7-qNSqgO0epH0B6L9Ubu2dMjauq76NvFF5K-zd7EzhROS0J2Ri~90pMAwefykIIrl8q~MmJ4IfQ5GMI9G-Ou-aBMSDNnT-YXUm-TYQ8WBkJBBSSEEhTp2pTVPv8uJr4guYCqHNkFi2T9QpItETtT2q0nPAd5Q96syGvH00zkkxrMNumoCKY1JP9biE-wTuRg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"YTÖ_Yeni_Hitit_Kitabındaki_Sözcük_Öğretimine_Bağlam_Temelli_Bir_Bakış","translated_slug":"","page_count":15,"language":"tr","content_type":"Work","summary":"Abstract\nFirst problem experienced in teaching Turkish\nto foreigners is teaching words. Policies about\nteaching words built on three main elements.\n\"What will we teach?\", \"How much will we\nteach?\", \"How will we teach?\" One of the\nhardest questions about teaching words is “what\nkind of way should be adopted”. Purpose of this\nstudy is to describe which techniques used at\ntextbooks which used in teaching Turkish to\nforeigners. Document survey model used in this\ndescriptive study. In this context, “Yeni Hitit”\nTextbook prepared by Ankara University,\nanalyzed in B1-B2 levels and methods, which\nused at teaching words, described. Frequencies\nand percentages used at analysis of collected\ndata. Results of this study reveals, full context,\nsemi-context and context free techniques in\nteaching words founds same place at relevant\ntextbooks.\nKeywords: teaching words, context, teaching\nTurkish to foreigners","owner":{"id":37337012,"first_name":"yunus","middle_initials":null,"last_name":"şenyiğit","page_name":"yşenyiğit","domain_name":"independent","created_at":"2015-10-31T07:54:08.639-07:00","display_name":"yunus şenyiğit","url":"https://independent.academia.edu/y%C5%9Fenyi%C4%9Fit"},"attachments":[{"id":39572334,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39572334/thumbnails/1.jpg","file_name":"YTO_yeni_hitit_kitabindaki_sozcuk_ogretimine_baglam_temelli_bir_bakis.pdf","download_url":"https://www.academia.edu/attachments/39572334/download_file?st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"YTO_Yeni_Hitit_Kitabindaki_Sozcuk_Ogreti.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39572334/YTO_yeni_hitit_kitabindaki_sozcuk_ogretimine_baglam_temelli_bir_bakis-libre.pdf?1446303943=\u0026response-content-disposition=attachment%3B+filename%3DYTO_Yeni_Hitit_Kitabindaki_Sozcuk_Ogreti.pdf\u0026Expires=1734500166\u0026Signature=SrHisObqgYCb7KQtkpmHn8~rEGRUk-0pBISU5PY2MBVz4Qkb3o77oOlXaQxtmgEBcaQufWRvamY3QRfe0ITN65SMiXkxGS4oEOGjrVjy3rXq9mdWystj001G6F6EIcrUj1MrrloCbdt6oF~k2YORcm7-qNSqgO0epH0B6L9Ubu2dMjauq76NvFF5K-zd7EzhROS0J2Ri~90pMAwefykIIrl8q~MmJ4IfQ5GMI9G-Ou-aBMSDNnT-YXUm-TYQ8WBkJBBSSEEhTp2pTVPv8uJr4guYCqHNkFi2T9QpItETtT2q0nPAd5Q96syGvH00zkkxrMNumoCKY1JP9biE-wTuRg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="3890918" id="papers"><div class="js-work-strip profile--work_container" data-work-id="76017610"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/76017610/1974_1975_Y%C4%B1llar%C4%B1nda_Dilde_Sadele%C5%9Fme_Tart%C4%B1%C5%9Fmalar%C4%B1n%C4%B1n_Kubbealt%C4%B1_Akademi_Mecmuas"><img alt="Research paper thumbnail of 1974-1975 Yıllarında "Dilde Sadeleşme" Tartışmalarının Kubbealtı Akademi Mecmuas" class="work-thumbnail" src="https://attachments.academia-assets.com/83702254/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/76017610/1974_1975_Y%C4%B1llar%C4%B1nda_Dilde_Sadele%C5%9Fme_Tart%C4%B1%C5%9Fmalar%C4%B1n%C4%B1n_Kubbealt%C4%B1_Akademi_Mecmuas">1974-1975 Yıllarında "Dilde Sadeleşme" Tartışmalarının Kubbealtı Akademi Mecmuas</a></div><div class="wp-workCard_item"><span>Journal of Turkish Studies</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Turkish language has also been involved in an interaction with the languages of cultures and civi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Turkish language has also been involved in an interaction with the languages of cultures and civilizations it has confronted within the historical process, as all languages. The language of Turkish nation including in a new civilization with the acceptance of Islam was also affected by initially Arabic and Persian that were efficient in the new civilization involved and Romaic and Armenian thereafter. This influence and efforts of language simplification has continued to be a matter of debate by means of constantly being on the agenda for long years. Recently, Turkish became a matter of debate one more time in terms of the simplification with the process of westernization in particular. Initially the amelioration and familiarising of literary (written) language to the public language came to the fore, then with Genç Kalemler (Young Pencils), making public language as written language was adopted. In the republic period, making public language as written language was aimed, too; but alienation of new written language from public language in the passage of time generated the discussions. Those who thought that simplification of the language deviated from its aim and transformed into a discharge (clearance) voiced criticism on different platforms. One of these platforms was Journal of Kubbealti Academy that started to be published in 1972. In this study, the change of Turkish vocabulary and the discussions of language within the process of westernization were touched upon shortly; the issues that were published between 1974-1975 of Journal of Kubbealti Academy, which was one of the parties of language discussions and argued for 'living Turkish', were examined and the criticism of the thoughts about 'the research' of the language were identified. The gradation of these criticals would be possible like: severing the connections of new generations with the past, destitution of language, not being impartial against the foreign words, failure to comply with the logic of Turkish word formation and harmonic distortion, wrong word formation in terms of semantics, some new words having non-Turkish origin, reproduction of new words instead of some words with Turkish origin and public's unfamiliarity with new words.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dd5b3e396a9ce55655147d77d8a08f6a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83702254,"asset_id":76017610,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83702254/download_file?st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&st=MTczNDQ5NjU2NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76017610"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76017610"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76017610; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76017610]").text(description); $(".js-view-count[data-work-id=76017610]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76017610; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76017610']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 76017610, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "dd5b3e396a9ce55655147d77d8a08f6a" } } $('.js-work-strip[data-work-id=76017610]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":76017610,"title":"1974-1975 Yıllarında \"Dilde Sadeleşme\" Tartışmalarının Kubbealtı Akademi Mecmuas","translated_title":"","metadata":{"publisher":"Journal of Turkish Studies","grobid_abstract":"Turkish language has also been involved in an interaction with the languages of cultures and civilizations it has confronted within the historical process, as all languages. The language of Turkish nation including in a new civilization with the acceptance of Islam was also affected by initially Arabic and Persian that were efficient in the new civilization involved and Romaic and Armenian thereafter. This influence and efforts of language simplification has continued to be a matter of debate by means of constantly being on the agenda for long years. Recently, Turkish became a matter of debate one more time in terms of the simplification with the process of westernization in particular. Initially the amelioration and familiarising of literary (written) language to the public language came to the fore, then with Genç Kalemler (Young Pencils), making public language as written language was adopted. In the republic period, making public language as written language was aimed, too; but alienation of new written language from public language in the passage of time generated the discussions. Those who thought that simplification of the language deviated from its aim and transformed into a discharge (clearance) voiced criticism on different platforms. One of these platforms was Journal of Kubbealti Academy that started to be published in 1972. In this study, the change of Turkish vocabulary and the discussions of language within the process of westernization were touched upon