Academy of the Hebrew Language

Long folk stories taking root from the past of a nation and shedding light to its future, telling the life of a hero, his heroism, his battles and loves are known as myths. However, the myths that are not put into a written form become stories according to the conditions of their era. This newly formed category is called a "mythical folk story" by the researchers. Stories of Köroğlu is one of them. One of the Turkish World's common heritages is Köroğlu Stories. Numerous versions of stories of Köroğlu who is an epic hero have been narrated in the west and east of the Caspian Sea. Geography of Köroğlu Stories, which have just three variants in our country as Erzurum, Maraş and Istanbul variants of the integrity of the work, is quite wide. The dates on which the stories were put down in paper are after XVIII. century and folktale elements are seen in their narrations as well. Especially poetry sections of its versions, which have poetry and prose properties, and its six poems evaluated by Eşref Ertekin and published in Çorumlu Journal. Çorumlu Journal is a quite rich source in terms of Çorum's culture, traditions and folk literature. In our study, equivalents between six Köroğlu poems seen in Çorumlu Journal and other Köroğlu variants will be analyzed, if any, their similarities and differences will be elaborated. Its compiled and transcribed the poems move from Corum transferred Koroglu and Koroglu, which tells a story with this and over time we also have been forgotten, but it is believed that this can be achieved partly by extensive field work.

Long folk stories taking root from the past of a nation and shedding light to its future, telling the life of a hero, his heroism, his battles and loves are known as myths. However, the myths that are not put into a written form become stories according to the conditions of their era. This newly formed category is called a "mythical folk story" by the researchers. Stories of Köroğlu is one of them. One of the Turkish World's common heritages is Köroğlu Stories. Numerous versions of stories of Köroğlu who is an epic hero have been narrated in the west and east of the Caspian Sea. Geography of Köroğlu Stories, which have just three variants in our country as Erzurum, Maraş and Istanbul variants of the integrity of the work, is quite wide. The dates on which the stories were put down in paper are after XVIII. century and folktale elements are seen in their narrations as well. Especially poetry sections of its versions, which have poetry and prose properties, and its six poems evaluated by Eşref Ertekin and published in Çorumlu Journal. Çorumlu Journal is a quite rich source in terms of Çorum's culture, traditions and folk literature. In our study, equivalents between six Köroğlu poems seen in Çorumlu Journal and other Köroğlu variants will be analyzed, if any, their similarities and differences will be elaborated. Its compiled and transcribed the poems move from Corum transferred Koroglu and Koroglu, which tells a story with this and over time we also have been forgotten, but it is believed that this can be achieved partly by extensive field work.

85 ‫העורכת‬ ‫דבר‬ ‫ותקינות‬ ‫תקן‬ 89 ‫בלשון?‬ ‫התקן‬ ‫מתגבש‬ ‫כיצד‬ ‫בר-אשר‬ ‫משה‬ 99 ‫ימינו‬ ‫בן‬ ‫תקני‬ ‫עברי‬ ‫דקדוק‬ ‫מעמידים‬ ‫כיצד‬ ‫כהן‬ ‫א'‬ ‫חיים‬ ‫היבטים‬ ‫שלושה‬ ‫על‬ ‫רצף:‬ ‫עושר,‬ ‫תקן,‬ ‫גדיש‬ ‫רונית‬ 107 ‫הלשון‬ ‫בתקנת‬ 119 ‫החיה‬ ‫העברית‬ ‫ללשון‬ ‫נורמטיבי‬ ‫דקדוק‬ ‫קביעת‬ ‫גונן‬ ‫עינת‬ 129 ‫אחרות‬ ‫ובלשונות‬ ‫בעברית‬ ‫נורמות‬ ‫קביעת‬ ‫מוצ'ניק‬ ‫מלכה‬ 139 ‫השידור‬ ‫ברשות‬ ‫העברית‬ ‫על‬ ‫אלמגור-רמון‬ ‫רות‬ 146 ‫התקנית‬ ‫העברית‬ ‫בדקדוק‬ ‫התנועות‬ ‫תורת‬ ‫על‬ ‫מישור‬ ‫מרדכי‬ ‫העברית‬ ‫באוניברסיטה‬ ‫העברית‬ ‫ללשון‬ ‫החוג‬ ‫לייסוד‬ ‫שנה‬ 80 ‫העברית‬ ‫ללשון‬ ‫בחוג‬ ‫הראשון‬ ‫המורים‬ ‫דור‬ ‫בר-אשר‬ ‫משה‬ 159 ‫בו‬ ‫הלימודים‬ ‫ותוכני‬ ‫העברית‬ ‫באוניברסיטה‬ 169 ‫ולבלשנותה‬ ‫העברית‬ ‫ללשון‬ ‫האנציקלופדיה‬ ‫על‬ ‫כאן‬ ‫ג'פרי‬