shortly; the issues that were published between 1974-1975 of Journal of Kubbealti Academy, which was one of the parties of language discussions and argued for 'living Turkish', were examined and the criticism of the thoughts about 'the research' of the language were identified. The gradation of these criticals would be possible like: severing the connections of new generations with the past, destitution of language, not being impartial against the foreign words, failure to comply with the logic of Turkish word formation and harmonic distortion, wrong word formation in terms of semantics, some new words having non-Turkish origin, reproduction of new words instead of some words with Turkish origin and public's unfamiliarity with new words.","publication_date":{"day":null,"month":null,"year":2016,"errors":{}},"publication_name":"Journal of Turkish Studies","grobid_abstract_attachment_id":83702254},"translated_abstract":null,"internal_url":"https://www.academia.edu/76017610/1974_1975_Y%C4%B1llar%C4%B1nda_Dilde_Sadele%C5%9Fme_Tart%C4%B1%C5%9Fmalar%C4%B1n%C4%B1n_Kubbealt%C4%B1_Akademi_Mecmuas","translated_internal_url":"","created_at":"2022-04-10T10:50:06.165-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":37337012,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":83702254,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/83702254/thumbnails/1.jpg","file_name":"2050286906_34_C3_96zdemirMehmet-vd-tde-739-760.pdf","download_url":"https://www.academia.edu/attachments/83702254/download_file?st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&st=MTczNDQ5NjU2NSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"1974_1975_Yillarinda_Dilde_Sadelesme_Tar.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/83702254/2050286906_34_C3_96zdemirMehmet-vd-tde-739-760-libre.pdf?1649614266=\u0026response-content-disposition=attachment%3B+filename%3D1974_1975_Yillarinda_Dilde_Sadelesme_Tar.pdf\u0026Expires=1734500165\u0026Signature=YBs5Qye6Yh5a2E-Ws-fdWdVanV~XPU1NSq3TI3zntNBv9olXYQpRjUNbrLA2fYpAMOFsDknecTeh3t16wX9KXE0ZxiIsBG1EZrPGdztyFKbtqx3m79XPGqxP0NCI4zJPiO8CADJc7DqAF0k9yS5rjZYqZOXT4YXYauX0737wKrFAaO4kTkPwGkD784Nasbeamt2atP0gZOS04bxGNmJu-Dun5zZyNBsmEYOad1PNqDBUo8mWGPCWgpg4oGjEauj2KRbzEjMHjXj0C8Kap2MpbmyyKHierH6FVX7sDZfXCwJsxoQZQmJDCZX6kY1aT7B0ErxTD3pK30fXjBGGz-B3PQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"1974_1975_Yıllarında_Dilde_Sadeleşme_Tartışmalarının_Kubbealtı_Akademi_Mecmuas","translated_slug":"","page_count":22,"language":"tr","content_type":"Work","summary":"Turkish language has also been involved in an interaction with the languages of cultures and civilizations it has confronted within the historical process, as all languages. The language of Turkish nation including in a new civilization with the acceptance of Islam was also affected by initially Arabic and Persian that were efficient in the new civilization involved and Romaic and Armenian thereafter. This influence and efforts of language simplification has continued to be a matter of debate by means of constantly being on the agenda for long years. Recently, Turkish became a matter of debate one more time in terms of the simplification with the process of westernization in particular. Initially the amelioration and familiarising of literary (written) language to the public language came to the fore, then with Genç Kalemler (Young Pencils), making public language as written language was adopted. In the republic period, making public language as written language was aimed, too; but alienation of new written language from public language in the passage of time generated the discussions. Those who thought that simplification of the language deviated from its aim and transformed into a discharge (clearance) voiced criticism on different platforms. One of these platforms was Journal of Kubbealti Academy that started to be published in 1972. In this study, the change of Turkish vocabulary and the discussions of language within the process of westernization were touched upon shortly; the issues that were published between 1974-1975 of Journal of Kubbealti Academy, which was one of the parties of language discussions and argued for 'living Turkish', were examined and the criticism of the thoughts about 'the research' of the language were identified. The gradation of these criticals would be possible like: severing the connections of new generations with the past, destitution of language, not being impartial against the foreign words, failure to comply with the logic of Turkish word formation and harmonic distortion, wrong word formation in terms of semantics, some new words having non-Turkish origin, reproduction of new words instead of some words with Turkish origin and public's unfamiliarity with new words.","owner":{"id":37337012,"first_name":"yunus","middle_initials":null,"last_name":"şenyiğit","page_name":"yşenyiğit","domain_name":"independent","created_at":"2015-10-31T07:54:08.639-07:00","display_name":"yunus şenyiğit","url":"https://independent.academia.edu/y%C5%9Fenyi%C4%9Fit"},"attachments":[{"id":83702254,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/83702254/thumbnails/1.jpg","file_name":"2050286906_34_C3_96zdemirMehmet-vd-tde-739-760.pdf","download_url":"https://www.academia.edu/attachments/83702254/download_file?st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&st=MTczNDQ5NjU2NSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"1974_1975_Yillarinda_Dilde_Sadelesme_Tar.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/83702254/2050286906_34_C3_96zdemirMehmet-vd-tde-739-760-libre.pdf?1649614266=\u0026response-content-disposition=attachment%3B+filename%3D1974_1975_Yillarinda_Dilde_Sadelesme_Tar.pdf\u0026Expires=1734500165\u0026Signature=YBs5Qye6Yh5a2E-Ws-fdWdVanV~XPU1NSq3TI3zntNBv9olXYQpRjUNbrLA2fYpAMOFsDknecTeh3t16wX9KXE0ZxiIsBG1EZrPGdztyFKbtqx3m79XPGqxP0NCI4zJPiO8CADJc7DqAF0k9yS5rjZYqZOXT4YXYauX0737wKrFAaO4kTkPwGkD784Nasbeamt2atP0gZOS04bxGNmJu-Dun5zZyNBsmEYOad1PNqDBUo8mWGPCWgpg4oGjEauj2KRbzEjMHjXj0C8Kap2MpbmyyKHierH6FVX7sDZfXCwJsxoQZQmJDCZX6kY1aT7B0ErxTD3pK30fXjBGGz-B3PQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":37309,"name":"Turkish Studies","url":"https://www.academia.edu/Documents/in/Turkish_Studies"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="76017605"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/76017605/Yabanc%C4%B1lara_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretiminde_Konu%C5%9Fma_Becerisi_ve_Telaffuz_E%C4%9Fitimi"><img alt="Research paper thumbnail of Yabancılara Türkçe Öğretiminde Konuşma Becerisi ve Telaffuz Eğitimi" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/76017605/Yabanc%C4%B1lara_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretiminde_Konu%C5%9Fma_Becerisi_ve_Telaffuz_E%C4%9Fitimi">Yabancılara Türkçe Öğretiminde Konuşma Becerisi ve Telaffuz Eğitimi</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">One of the barriers for using a target language as a communicative tool is that issues of pronunc...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">One of the barriers for using a target language as a communicative tool is that issues of pronunciation. The meaning of the concepts of speech, articulation, pronunciation, diction was examined, in this article, which aims to answer the questions of how and how much to give place to pronunciation training in Turkish education for foreigners, and it has been tried to develop an overview of pronunciation education in foreign language teaching by using the literature survey method. In order to draw a frame on how and how much training of pronunciation is take place in the textbooks prepared for teaching Turkish for foreigners; “Gazi, Turkish for Foreigners / A1 Basic Level”, and “Yedi Iklim Turkish A1 Level Course Book”, and ”Istanbul / Turkish for Foreigners“, and “Turkish Curriculum as a Foreign Language” prepared by Ankara University, were examined. It has been tried to determine the role of pronunciation education in language teaching approaches, and recommendations have been made...