The entire beginning of revernacularization of Hebrew was far from being planned by any public authorized body. It was rather on an individual and sporadic basis. Only later came attempts at the organization of some fragmentary "planning", especially in the areas of pronunciation, spelling, and lexicon, made by some semi-public bodies.

"Neuman, Yishai. 2012-2013. Review of Ilan Eldar, Language Planning in Israel, Jerusalem: The Academy of the Hebrew Language, 2010, Ḥelkat Lashon 45, pp.235-263נוימן, ישי. תשע"ג. על אילן אלדר, תכנון לשון בישראל, ירושלים תש"ע, חלקת לשון 45., עמ' 263-235http://hebrew-academy.huji.ac.il/hotsaalaor/hadash/Pages/eldar2010.aspx"

Communication language gains value by using it correctly. The most important element of language is vocabulary. Communication between people is provided by language but it completes its function with vocabulary used. The vocabulary of an individual is formed by the environment in which he lives, his family and the education he receives at school. The most accurate use of a language is possible with rich vocabulary. The richness and validity of vocabulary is the most important factor in the communication of individuals with each other. The educational environment in which vocabulary develops and enriches is the school. The vocabulary required for the acquisition and transfer of information is given to the student through the textbooks under the leadership of teachers. Textbooks are the most important material that enriches vocabulary during the school period and guides its proper use. Especially Turkish textbooks play a major role in this subject. There are gains in the development of vocabulary of students in Turkish textbooks. Vocabulary is enriched through theme texts and activities in textbooks and a broad horizon of thought is opened to the student. The determination of vocabulary should be directly proportional to the education level and age of the student. The vocabulary gained and enriched by the textbooks; expresses himself to the outside world and provides language pleasure and awareness. Considering the importance of vocabulary,

Reform is not an easy process. It is by and large slow and painful. As English proves to be an efficient tool in the international arena, it is essential that the significance of ELF (English as a Lingua Franca) awareness be reconsidered with particular reference to language policy development, syllabus design, and teacher development. It is essentially the skill that L2 learners should acquire to adapt into diverse situations. When the students who learn English as a foreign language in Turkey are considered, it could be seen that the real problem is not the different pronunciations and the different usages of the words but the different varieties of English that they are not aware of. Mostly, L2 learners have a strong desire to speak like a native speaker thus neglect the different usages, dialects and cultural norms of other Englishes. In addition to all these, a strong initiative for an extensive ELF curriculum including the application methods and techniques has yet to be introduced. Language teaching activities are carried out by using either American or British based course books that contain few local elements such as pictures and dialogues sprinkled throughout the chapters for marketing purposes. Sociocultural, local, historical and international aspects of English are mainly neglected. Taking all these into consideration, this study focused on ELF awareness in EFL (English as a Foreign Language) context in terms of language policy development, syllabus design, and teacher development. For this purpose, the study aimed to investigate what Turkish EFL teachers understand about ELF and how ELF-aware they are by means of a crosssectional survey conducted with 19 participants. Semi-structured follow-up interviews were carried out with four instructors for the purpose of obtaining content analysis and thus bolstering the quantitative results to reach more precise conclusions pertaining to ELF awareness. On the whole, the results of the study revealed that although the transition from EFL teacher to ELF practitioner is not an easy task and clearly necessitates time and encouragement, making teachers aware of the 'plurality of Englishes' and the importance of multiculturalism proved to be valuable in encouraging them to revise their teaching practices within the new developments in English language teaching.

ועד הלשון העברית היה הגוף המרכזי שעסק בתכנון השפה העברית בימי תחייתה כשפת דיבור. הוועד חידש מילים עבריות, קבע כללים להגייה ולכתיב, ועמד במרכז הפעילות למען תחיית העברית והשלטתה כשפת היישוב היהודי בארץ ישראל. במה האמינו חברי הוועד? אילו תפיסות הנחו אותם בעבודתם? איזו עברית עמדה לנגד עיניהם? והאם הצליחו להגשים את תכניותיהם?

ספר זה בוחן את דיוני ועד הלשון בתקופה המכרעת של התגבשות העברית החדשה כשפת דיבור וכתיבה, בשנים 1912 עד 1928, ומתמקד באמונות ובאידיאולוגיות המשתקפות בדיונים על השפה: מה היתה תפיסת עולמם של מחדשי השפה? האם התכוונו להחיות את שפת התנ"ך, או שמא התכוונו שהעברית החדשה תהיה שונה מן העברית התנ"כית? אילו סוגים של עברית החשיבו כראויים, ואילו החשיבו כפסולים? האם שאפו שהעברית תדמה לשפות שמיות אחיות כגון ערבית או ארמית, או שמא העדיפו שהשפה המתחדשת תהיה מערבית ו"אירופית" יותר? אילו פעולות בתחום השפה החשיבו חברי הוועד כדחופות וחשובות במיוחד? האם ניסו להחיות שפה עתיקה או ליצור שפה חדשה? האם היו שמרנים בתפיסותיהם, או שמא היו חדשנים?
המחקר מפריך את הטענה שמתכנני השפה התכוונו להחיות את שפת התנ"ך. בין חברי ועד הלשון היה מגוון רב של דעות, משמרנות קיצונית ועד תביעות לשינויים רדיקליים בשפה, ובצד חברי ועד אחדים שדגלו בדקדוק התנ"כי היו גם קולות שקראו לאמץ דווקא את העברית המשנאית, או לחרוג לגמרי מן הדקדוק המסורתי. בנוסף, המחקר מראה כי התפיסה של השפה העברית כשפה שמית־מזרחית לא היתה האידיאל המרכזי שהנחה את חברי הוועד, וכי למעשה מעולם לא היתה כוונה רצינית ועקבית של כל חברי הוועד להשליט הגייה מזרחית או לראות בשפות השמיות מודל לחיקוי. בראש מעייניהם היה בעיקר הרצון ליצור שפה מודרנית ומערבית.

This paper is part of the research into the study of linguistic and semantic translation problems caused by prepositions, the function of which is known to establish a concrete and abstract relation of semantic compatibility with and between the other lexical items within and across the sentence. One of the primary duties and hurdles of translation is to remove the ambiguity in what is to be translated. The problem of ambiguity to be faced about translating prepositions stems from the polysemous structures of prepositions. In this case, where the translation of the often-used prepositions in two different languages, say, Turkish and English, is at stake, what strategy ought the translator to follow? What kinds of prepositions are rendered inadequately? What kinds of translational mistakes are expected in translating prepositions? Of the linguistic, cultural or personal competence factors, which one is expected to influence the most the translational decisions with regards to prepositions? The aim of this paper is to shed light on these kinds of problems likely to be encountered when translating prepositions. In this scope, how prepositions might dominate the meaning transfer in line with the intended use and function of prepositions will be under discussion.