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="76017605"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="76017605"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76017605; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76017605]").text(description); $(".js-view-count[data-work-id=76017605]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76017605; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='76017605']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 76017605, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=76017605]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":76017605,"title":"Yabancılara Türkçe Öğretiminde Konuşma Becerisi ve Telaffuz Eğitimi","translated_title":"","metadata":{"abstract":"One of the barriers for using a target language as a communicative tool is that issues of pronunciation. The meaning of the concepts of speech, articulation, pronunciation, diction was examined, in this article, which aims to answer the questions of how and how much to give place to pronunciation training in Turkish education for foreigners, and it has been tried to develop an overview of pronunciation education in foreign language teaching by using the literature survey method. In order to draw a frame on how and how much training of pronunciation is take place in the textbooks prepared for teaching Turkish for foreigners; “Gazi, Turkish for Foreigners / A1 Basic Level”, and “Yedi Iklim Turkish A1 Level Course Book”, and ”Istanbul / Turkish for Foreigners“, and “Turkish Curriculum as a Foreign Language” prepared by Ankara University, were examined. It has been tried to determine the role of pronunciation education in language teaching approaches, and recommendations have been made...","publication_date":{"day":null,"month":null,"year":2019,"errors":{}}},"translated_abstract":"One of the barriers for using a target language as a communicative tool is that issues of pronunciation. The meaning of the concepts of speech, articulation, pronunciation, diction was examined, in this article, which aims to answer the questions of how and how much to give place to pronunciation training in Turkish education for foreigners, and it has been tried to develop an overview of pronunciation education in foreign language teaching by using the literature survey method. In order to draw a frame on how and how much training of pronunciation is take place in the textbooks prepared for teaching Turkish for foreigners; “Gazi, Turkish for Foreigners / A1 Basic Level”, and “Yedi Iklim Turkish A1 Level Course Book”, and ”Istanbul / Turkish for Foreigners“, and “Turkish Curriculum as a Foreign Language” prepared by Ankara University, were examined. It has been tried to determine the role of pronunciation education in language teaching approaches, and recommendations have been made...","internal_url":"https://www.academia.edu/76017605/Yabanc%C4%B1lara_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretiminde_Konu%C5%9Fma_Becerisi_ve_Telaffuz_E%C4%9Fitimi","translated_internal_url":"","created_at":"2022-04-10T10:49:51.028-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":37337012,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Yabancılara_Türkçe_Öğretiminde_Konuşma_Becerisi_ve_Telaffuz_Eğitimi","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"One of the barriers for using a target language as a communicative tool is that issues of pronunciation. The meaning of the concepts of speech, articulation, pronunciation, diction was examined, in this article, which aims to answer the questions of how and how much to give place to pronunciation training in Turkish education for foreigners, and it has been tried to develop an overview of pronunciation education in foreign language teaching by using the literature survey method. In order to draw a frame on how and how much training of pronunciation is take place in the textbooks prepared for teaching Turkish for foreigners; “Gazi, Turkish for Foreigners / A1 Basic Level”, and “Yedi Iklim Turkish A1 Level Course Book”, and ”Istanbul / Turkish for Foreigners“, and “Turkish Curriculum as a Foreign Language” prepared by Ankara University, were examined. It has been tried to determine the role of pronunciation education in language teaching approaches, and recommendations have been made...","owner":{"id":37337012,"first_name":"yunus","middle_initials":null,"last_name":"şenyiğit","page_name":"yşenyiğit","domain_name":"independent","created_at":"2015-10-31T07:54:08.639-07:00","display_name":"yunus şenyiğit","url":"https://independent.academia.edu/y%C5%9Fenyi%C4%9Fit"},"attachments":[],"research_interests":[{"id":18848,"name":"Teaching Turkish As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_Turkish_As_A_Foreign_Language"},{"id":71995,"name":"Turkish Education","url":"https://www.academia.edu/Documents/in/Turkish_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="45018948"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/45018948/YABANCILARA_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_KONU%C5%9EMA_BECER%C4%B0S%C4%B0_VE_TELAFFUZ_E%C4%9E%C4%B0T%C4%B0M%C4%B0"><img alt="Research paper thumbnail of YABANCILARA TÜRKÇE ÖĞRETİMİNDE KONUŞMA BECERİSİ VE TELAFFUZ EĞİTİMİ" class="work-thumbnail" src="https://attachments.academia-assets.com/65566733/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/45018948/YABANCILARA_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_KONU%C5%9EMA_BECER%C4%B0S%C4%B0_VE_TELAFFUZ_E%C4%9E%C4%B0T%C4%B0M%C4%B0">YABANCILARA TÜRKÇE ÖĞRETİMİNDE KONUŞMA BECERİSİ VE TELAFFUZ EĞİTİMİ</a></div><div class="wp-workCard_item"><span>Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">One of the barriers for using a target language as a communicative tool is the issues of pronunci...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">One of the barriers for using a target<br />language as a communicative tool is the issues of<br />pronunciation. The meanings of the concepts of<br />speech, articulation, pronunciation, diction were<br />examined in this article, which aims to answer the<br />questions of how and how much to give place to<br />pronunciation training in Turkish education for<br />foreigners, and it has been tried to develop an<br />overview of pronunciation education in foreign<br />language teaching by using the literature survey<br />method. In order to draw a frame on how and how<br />much training of pronunciation takes place in the<br />textbooks prepared for teaching Turkish for<br />foreigners; “Gazi, Turkish for Foreigners / A1 Basic<br />Level”, and “Yedi Ġklim Turkish A1 Level Course<br />Book”, and ”Istanbul / Turkish for Foreigners“, and<br />“Turkish Curriculum as a Foreign Language”<br />prepared by Ankara University, were examined. It<br />has been tried to determine the role of pronunciation<br />education in language teaching approaches, and<br />recommendations have been made for strategies that<br />can be used for pronunciation education and<br />activities that can be applied. It has been concluded<br />that the pronunciation education in Turkish teaching<br />for foreigners should be taken from the A1 level and<br />repeated within the process and integrated with the<br />curriculum.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0c2440c50374a358568737f8171c55bc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65566733,"asset_id":45018948,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65566733/download_file?st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="45018948"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="45018948"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 45018948; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=45018948]").text(description); $(".js-view-count[data-work-id=45018948]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 45018948; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='45018948']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 45018948, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0c2440c50374a358568737f8171c55bc" } } $('.js-work-strip[data-work-id=45018948]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":45018948,"title":"YABANCILARA TÜRKÇE ÖĞRETİMİNDE KONUŞMA BECERİSİ VE TELAFFUZ EĞİTİMİ","translated_title":"","metadata":{"doi":"10.21764/maeuefd.544528","abstract":"One of the barriers for using a target\nlanguage as a communicative tool is the issues of\npronunciation. The meanings of the concepts of\nspeech, articulation, pronunciation, diction were\nexamined in this article, which aims to answer the\nquestions of how and how much to give place to\npronunciation training in Turkish education for\nforeigners, and it has been tried to develop an\noverview of pronunciation education in foreign\nlanguage teaching by using the literature survey\nmethod. In order to draw a frame on how and how\nmuch training of pronunciation takes place in the\ntextbooks prepared for teaching Turkish for\nforeigners; “Gazi, Turkish for Foreigners / A1 Basic\nLevel”, and “Yedi Ġklim Turkish A1 Level Course\nBook”, and ”Istanbul / Turkish for Foreigners“, and\n“Turkish Curriculum as a Foreign