Catford defines translation by saying, "It is a process of languages where one text in one language is replaced by text in another" (our translation). In general, we can distinguish between two types of translation: scientific translation and literary translation. Both types are problematic, but the translation of the literary text raises distinct problems because the literary text itself has characteristics that distinguish it from other texts, including, but not limited to: the control of expressive function, suggestive power, multiple meanings and plurality of interpretation (Muhammad Jaber, 2005). This paper examines the difficulties and challenges of literary translation. The study deals with the translation of some elements of culture by analyzing the translation of the story of the novelist Lili Spar, translated from French into English entitled: L'Arabe comme un chant secret. We also study the methodology of translation or translation strategy adopted by the translator Skyler Artes (Skyler Artes) to overcome the difficulty of translation of literary text charged with cultural elements. In his book, Translation, Rewriting and the Manipulation of Literary Fame, André Lefevere provided an accurate analysis of the cultural and social factors that dominate the translation process. He stated that it was the ideology and literary style found in the original text when translating. We seek to identify the difficulties and challenges faced by the translator when confronting the translation of literary texts and the means that can be followed to overcome such difficulties by asking the following questions: What are the characteristics of the literary text and what are the difficulties of literary translation? What translation strategy or theory can the translator follow in order to overcome these difficulties? What are the conditions to be met in the literature translator?

Myths, which narrate a common belief or explain some natural phenomena refering to supernatural beings or imaginary people, are known to be the traditional stories that have been transmitted from the ancient times to the present. These traditional stories are considered as history of societies and they serve to explain the world view of these societies. Though they are supernatural, illogical, incoherent and unreasonable, yet a considerable number of peoples, especially peoples from the eastern part of the world, still shape their worldviews in line with them. Hence, it is likely to suggest that this reliance on myths is the most important factor among the other parameters which pave the way to cultural bigotry and generate culture clashes. From this point of view, written by Maxine Hong Kingston, a renowned Chinese-American writer who was born in America, The Woman Warrior: Memoirs of a Girlhood Among Ghosts is likely to be considered as an autobiographical novel which depicts its author's struggles with such myths embeded in her Chineese heritage. In this respect, taking into consideration Kingston's The Woman Warrior which depicts its author's own life, this article aims to put forward how myths are likely to drive a society into cultural bigotry which leads the members of that society to have to struggle with various senses of alienation each of which eventually deracinates the self from its origin when faced with different cultures.

Eleştirel bir okurun bilmesi ve farkında olması gereken propaganda genellikle tek yönlü bir iletişim olarak tanımlanmaktadır. Ülkemizde; uluslararası ilişkiler, halkla ilişkiler, tarih, siyaset, sahne sanatları, radyo-televizyonculuk, kamu yönetimi, iletişim, hukuk, din ve edebiyat alanlarında propaganda konulu çalışmaların sıklıkla yapıldığı eğitim alanında ise propaganda ile ilgili çalışmaların literatürde neredeyse yer almadığı görülmektedir. Oysa Türkçe dersinin özel amaçlarında öğrencilerin okuduklarını eleştirel bir bakış açısıyla değerlendirme amacı yer almaktadır. Bu çalışmada öncelikle eğitim alanında yapılacak propaganda konulu çalışmalara kaynaklık etmek için propaganda için kullanılan teknikleri araştırmak amaçlanmaktadır. Bu amaçla literatür taraması yapılarak propaganda konulu çalışmalara ulaşılmıştır. Doküman taraması yöntemi ile çalışmalarda propaganda amaçlı hangi tekniklerin kullanıldığı araştırılmıştır. Araştırma sonucu ulaşılan bazı propaganda tekniklerinin benzer şekilde açıklanan farklı isimler verilmiş teknikler olduğu görülmüştür. Benzer şekilde açıklanan propaganda teknikleri açıklamaları değerlendirilerek birleştirilmesi önerilmiş propaganda teknikleri sınıflandırılmış ve frekansları oluşturulmuştur. İncelenen çalışmalarla sınırlı olarak frekans değeri en yüksek olan propaganda tekniklerinin Propaganda Analiz Enstitüsünün önerdiği ad takma, kart yığma, tanıklık, halk adamı, parıltılı genellemeler, transfer, tren ve kaçınılmaz zafer teknikleri olduğu ortaya çıkmıştır. İncelenen çalışmalarda duygulara başvurma, basitleştirme, düşmanın saptanması, önyargıların kullanımı, muğlaklık, tekrar, tamamen yalan, akla uygun hale getirme, sloganlar, iddia, kötünün iyisi, ima, üslubu güzelleştirme, bilgiyi işlemden geçirme, karşılaştırma, söylenmemiş kabuller teknikleri sık kullanılan teknikler olarak ortaya çıkmıştır.