Language”\nprepared by Ankara University, were examined. It\nhas been tried to determine the role of pronunciation\neducation in language teaching approaches, and\nrecommendations have been made for strategies that\ncan be used for pronunciation education and\nactivities that can be applied. It has been concluded\nthat the pronunciation education in Turkish teaching\nfor foreigners should be taken from the A1 level and\nrepeated within the process and integrated with the\ncurriculum.","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi"},"translated_abstract":"One of the barriers for using a target\nlanguage as a communicative tool is the issues of\npronunciation. The meanings of the concepts of\nspeech, articulation, pronunciation, diction were\nexamined in this article, which aims to answer the\nquestions of how and how much to give place to\npronunciation training in Turkish education for\nforeigners, and it has been tried to develop an\noverview of pronunciation education in foreign\nlanguage teaching by using the literature survey\nmethod. In order to draw a frame on how and how\nmuch training of pronunciation takes place in the\ntextbooks prepared for teaching Turkish for\nforeigners; “Gazi, Turkish for Foreigners / A1 Basic\nLevel”, and “Yedi Ġklim Turkish A1 Level Course\nBook”, and ”Istanbul / Turkish for Foreigners“, and\n“Turkish Curriculum as a Foreign Language”\nprepared by Ankara University, were examined. It\nhas been tried to determine the role of pronunciation\neducation in language teaching approaches, and\nrecommendations have been made for strategies that\ncan be used for pronunciation education and\nactivities that can be applied. It has been concluded\nthat the pronunciation education in Turkish teaching\nfor foreigners should be taken from the A1 level and\nrepeated within the process and integrated with the\ncurriculum.","internal_url":"https://www.academia.edu/45018948/YABANCILARA_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_KONU%C5%9EMA_BECER%C4%B0S%C4%B0_VE_TELAFFUZ_E%C4%9E%C4%B0T%C4%B0M%C4%B0","translated_internal_url":"","created_at":"2021-01-31T10:13:54.322-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":37337012,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":36214772,"work_id":45018948,"tagging_user_id":37337012,"tagged_user_id":70755613,"co_author_invite_id":null,"email":"a***r@sakarya.edu.tr","display_order":1,"name":"alparslan okur","title":"YABANCILARA TÜRKÇE ÖĞRETİMİNDE KONUŞMA BECERİSİ VE TELAFFUZ EĞİTİMİ"}],"downloadable_attachments":[{"id":65566733,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/65566733/thumbnails/1.jpg","file_name":"YABANCILARA_TURKCE_OGRETIMINDE_KONUSMA_BECERISI_VE_TELAFFUZ_EGITIMI_.pdf","download_url":"https://www.academia.edu/attachments/65566733/download_file?st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"YABANCILARA_TURKCE_OGRETIMINDE_KONUSMA_B.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/65566733/YABANCILARA_TURKCE_OGRETIMINDE_KONUSMA_BECERISI_VE_TELAFFUZ_EGITIMI_-libre.pdf?1612118424=\u0026response-content-disposition=attachment%3B+filename%3DYABANCILARA_TURKCE_OGRETIMINDE_KONUSMA_B.pdf\u0026Expires=1734500166\u0026Signature=AtuUCqeVyq1SNSb9zVdB69eAruHUsLEpP6GyJu18PzKhWh3~7FVnvbDJM6p3-jLROQcs7d0tUSs4Tle9HovWgVTfV52VTCK6pSi3cHRpOFADXSFtHZ70-zTFkYoGUNW4qc9spAD84tsaELJSXC2J2YUN3w7iJ0mAQeG9m6BKrdspWl0xqcUnRF1q6Di3zaKt3ji~BVZ-QOkAP3BfdT1~X~gMbRNtegGBNVQ8tIOn0SDkfx7QfDZ5QA0tQVN0LxiskuaR2slXmbi96U2rZ9Ai113JLsIt0lW9pDhMPiVAdk-AquC8-ygxT~fzHfgiFCzjgdjmNNq1BZmfCVOl0Q7-cw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"YABANCILARA_TÜRKÇE_ÖĞRETİMİNDE_KONUŞMA_BECERİSİ_VE_TELAFFUZ_EĞİTİMİ","translated_slug":"","page_count":31,"language":"tr","content_type":"Work","summary":"One of the barriers for using a target\nlanguage as a communicative tool is the issues of\npronunciation. The meanings of the concepts of\nspeech, articulation, pronunciation, diction were\nexamined in this article, which aims to answer the\nquestions of how and how much to give place to\npronunciation training in Turkish education for\nforeigners, and it has been tried to develop an\noverview of pronunciation education in foreign\nlanguage teaching by using the literature survey\nmethod. In order to draw a frame on how and how\nmuch training of pronunciation takes place in the\ntextbooks prepared for teaching Turkish for\nforeigners; “Gazi, Turkish for Foreigners / A1 Basic\nLevel”, and “Yedi Ġklim Turkish A1 Level Course\nBook”, and ”Istanbul / Turkish for Foreigners“, and\n“Turkish Curriculum as a Foreign Language”\nprepared by Ankara University, were examined. It\nhas been tried to determine the role of pronunciation\neducation in language teaching approaches, and\nrecommendations have been made for strategies that\ncan be used for pronunciation education and\nactivities that can be applied. It has been concluded\nthat the pronunciation education in Turkish teaching\nfor foreigners should be taken from the A1 level and\nrepeated within the process and integrated with the\ncurriculum.","owner":{"id":37337012,"first_name":"yunus","middle_initials":null,"last_name":"şenyiğit","page_name":"yşenyiğit","domain_name":"independent","created_at":"2015-10-31T07:54:08.639-07:00","display_name":"yunus şenyiğit","url":"https://independent.academia.edu/y%C5%9Fenyi%C4%9Fit"},"attachments":[{"id":65566733,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/65566733/thumbnails/1.jpg","file_name":"YABANCILARA_TURKCE_OGRETIMINDE_KONUSMA_BECERISI_VE_TELAFFUZ_EGITIMI_.pdf","download_url":"https://www.academia.edu/attachments/65566733/download_file?st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"YABANCILARA_TURKCE_OGRETIMINDE_KONUSMA_B.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/65566733/YABANCILARA_TURKCE_OGRETIMINDE_KONUSMA_BECERISI_VE_TELAFFUZ_EGITIMI_-libre.pdf?1612118424=\u0026response-content-disposition=attachment%3B+filename%3DYABANCILARA_TURKCE_OGRETIMINDE_KONUSMA_B.pdf\u0026Expires=1734500166\u0026Signature=AtuUCqeVyq1SNSb9zVdB69eAruHUsLEpP6GyJu18PzKhWh3~7FVnvbDJM6p3-jLROQcs7d0tUSs4Tle9HovWgVTfV52VTCK6pSi3cHRpOFADXSFtHZ70-zTFkYoGUNW4qc9spAD84tsaELJSXC2J2YUN3w7iJ0mAQeG9m6BKrdspWl0xqcUnRF1q6Di3zaKt3ji~BVZ-QOkAP3BfdT1~X~gMbRNtegGBNVQ8tIOn0SDkfx7QfDZ5QA0tQVN0LxiskuaR2slXmbi96U2rZ9Ai113JLsIt0lW9pDhMPiVAdk-AquC8-ygxT~fzHfgiFCzjgdjmNNq1BZmfCVOl0Q7-cw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":18848,"name":"Teaching Turkish As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_Turkish_As_A_Foreign_Language"},{"id":71995,"name":"Turkish Education","url":"https://www.academia.edu/Documents/in/Turkish_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="24498219"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/24498219/1974_1975_YILLARINDA_D%C4%B0LDE_SADELE%C5%9EME_TARTI%C5%9EMALARININ_KUBBEALTI_AKADEM%C4%B0_MECMUASINA_YANSIMALARI"><img alt="Research paper thumbnail of 1974-1975 YILLARINDA " DİLDE SADELEŞME " TARTIŞMALARININ KUBBEALTI AKADEMİ MECMUASI'NA YANSIMALARI" class="work-thumbnail" src="https://attachments.academia-assets.com/44830284/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/24498219/1974_1975_YILLARINDA_D%C4%B0LDE_SADELE%C5%9EME_TARTI%C5%9EMALARININ_KUBBEALTI_AKADEM%C4%B0_MECMUASINA_YANSIMALARI">1974-1975 YILLARINDA " DİLDE SADELEŞME " TARTIŞMALARININ KUBBEALTI AKADEMİ MECMUASI'NA YANSIMALARI</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/y%C5%9Fenyi%C4%9Fit">yunus şenyiğit</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://wsntracer.academia.edu/Mehmet%C3%96ZDEM%C4%B0R">Mehmet ÖZDEMİR</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Turkish language has also been involved in an interaction with the languages of cultures and civi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Turkish language has also been involved in an interaction with the languages of cultures and civilizations it has confronted within the historical process, as all languages. The language of Turkish nation including in a new civilization with the acceptance of Islam was also affected by initially Arabic and Persian that were efficient in the new civilization involved and Romaic and Armenian thereafter. This influence and efforts of language simplification has continued to be a matter of debate by means of constantly being on the agenda for long years. Recently, Turkish became a matter of debate one more time in terms of the simplification with the process of westernization in particular. Initially the amelioration and familiarising of literary (written) language to the public language came to the fore, then with Genç Kalemler (Young Pencils), making public language as written language was adopted. In the republic period, making public language as written language was aimed, too; but alienation of new written language from public language in the passage of time generated the discussions. Those who thought that simplification of the language deviated from its aim and transformed into a discharge (clearance) voiced criticism on different platforms. One of these platforms was Journal of Kubbealti Academy that started to be published in 1972. In this study, the change of Turkish vocabulary and the discussions of language within the process of westernization were touched upon shortly; the issues that were published between 1974-1975 of Journal of Kubbealti Academy, which was one of the parties of language discussions and argued for ‘living Turkish’, were examined and the criticism of the thoughts about ‘the research’ of the language were identified. The gradation of these criticals would be possible like: severing the connections of new generations with the past, destitution of language, not being impartial against the foreign words, failure to comply with the logic of Turkish word formation and harmonic distortion, wrong word formation in terms of semantics, some new words having non-Turkish origin, reproduction of new words instead of some words with Turkish origin and public’s unfamiliarity with new words.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b92fd796685d535317198026675c4f2d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":44830284,"asset_id":24498219,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/44830284/download_file?st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="24498219"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="24498219"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 24498219; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=24498219]").text(description); $(".js-view-count[data-work-id=24498219]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 24498219; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='24498219']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 24498219, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b92fd796685d535317198026675c4f2d" } } $('.js-work-strip[data-work-id=24498219]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":24498219,"title":"1974-1975 YILLARINDA \" DİLDE SADELEŞME \" TARTIŞMALARININ KUBBEALTI AKADEMİ MECMUASI'NA YANSIMALARI","translated_title":"","metadata":{"abstract":"Turkish language has also been involved in an interaction with the languages of cultures and civilizations it has confronted within the historical process, as all languages. The language of Turkish nation including in a new civilization with the acceptance of Islam was also affected by initially Arabic and Persian that were efficient in the new civilization involved and Romaic and Armenian thereafter. This influence and efforts of language simplification has continued to be a matter of debate by means of constantly being on the agenda for long years. Recently, Turkish became a matter of debate one more time in terms of the simplification with the process of westernization in particular. Initially the amelioration and familiarising of literary (written) language to the public language came to the fore, then with Genç Kalemler (Young Pencils), making public language as written language was adopted. In the republic period, making public language as written language was aimed, too; but alienation of new written language from public language in the passage of time generated the discussions. Those who thought that simplification of the language deviated from its aim and transformed into a discharge (clearance) voiced criticism on different platforms. One of these platforms was Journal of Kubbealti Academy that started to be published in 1972. In this study, the change of Turkish vocabulary and the discussions of language within the process of westernization were touched upon shortly; the issues that were published between 1974-1975 of Journal of Kubbealti Academy, which was one of the parties of language discussions and argued for ‘living Turkish’, were examined and the criticism of the thoughts about ‘the research’ of the language were identified. The gradation of these criticals would be possible like: severing the connections of new generations with the past, destitution of language, not being impartial against the foreign words, failure to comply with the logic of Turkish word formation and harmonic distortion, wrong word formation in terms of semantics, some new words having non-Turkish origin, reproduction of new words instead of some words with Turkish origin and public’s unfamiliarity with new words."},"translated_abstract":"Turkish language has also been involved in an interaction with the languages of cultures and civilizations it has confronted within the historical process, as all languages. The language of Turkish nation including in a new civilization with the acceptance of Islam was also affected by initially Arabic and Persian that were efficient in the new civilization involved and Romaic and Armenian thereafter. This influence and efforts of language simplification has continued to be a matter of debate by means of constantly being on the agenda for long years. Recently, Turkish became a matter of debate one more time in terms of the simplification with the process of westernization in particular. Initially the amelioration and familiarising of literary (written) language to the public language came to the fore, then with Genç Kalemler (Young Pencils), making public language as written language was adopted. In the republic period, making public language as written language was aimed, too; but alienation of new written language from public language in the passage of time generated the discussions. Those who thought that simplification of the language deviated from its aim and transformed into a discharge (clearance) voiced criticism on different platforms. One of these platforms was Journal of Kubbealti Academy that started to be published in 1972. In this study, the change of Turkish vocabulary and the discussions of language within the process of westernization were touched upon shortly; the issues that were published between 1974-1975 of Journal of Kubbealti Academy, which was one of the parties of language discussions and argued for ‘living Turkish’, were examined and the criticism of the thoughts about ‘the research’ of the language were identified. The gradation of these criticals would be possible like: severing the connections of new generations with the past, destitution of language, not being impartial against the foreign words, failure to comply with the logic of Turkish word formation and harmonic distortion, wrong word formation in terms of semantics, some new words having non-Turkish origin, reproduction of new words instead of some words with Turkish origin and public’s unfamiliarity with new words.","internal_url":"https://www.academia.edu/24498219/1974_1975_YILLARINDA_D%C4%B0LDE_SADELE%C5%9EME_TARTI%C5%9EMALARININ_KUBBEALTI_AKADEM%C4%B0_MECMUASINA_YANSIMALARI","translated_internal_url":"","created_at":"2016-04-17T14:02:16.194-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":37337012,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":19116256,"work_id":24498219,"tagging_user_id":37337012,"tagged_user_id":60850606,"co_author_invite_id":911301,"email":"m***z@sakarya.edu.tr","affiliation":"Sakarya üniversitesi","display_order":0,"name":"Mehmet ÖZDEMİR","title":"1974-1975 YILLARINDA \" DİLDE SADELEŞME \" TARTIŞMALARININ KUBBEALTI AKADEMİ MECMUASI'NA YANSIMALARI"}],"downloadable_attachments":[{"id":44830284,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/44830284/thumbnails/1.jpg","file_name":"2050286906_34OzdemirMehmet-vd-tde-739-760.pdf","download_url":"https://www.academia.edu/attachments/44830284/download_file?st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"1974_1975_YILLARINDA_DILDE_SADELESME_TAR.