Una lettera di Vittore Colorni a Cesare Colafemmina dell’11 febbraio del 1980 e lo sviluppo della grafia ebraica italiana dalla quadrata ebraica palestinese, nelle Scuole ebraiche di Puglia dal X al XII secolo. Si farà un confronto con la grafia che si usa nel primo millennio in Italia meridionale nel corpus degli epitaffi ebraici a partire da quello della Catacomba di Venosa.

‫התשע"ח‬ ‫ירושלים‬ ‫העברית‬ ‫הלשון‬ ‫לחקר‬ ‫עת‬ ‫כתב‬ ‫לה‬ ‫הסמוכים‬ ‫והתחומים‬ ‫התשע"ח‬ ‫ד,‬ ‫חוברת‬ ‫שמונים,‬ ‫כרך‬ ‫העניינים‬ ‫תוכן‬ ‫ם‬ ‫י‬ ‫ר‬ ‫מ‬ ‫א‬ ‫מ‬ ‫ותמר‬ ‫עמר‬ ‫זהר‬ ‫בעברית‬ ‫שהתקבעו‬ ‫מוטעים‬ ‫שמות‬ ‫ותוכיים:‬ ‫ברבורים‬ ‫רוזמרין-זאב‬ 365 ‫ימינו‬ ‫בת‬ ‫בהגהות‬ ‫לקויים‬ ‫תיקונים‬ ‫מקלקל:‬ ‫ונמצא‬ ‫לתקן‬ ‫בא‬ ‫בורר‬ ‫גרשון‬ ‫שמחה‬ 385 ‫למשנה‬ ‫קאופמן‬ ‫יד‬ ‫שבכתב‬ ‫מסורת‬ ‫בניקוד‬ ‫המשנה‬ ‫של‬ ‫יד‬ ‫כתב‬ ‫עוזירי:‬ ‫משנת‬ ‫בן-נון‬ ‫אדם‬ 393 ‫תימן‬ ‫מרכז‬ ‫לפני‬ ‫היחס‬ ‫מילת‬ ‫על‬ ‫לחזרה‬ ‫מורפולוגיות‬ ‫התניות‬ ‫אילני‬ ‫נוגה‬ 427 ‫חוזרים‬ ‫משפט‬ ‫חלקי‬ ‫הפותחת‬ ‫היידוע‬ ‫תווית‬ ‫ההגיעה":‬ ‫הטובה‬ ‫"השמועה‬ ‫שטרן‬ ‫רות‬ 456 ‫בעבר‬ ‫נוטה‬ ‫זיקה‬ ‫פסוקית‬ ‫י‬ ‫ר‬ ‫ו‬ ‫ט‬ ‫ס‬ ‫י‬ ‫ה‬ ‫ה‬ ‫ן‬ ‫ו‬ ‫ל‬ ‫י‬ ‫מ‬ ‫ב‬ ‫ה‬ ‫ד‬ ‫ו‬ ‫ב‬ ‫ע‬ ‫ה‬ ‫ן‬ ‫מ‬ ‫יודיצקי‬ ‫(אליהו)‬ ‫אלכסיי‬ 493 ‫ו"אמבטיס"‬ ‫"אבהטס"‬ ‫התיבות‬ ‫לפתרון‬ ‫שובל-דודאי‬ ‫ונורית‬ ‫על‬ ‫לברט‬ ‫בן‬ ‫דונש‬ ‫בתשובות‬ ‫ל‬ ‫פועַ‬ ‫המונח‬ ‫על‬ ‫עוד‬ ‫געש‬ ‫אמיר‬ 497 ‫סרוק‬ ‫בן‬ ‫מנחם‬ ‫ת‬ ‫ו‬ ‫ר‬ ‫ו‬ ‫ק‬ ‫י‬ ‫ב‬ 505 ‫ותובנות‬ ‫עיונים‬ ‫של‬ ‫אוצר‬ ‫אילן‬ ‫ם‬ ‫חֵ‬ ‫נַ‬ ‫מרובה‬ ‫מחקר‬ ‫המגרב:‬ ‫יהודי‬ ‫של‬ ‫ותרבותם‬ ‫לשונם‬ ‫הנשקה‬ ‫יהודית‬ 516 ‫פנים‬ ‫יעקב‬ ‫מאת‬ ‫ייה‬ ‫יתִ‬ ‫כּ‬ ‫בחַ‬ ‫העברי‬ ‫המרכיב‬ ‫מילון‬ ‫ממן‬ ‫אהרן‬ 522 ‫בן-טולילה‬ 536 ‫במערכת‬ ‫שנתקבלו‬ ‫ספרים‬ V ‫באנגלית‬ ‫תקצירים‬ 492-456 ‫עמ'‬ ‫(תשע"ח),‬ ‫פ‬ ‫לשוננו‬ ‫שטרן‬ ‫רות‬ [ 3 [ ‫שטרן‬ ‫רות‬ 458 ‫מאחוריו‬ ‫עומד‬ ‫ולא‬ ‫מילים,‬ ‫של‬ ‫צורני‬ ‫דמיון‬ ‫על‬ ‫מבוסס‬ ‫החיפוש‬ ‫השו"ת‬ ‫בפרויקט‬ ‫מן‬ ‫החריג‬ ‫המבנה‬ ‫תפוצת‬ ‫נבדקה‬ ‫לא‬ ‫ולכן‬ ‫ומילה,‬ ‫מילה‬ ‫כל‬ ‫של‬ ‫מורפולוגי‬ ‫ניתוח‬ ‫החריג‬ ‫למבנה‬ ‫דוגמות‬ ‫למצוא‬ ‫כדי‬ ‫ההשכלה.‬ ‫לתקופת‬ ‫ועד‬ ‫האחת-עשרה‬ ‫המאה‬ ‫של‬ ‫צורות‬ ‫השו"ת‬ ‫בפרויקט‬ ‫חיפשתי‬ ‫הגאונים‬ ‫לתקופת‬ ‫יותר‬ ‫מאוחרות‬ ‫בתקופות‬ ‫נופו‬ ‫החיפוש‬ ‫ומתוצאות‬ ‫הידיעה,‬ ‫ה'‬ ‫לפניהם‬ ‫שבאה‬ ‫עבר‬ ‫בזמן‬ ‫בלבד‬ ‫מסוימים‬ ‫פעלים‬ ‫רלוונטיות.‬ ‫שאינן‬ ‫התוצאות‬ ‫כרונולוגית‬ ‫סקירה‬ ‫המקרא‬ ‫לשון‬ 1.1 ‫בתווית‬ ‫או‬ ‫שֶׁ‬ ‫אשר,‬ ‫הזיקה‬ ‫בכינויי‬ ‫נפתחות‬ ‫בבינוני‬ ‫זיקה‬ ‫פסוקיות‬ ‫המקראית‬ ‫בעברית‬ ,)13 ‫כח‬ ‫(בר'‬ ‫ולזרעך"‬ ‫אתננה‬ ‫לך‬ ‫עליה‬ ‫ב‬ ‫כֵ‬ ׁ ֹ ‫ש‬ ‫אתה‬ ‫ר‬ ‫שֶׁ‬ ‫אֲ‬ ‫"הארץ‬ ‫לדוגמה:‬ 6 ‫היידוע,‬ ‫צאן‬ ‫היה‬ ‫אברם‬ ‫את‬  ‫ֹלֵ‬ ‫ה‬ ‫הַ‬ ‫ללוט‬ ‫"וגם‬ ,)1[ ‫ט‬ ‫(קה'‬ ‫רעה"‬ ‫במצודה‬ ‫ים‬ ‫זִ‬ ‫חָ‬ ‫אֱ‬ ֶ ‫נּ‬ ֶ ׁ ‫ש‬ ‫"כדגים‬ ‫בפתיחת‬ ‫במקרא‬ ‫מופיעה‬ ‫איננה‬ ‫היידוע‬ ‫תווית‬ ‫כלל‬ ‫בדרך‬ .)5 ‫יג‬ ‫(בר'‬ ‫ואהלים"‬ ‫ובקר‬ ‫במקרים‬ ‫בבינוני.‬ ‫שליליות‬ ‫זיקה‬ ‫בפסוקיות‬ ‫לא‬ ‫ואף‬ ‫בעתיד,‬ ‫או‬ ‫בעבר‬ ‫זיקה‬ ‫פסוקית‬ ‫ה'‬ ‫דבר,‬ ‫של‬ ‫כללו‬ . ּ ‫וזו‬ ‫ה‬ ‫זֶ‬ , ‫שֶׁ‬ ‫ר,‬ ֶ ׁ ‫ש‬ ‫אֲ‬ ‫האחרים:‬ ‫המקראיים‬ ‫המשעבדים‬ ‫ישמשו‬ ‫האלה‬ 7 ‫הבינוני,‬ ‫צורת‬ ‫שמנית,‬ ‫לצורה‬ ‫צמודה‬ ‫כשהיא‬ ‫רק‬ ‫במקרא‬ ‫מופיעה‬ ‫זיקה‬ ‫ככינוי‬ ‫היידוע‬ ‫שלילה.‬ ‫לתוויות‬ ‫או‬ ‫לפועל‬ ‫בצמידות‬ ‫מופיעה‬ ‫איננה‬ ‫והיא‬ ‫הכתיב‬ ‫מן‬ ‫עולים‬ ‫שמונה‬ ‫רק‬ ‫מתוכם‬ ‫הזה,‬ ‫לכלל‬ ‫חריגים‬ ‫עשרים‬ ‫מצויים‬ ‫במקרא‬ ‫כבר‬ ‫עולים‬ ‫החריגים‬ ‫שאר‬ ‫המאוחרים.‬ ‫בספרים‬ ‫באים‬ ‫הללו‬ ‫השמונה‬ ‫מתוך‬ ‫ושבעה‬ ‫העיצורי,‬ ‫העיצורי.‬ ‫לטקסט‬ ‫המאוחרת‬ ‫והטעמים,‬ ‫הניקוד‬ ‫ממערכת‬ ‫הכתיב‬ ‫מן‬ ‫העולים‬ ‫חריגים‬ 1.1.1 ‫מוקדמים‬ ‫ספרים‬ ‫על‬ ‫רגליכם‬ ‫את‬ ‫שימו‬ ‫קרבו‬ ‫אתו‬ ‫א‬ ּ ‫כו‬ ‫לְ‬ ‫הָ‬ ‫הֶ‬ ‫המלחמה‬ ‫אנשי‬ ‫אל-קציני‬ ‫ויאמר‬ .1 .)[4 ‫י‬ ‫(יהו'‬ ‫צואריהם‬ ‫על‬ ‫רגליהם‬ ‫את‬ ‫וישימו‬ ‫ויקרבו‬ ‫האלה‬ ‫המלכים‬ ‫צוארי‬ ‫מאוחרים‬ ‫ספרים‬ ּ ‫ימו‬ ִ ‫ר‬ ‫הֵ‬ ‫הַ‬ ‫אלהינו‬ ‫בית‬ ‫תרומת‬ ‫הכלים‬ ‫ואת‬ ‫הזהב‬ ‫ואת‬ ‫הכסף‬ ‫את‬ ‫להם‬ ‫ואשקלה‬ .