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/44830284/2050286906_34OzdemirMehmet-vd-tde-739-760-libre.pdf?1460926924=\u0026response-content-disposition=attachment%3B+filename%3D1974_1975_YILLARINDA_DILDE_SADELESME_TAR.pdf\u0026Expires=1734500166\u0026Signature=c8HJWKgh1KnnUS0prIhQNBBDpXx0NoNB~7r10JpdcqCZUlxoye7UDFbs62UAi2rFUX6vTXG~3KjsLLMVXe39qZgVTA7d0tFS0rstbn5R0aQxE3PcuEwWjZ4Ot7a23QPaYl~yYM-KMoWo3Dk~wVyGgyPokmnGaSfbrJDQgIBFPiRv8I7P0Pc~1vPCXUT9n5MRrYjaJmTuSUOvV5~Cg9GkTARGjWvFWs9hv1eQOguCVCA-Vz~Q4iQV70Nx8F7fYEsSO~fRqpwt-BE1XJbwVeVo-tbmdzm3qnZgDhxLpSAhGjqkP~Oxtgkg~DHKoLo~XbzzGYu1xzR2KpARLy1kzi7sPg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"1974_1975_YILLARINDA_DİLDE_SADELEŞME_TARTIŞMALARININ_KUBBEALTI_AKADEMİ_MECMUASINA_YANSIMALARI","translated_slug":"","page_count":22,"language":"tr","content_type":"Work","summary":"Turkish language has also been involved in an interaction with the languages of cultures and civilizations it has confronted within the historical process, as all languages. The language of Turkish nation including in a new civilization with the acceptance of Islam was also affected by initially Arabic and Persian that were efficient in the new civilization involved and Romaic and Armenian thereafter. This influence and efforts of language simplification has continued to be a matter of debate by means of constantly being on the agenda for long years. Recently, Turkish became a matter of debate one more time in terms of the simplification with the process of westernization in particular. Initially the amelioration and familiarising of literary (written) language to the public language came to the fore, then with Genç Kalemler (Young Pencils), making public language as written language was adopted. In the republic period, making public language as written language was aimed, too; but alienation of new written language from public language in the passage of time generated the discussions. Those who thought that simplification of the language deviated from its aim and transformed into a discharge (clearance) voiced criticism on different platforms. One of these platforms was Journal of Kubbealti Academy that started to be published in 1972. In this study, the change of Turkish vocabulary and the discussions of language within the process of westernization were touched upon shortly; the issues that were published between 1974-1975 of Journal of Kubbealti Academy, which was one of the parties of language discussions and argued for ‘living Turkish’, were examined and the criticism of the thoughts about ‘the research’ of the language were identified. The gradation of these criticals would be possible like: severing the connections of new generations with the past, destitution of language, not being impartial against the foreign words, failure to comply with the logic of Turkish word formation and harmonic distortion, wrong word formation in terms of semantics, some new words having non-Turkish origin, reproduction of new words instead of some words with Turkish origin and public’s unfamiliarity with new words.","owner":{"id":37337012,"first_name":"yunus","middle_initials":null,"last_name":"şenyiğit","page_name":"yşenyiğit","domain_name":"independent","created_at":"2015-10-31T07:54:08.639-07:00","display_name":"yunus şenyiğit","url":"https://independent.academia.edu/y%C5%9Fenyi%C4%9Fit"},"attachments":[{"id":44830284,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/44830284/thumbnails/1.jpg","file_name":"2050286906_34OzdemirMehmet-vd-tde-739-760.pdf","download_url":"https://www.academia.edu/attachments/44830284/download_file?st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"1974_1975_YILLARINDA_DILDE_SADELESME_TAR.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/44830284/2050286906_34OzdemirMehmet-vd-tde-739-760-libre.pdf?1460926924=\u0026response-content-disposition=attachment%3B+filename%3D1974_1975_YILLARINDA_DILDE_SADELESME_TAR.pdf\u0026Expires=1734500166\u0026Signature=c8HJWKgh1KnnUS0prIhQNBBDpXx0NoNB~7r10JpdcqCZUlxoye7UDFbs62UAi2rFUX6vTXG~3KjsLLMVXe39qZgVTA7d0tFS0rstbn5R0aQxE3PcuEwWjZ4Ot7a23QPaYl~yYM-KMoWo3Dk~wVyGgyPokmnGaSfbrJDQgIBFPiRv8I7P0Pc~1vPCXUT9n5MRrYjaJmTuSUOvV5~Cg9GkTARGjWvFWs9hv1eQOguCVCA-Vz~Q4iQV70Nx8F7fYEsSO~fRqpwt-BE1XJbwVeVo-tbmdzm3qnZgDhxLpSAhGjqkP~Oxtgkg~DHKoLo~XbzzGYu1xzR2KpARLy1kzi7sPg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":114407,"name":"Türk Dili","url":"https://www.academia.edu/Documents/in/T%C3%BCrk_Dili"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="17694556"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/17694556/THE_DISCREPANCIES_OF_AHMET_MITHAT_EFENDI_OR_THE_MAN_INSIDE_A_MAN"><img alt="Research paper thumbnail of THE DISCREPANCIES OF AHMET MITHAT EFENDI OR THE MAN INSIDE A MAN" class="work-thumbnail" src="https://attachments.academia-assets.com/39661204/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/17694556/THE_DISCREPANCIES_OF_AHMET_MITHAT_EFENDI_OR_THE_MAN_INSIDE_A_MAN">THE DISCREPANCIES OF AHMET MITHAT EFENDI OR THE MAN INSIDE A MAN</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In Tanzimat Reform Era, Turkish intellectuals seesawed between old and new, the East and the West...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In Tanzimat Reform Era, Turkish intellectuals seesawed between old and new, the East and the West; and according to their political view, they chose one of the ways as total refusal, total acceptance or synthesis. A. Mithat Efendi is one of the most prominent names of synthesist approach that could be explained as adopting the positive sides of the West without refusing national and moral values. However, trying to balance between the East and the West which have a lot in common as well as having completely opposite value judgements caused some contradictions to rise for Ahmet Mithat Efendi, as for the other various writers. These contradictions were mostly seen between the ideas and practices about the woman. In this study conducted by using scanning model in qualitative research method, the novels &quot;Müşahedat&quot;, &quot;Felatun Bey ile Rakım Efendi&quot;, &quot;Yeryüzünde Bir Melek&quot;, &quot; Diplomalı Kız &quot; and &quot; Jöntürk &quot; have been examined and the findin...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="55cf1aabecd5b0647ace4be0fa523135" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39661204,"asset_id":17694556,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39661204/download_file?st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17694556"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17694556"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17694556; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17694556]").text(description); $(".js-view-count[data-work-id=17694556]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17694556; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17694556']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 17694556, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "55cf1aabecd5b0647ace4be0fa523135" } } $('.js-work-strip[data-work-id=17694556]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17694556,"title":"THE DISCREPANCIES OF AHMET MITHAT EFENDI OR THE MAN INSIDE A MAN","translated_title":"","metadata":{"abstract":"In Tanzimat Reform Era, Turkish intellectuals seesawed between old and new, the East and the West; and according to their political view, they chose one of the ways as total refusal, total acceptance or synthesis. 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In this study conducted by using scanning model in qualitative research method, the novels \u0026quot;Müşahedat\u0026quot;, \u0026quot;Felatun Bey ile Rakım Efendi\u0026quot;, \u0026quot;Yeryüzünde Bir Melek\u0026quot;, \u0026quot; Diplomalı Kız \u0026quot; and \u0026quot; Jöntürk \u0026quot; have been examined and the findin..."},"translated_abstract":"In Tanzimat Reform Era, Turkish intellectuals seesawed between old and new, the East and the West; and according to their political view, they chose one of the ways as total refusal, total acceptance or synthesis. A. Mithat Efendi is one of the most prominent names of synthesist approach that could be explained as adopting the positive sides of the West without refusing national and moral values. However, trying to balance between the East and the West which have a lot in common as well as having completely opposite value judgements caused some contradictions to rise for Ahmet Mithat Efendi, as for the other various writers. 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A. Mithat Efendi is one of the most prominent names of synthesist approach that could be explained as adopting the positive sides of the West without refusing national and moral values. However, trying to balance between the East and the West which have a lot in common as well as having completely opposite value judgements caused some contradictions to rise for A. Mithat Efendi, as for the other various writers. These contradictions were mostly seen between the ideas and practices about the woman.  In this study conducted by using scanning model in qualitative research method, the novels "Müşahedat", "FelatunBeyileRakım Efendi", "YeryüzündeBirMelek", “DiplomalıKız” and “Jöntürk” have been examined and the findings have been collected with document analysis method. In the light of the information obtained with the content analysis method, contradictions about the woman issue in Mithat Efendi’s novels have been revealed. The constraint of this study is the incapability of examining all novels of Mithat Efendi Efendi. This study tries to find out how the life in that period was reflected to the works of art in terms of contradictions about woman issue in Mithat Efendi Efendi’s novels. <br />Keywords: Ahmet Mithat, woman, women's training, marriage, forbidden love.<br /><br />Özet<br />Tanzimat Döneminde Türk aydınları eski ile yeni, Doğu ile Batı arasında bir ikilem yaşamış, siyasi görüşleri doğrultusunda toptan ret, toptan kabul ya da sentez yollarından birini seçmişlerdir. Ahmet Mithat, millî ve manevî değerleri reddetmeden Batı'nın güzel yanlarını almak şeklinde izah edilebilecek sentezci yaklaşımın önde gelen isimlerinden biridir. Ancak birçok ortak noktası olmakla birlikte birbirine taban tabana zıt değer yargıları da olan Doğu ile Batı arasında bir denge kurmaya çalışmak, diğer birçok yazarda olduğu gibi A. Mithat Efendi'de de bazı çelişkiler ortaya çıkmasına yol açmıştır. Bu çelişkiler en çok da kadın konusundaki fikirler ile uygulamalar arasında görülmüştür. Nitel araştırma yönteminde tarama modeli kullanılarak yürütülen bu çalışmada "Müşahedat", "Felatun Bey ile Rakım Efendi", "Yeryüzünde Bir Melek", "Diplomalı Kız", "Jön Türk" romanları incelenmiş, bulgular dokuman analiz yöntemiyle toplanmıştır. İçerik analiz yöntemi ile elde edilen veriler ışığında A. Mithat Efendi'nin romanlarında kadın konusuyla ilgili çelişkiler ortaya koyulmuştur. Bu çalışmanın bir başka hedefi de A. Mithat Efendi'nin romanlarında kadın konusunda görülen çelişkiler zaviyesinden o dönemin yaşantısının eserlere nasıl yansıdığını anlamaya çalışmaktır. Bu çalışmanın sınırlılığı, A. Mithat Efendi'nin bütün romanlarının ele alınamamış olmasıdır. <br />Anahtar Kelimeler: Ahmet Mithat, kadın, kadın eğitimi, evlilik, yasak aşk.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="004ad7711e79858166bffe8f45b41746" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39574021,"asset_id":17549306,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39574021/download_file?st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17549306"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17549306"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17549306; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17549306]").text(description); $(".js-view-count[data-work-id=17549306]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17549306; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17549306']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 17549306, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "004ad7711e79858166bffe8f45b41746" } } $('.js-work-strip[data-work-id=17549306]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17549306,"title":"AHMET MİTHAT EFENDİ’NİN KADIN KONUSUNDAKİ ÇELİŞKİLERİ YA DA ADAM İÇİNDE ADAM","translated_title":"","metadata":{"abstract":"Abstract\nIn Tanzimat Reform Era, Turkish intellectuals seesawed between old and new, the East and the West; and according to their political view, they chose one of the ways as total refusal, total acceptance or synthesis. A. Mithat Efendi is one of the most prominent names of synthesist approach that could be explained as adopting the positive sides of the West without refusing national and moral values. However, trying to balance between the East and the West which have a lot in common as well as having completely opposite value judgements caused some contradictions to rise for A. Mithat Efendi, as for the other various writers. These contradictions were mostly seen between the ideas and practices about the woman. In this study conducted by using scanning model in qualitative research method, the novels \"Müşahedat\", \"FelatunBeyileRakım Efendi\", \"YeryüzündeBirMelek\", “DiplomalıKız” and “Jöntürk” have been examined and the findings have been collected with document analysis method. In the light of the information obtained with the content analysis method, contradictions about the woman issue in Mithat Efendi’s novels have been revealed. The constraint of this study is the incapability of examining all novels of Mithat Efendi Efendi. This study tries to find out how the life in that period was reflected to the works of art in terms of contradictions about woman issue in Mithat Efendi Efendi’s novels. \nKeywords: Ahmet Mithat, woman, women's training, marriage, forbidden love.\n\nÖzet\nTanzimat Döneminde Türk aydınları eski ile yeni, Doğu ile Batı arasında bir ikilem yaşamış, siyasi görüşleri doğrultusunda toptan ret, toptan kabul ya da sentez yollarından birini seçmişlerdir. Ahmet Mithat, millî ve manevî değerleri reddetmeden Batı'nın güzel yanlarını almak şeklinde izah edilebilecek sentezci yaklaşımın önde gelen isimlerinden biridir. Ancak birçok ortak noktası olmakla birlikte birbirine taban tabana zıt değer yargıları da olan Doğu ile Batı arasında bir denge kurmaya çalışmak, diğer birçok yazarda olduğu gibi A. Mithat Efendi'de de bazı çelişkiler ortaya çıkmasına yol açmıştır. Bu çelişkiler en çok da kadın konusundaki fikirler ile uygulamalar arasında görülmüştür. Nitel araştırma yönteminde tarama modeli kullanılarak yürütülen bu çalışmada \"Müşahedat\", \"Felatun Bey ile Rakım Efendi\", \"Yeryüzünde Bir Melek\", \"Diplomalı Kız\", \"Jön Türk\" romanları incelenmiş, bulgular dokuman analiz yöntemiyle toplanmıştır. İçerik analiz yöntemi ile elde edilen veriler ışığında A. Mithat Efendi'nin romanlarında kadın konusuyla ilgili çelişkiler ortaya koyulmuştur. Bu çalışmanın bir başka hedefi de A. Mithat Efendi'nin romanlarında kadın konusunda görülen çelişkiler zaviyesinden o dönemin yaşantısının eserlere nasıl yansıdığını anlamaya çalışmaktır. Bu çalışmanın sınırlılığı, A. Mithat Efendi'nin bütün romanlarının ele alınamamış olmasıdır. \nAnahtar Kelimeler: Ahmet Mithat, kadın, kadın eğitimi, evlilik, yasak aşk.\n"},"translated_abstract":"Abstract\nIn Tanzimat Reform Era, Turkish intellectuals seesawed between old and new, the East and the West; and according to their political view, they chose one of the ways as total refusal, total acceptance or synthesis. A. Mithat Efendi is one of the most prominent names of synthesist approach that could be explained as adopting the positive sides of the West without refusing national and moral values. However, trying to balance between the East and the West which have a lot in common as well as having completely opposite value judgements caused some contradictions to rise for A. Mithat Efendi, as for the other various writers. These contradictions were mostly seen between the ideas and practices about the woman. In this study conducted by using scanning model in qualitative research method, the novels \"Müşahedat\", \"FelatunBeyileRakım Efendi\", \"YeryüzündeBirMelek\", “DiplomalıKız” and “Jöntürk” have been examined and the findings have been collected with document analysis method. In the light of the information obtained with the content analysis method, contradictions about the woman issue in Mithat Efendi’s novels have been revealed. The constraint of this study is the incapability of examining all novels of Mithat Efendi Efendi. This study tries to find out how the life in that period was reflected to the works of art in terms of contradictions about woman issue in Mithat Efendi Efendi’s novels. \nKeywords: Ahmet Mithat, woman, women's training, marriage, forbidden love.\n\nÖzet\nTanzimat Döneminde Türk aydınları eski ile yeni, Doğu ile Batı arasında bir ikilem yaşamış, siyasi görüşleri doğrultusunda toptan ret, toptan kabul ya da sentez yollarından birini seçmişlerdir. Ahmet Mithat, millî ve manevî değerleri reddetmeden Batı'nın güzel yanlarını almak şeklinde izah edilebilecek sentezci yaklaşımın önde gelen isimlerinden biridir. Ancak birçok ortak noktası olmakla birlikte birbirine taban tabana zıt değer yargıları da olan Doğu ile Batı arasında bir denge kurmaya çalışmak, diğer birçok yazarda olduğu gibi A. Mithat Efendi'de de bazı çelişkiler ortaya çıkmasına yol açmıştır. Bu çelişkiler en çok da kadın konusundaki fikirler ile uygulamalar arasında görülmüştür. Nitel araştırma yönteminde tarama modeli kullanılarak yürütülen bu çalışmada \"Müşahedat\", \"Felatun Bey ile Rakım Efendi\", \"Yeryüzünde Bir Melek\", \"Diplomalı Kız\", \"Jön Türk\" romanları incelenmiş, bulgular dokuman analiz yöntemiyle toplanmıştır. İçerik analiz yöntemi ile elde edilen veriler ışığında A. Mithat Efendi'nin romanlarında kadın konusuyla ilgili çelişkiler ortaya koyulmuştur. Bu çalışmanın bir başka hedefi de A. 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Mithat Efendi'nin bütün romanlarının ele alınamamış olmasıdır. \nAnahtar Kelimeler: Ahmet Mithat, kadın, kadın eğitimi, evlilik, yasak aşk.\n","internal_url":"https://www.academia.edu/17549306/AHMET_M%C4%B0THAT_EFEND%C4%B0_N%C4%B0N_KADIN_KONUSUNDAK%C4%B0_%C3%87EL%C4%B0%C5%9EK%C4%B0LER%C4%B0_YA_DA_ADAM_%C4%B0%C3%87%C4%B0NDE_ADAM","translated_internal_url":"","created_at":"2015-10-31T09:34:24.128-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":37337012,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":8372916,"work_id":17549306,"tagging_user_id":37337012,"tagged_user_id":60850606,"co_author_invite_id":911301,"email":"m***z@sakarya.edu.tr","affiliation":"Sakarya üniversitesi","display_order":0,"name":"Mehmet ÖZDEMİR","title":"AHMET MİTHAT EFENDİ’NİN KADIN KONUSUNDAKİ ÇELİŞKİLERİ YA DA ADAM İÇİNDE ADAM"}],"downloadable_attachments":[{"id":39574021,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39574021/thumbnails/1.jpg","file_name":"1188553777_29_Yunus_Senyigit.pdf","download_url":"https://www.academia.edu/attachments/39574021/download_file?st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"AHMET_MITHAT_EFENDI_NIN_KADIN_KONUSUNDAK.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39574021/1188553777_29_Yunus_Senyigit-libre.pdf?1446309032=\u0026response-content-disposition=attachment%3B+filename%3DAHMET_MITHAT_EFENDI_NIN_KADIN_KONUSUNDAK.pdf\u0026Expires=1734500166\u0026Signature=TAuFgVE9M9KBGVJg-lwoOCZu-C-3CW8HoJdWjKPYeAF75A1EQObRi2byxuFXKn4cSxf6yLOo1Zlc8LUXLS-UVLBzoUtIPQBx39PVVMzHuChWu5Qa5GcidtNOoYVR0188cM50XRnbHSt4zP2odTeQsS8cSLWGDCTLTCh12nS-DKCn-1Pl4YIevvaqriU08Grvjpmts1fs~4neUAkfHCcIDoRRQZ7672xRiZhc5YlUoCp~YWpbHZsWfrXeHv2Zcb4AVmSC5zzTqRVFYtj72SYMYGkrRRoGnzoff0e8sisko5bjJcTNunuyG4Lq4JoAJKgVb3u5QnoBq9jdSRKezL43Kw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"AHMET_MİTHAT_EFENDİ_NİN_KADIN_KONUSUNDAKİ_ÇELİŞKİLERİ_YA_DA_ADAM_İÇİNDE_ADAM","translated_slug":"","page_count":19,"language":"tr","content_type":"Work","summary":"Abstract\nIn Tanzimat Reform Era, Turkish intellectuals seesawed between old and new, the East and the West; and according to their political view, they chose one of the ways as total refusal, total acceptance or synthesis. 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Policies ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Abstract<br />First problem experienced in teaching Turkish<br />to foreigners is teaching words. Policies about<br />teaching words built on three main elements.<br />"What will we teach?", "How much will we<br />teach?", "How will we teach?" One of the<br />hardest questions about teaching words is “what<br />kind of way should be adopted”. Purpose of this<br />study is to describe which techniques used at<br />textbooks which used in teaching Turkish to<br />foreigners. Document survey model used in this<br />descriptive study. In this context, “Yeni Hitit”<br />Textbook prepared by Ankara University,<br />analyzed in B1-B2 levels and methods, which<br />used at teaching words, described. Frequencies<br />and percentages used at analysis of collected<br />data. Results of this study reveals, full context,<br />semi-context and context free techniques in<br />teaching words founds same place at relevant<br />textbooks.<br />Keywords: teaching words, context, teaching<br />Turkish to foreigners</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c5c952db02e87a77e495d0a4b7d53443" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":39572334,"asset_id":17546656,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/39572334/download_file?st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="17546656"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="17546656"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 17546656; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=17546656]").text(description); $(".js-view-count[data-work-id=17546656]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 17546656; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='17546656']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 17546656, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c5c952db02e87a77e495d0a4b7d53443" } } $('.js-work-strip[data-work-id=17546656]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":17546656,"title":"YTÖ “Yeni Hitit” Kitabındaki Sözcük Öğretimine Bağlam Temelli Bir Bakış","translated_title":"","metadata":{"abstract":"Abstract\nFirst problem experienced in teaching Turkish\nto foreigners is teaching words. Policies about\nteaching words built on three main elements.\n\"What will we teach?\", \"How much will we\nteach?\", \"How will we teach?\" One of the\nhardest questions about teaching words is “what\nkind of way should be adopted”. Purpose of this\nstudy is to describe which techniques used at\ntextbooks which used in teaching Turkish to\nforeigners. Document survey model used in this\ndescriptive study. In this context, “Yeni Hitit”\nTextbook prepared by Ankara University,\nanalyzed in B1-B2 levels and methods, which\nused at teaching words, described. Frequencies\nand percentages used at analysis of collected\ndata. Results of this study reveals, full context,\nsemi-context and context free techniques in\nteaching words founds same place at relevant\ntextbooks.\nKeywords: teaching words, context, teaching\nTurkish to foreigners"},"translated_abstract":"Abstract\nFirst problem experienced in teaching Turkish\nto foreigners is teaching words. Policies about\nteaching words built on three main elements.\n\"What will we teach?\", \"How much will we\nteach?\", \"How will we teach?\" One of the\nhardest questions about teaching words is “what\nkind of way should be adopted”. Purpose of this\nstudy is to describe which techniques used at\ntextbooks which used in teaching Turkish to\nforeigners. Document survey model used in this\ndescriptive study. In this context, “Yeni Hitit”\nTextbook prepared by Ankara University,\nanalyzed in B1-B2 levels and methods, which\nused at teaching words, described. Frequencies\nand percentages used at analysis of collected\ndata. Results of this study reveals, full context,\nsemi-context and context free techniques in\nteaching words founds same place at relevant\ntextbooks.\nKeywords: teaching words, context, teaching\nTurkish to foreigners","internal_url":"https://www.academia.edu/17546656/YT%C3%96_Yeni_Hitit_Kitab%C4%B1ndaki_S%C3%B6zc%C3%BCk_%C3%96%C4%9Fretimine_Ba%C4%9Flam_Temelli_Bir_Bak%C4%B1%C5%9F","translated_internal_url":"","created_at":"2015-10-31T08:08:33.671-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":37337012,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":8367746,"work_id":17546656,"tagging_user_id":37337012,"tagged_user_id":6301882,"co_author_invite_id":null,"email":"b***e@sakarya.edu.tr","display_order":0,"name":"Bekir İnce","title":"YTÖ “Yeni Hitit” Kitabındaki Sözcük Öğretimine Bağlam Temelli Bir Bakış"}],"downloadable_attachments":[{"id":39572334,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/39572334/thumbnails/1.jpg","file_name":"YTO_yeni_hitit_kitabindaki_sozcuk_ogretimine_baglam_temelli_bir_bakis.pdf","download_url":"https://www.academia.edu/attachments/39572334/download_file?st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&st=MTczNDQ5NjU2Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"YTO_Yeni_Hitit_Kitabindaki_Sozcuk_Ogreti.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/39572334/YTO_yeni_hitit_kitabindaki_sozcuk_ogretimine_baglam_temelli_bir_bakis-libre.pdf?1446303943=\u0026response-content-disposition=attachment%3B+filename%3DYTO_Yeni_Hitit_Kitabindaki_Sozcuk_Ogreti.pdf\u0026Expires=1734500166\u0026Signature=SrHisObqgYCb7KQtkpmHn8~rEGRUk-0pBISU5PY2MBVz4Qkb3o77oOlXaQxtmgEBcaQufWRvamY3QRfe0ITN65SMiXkxGS4oEOGjrVjy3rXq9mdWystj001G6F6EIcrUj1MrrloCbdt6oF~k2YORcm7-qNSqgO0epH0B6L9Ubu2dMjauq76NvFF5K-zd7EzhROS0J2Ri~90pMAwefykIIrl8q~MmJ4IfQ5GMI9G-Ou-aBMSDNnT-YXUm-TYQ8WBkJBBSSEEhTp2pTVPv8uJr4guYCqHNkFi2T9QpItETtT2q0nPAd5Q96syGvH00zkkxrMNumoCKY1JP9biE-wTuRg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"YTÖ_Yeni_Hitit_Kitabındaki_Sözcük_Öğretimine_Bağlam_Temelli_Bir_Bakış","translated_slug":"","page_count":15,"language":"tr","content_type":"Work","summary":"Abstract\nFirst problem experienced in teaching Turkish\nto foreigners is teaching words. 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