[ .)[5 ‫ח‬ ‫(עז'‬ ‫הנמצאים‬ ‫ישראל‬ ‫וכל‬ ‫ושריו‬ ‫ויעציו‬ ‫המלך‬ .)14 ‫י‬ ‫(עז'‬ ‫נכריות‬ ‫נשים‬ ‫יב‬ ִ ׁ ‫ֹש‬ ‫ה‬ ‫הַ‬ ‫בערינו‬ ‫אשר‬ ‫וכל‬ ‫הקהל‬ ‫לכל‬ ‫שרינו‬ ‫נא‬ ‫יעמדו‬ .3 .)17 ‫(שם‬ ‫הראשון‬ ‫לחדש‬ ‫אחד‬ ‫יום‬ ‫עד‬ ‫נכריות‬ ‫נשים‬ ּ ‫יבו‬ ִ ׁ ‫ֹש‬ ‫ה‬ ‫הַ‬ ‫אנשים‬ ‫בכל‬ ‫ויכלו‬ .4 ‫כל‬ ‫צרויה‬ ‫בן‬ ‫ויואב‬ ‫נר‬ ‫בן‬ ‫ואבנר‬ ‫קיש‬ ‫בן‬ ‫ושאול‬ ‫הראה‬ ‫שמואל‬ ׁ ‫יש‬ ‫דִּ‬ ‫קְ‬ ‫הִ‬ ‫הַ‬ ‫וכל‬ .5 .)[8 ‫כו‬ ‫(דה"א‬ ‫ואחיו‬ ‫שלמית‬ ‫יד‬ ‫על‬ ‫המקדיש‬ ‫כל‬ ‫התנדבתי‬ ‫לבבי‬ ‫בישר‬ ‫אני‬ ‫תרצה‬ ‫ומישרים‬ ‫לבב‬ ‫בחן‬ ‫אתה‬ ‫כי‬ ‫אלהי‬ ‫וידעתי‬ .6 .)17 ‫כט‬ ‫(שם‬ ‫לך‬ ‫להתנדב‬ ‫בשמחה‬ ‫ראיתי‬ ‫פה‬ ּ ‫או‬ ‫צְ‬ ‫מְ‬ ִ ‫נּ‬ ‫הַ‬ ‫עמך‬ ‫ועתה‬ ‫אלה‬ ‫בבינוני;‬ ‫פועל‬ ‫לפני‬ ‫רק‬ ‫ולא‬ ‫נדירות,‬ ‫לעיתים‬ ‫זיקה‬ ‫כינוי‬ ‫לשמש‬ ‫יכולה‬ ‫היידוע‬ ‫תווית‬ ‫בערבית‬ ‫גם‬ .6 .[70-[69 ‫עמ'‬ ,1985 ‫רייט,‬ ‫עיין‬ .165 ‫עמ'‬ ,1998 ‫דרייבר,‬ ‫ראה‬ ‫במקרא‬ ‫השמני‬ ‫הבינוני‬ ‫על‬ .7 [ 5 [ ‫שטרן‬ ‫רות‬ 460 ‫יאמר‬ ‫ואל‬ ‫עמו‬ ‫מעל‬ ‫ה'‬ ‫יבדילני‬ ‫הבדל‬ ‫לאמר‬ ‫ה'‬ ‫אל‬ ‫ה‬ ‫וָ‬ ‫לְ‬ ִ ‫נּ‬ ‫הַ‬ ‫הנכר‬ ‫בן‬ ‫יאמר‬ ‫ואל‬ .[0 .)3 ‫נו‬ ‫(יש'‬ ‫יבש‬ ‫עץ‬ ‫אני‬ ‫הן‬ ‫הסריס‬ ‫לא‬ ‫מודרניים‬ ‫חוקרים‬ ‫ואף‬

The aim of this article is to verify the relationship of the literature with aesthetics. In this study, it was mainly focused on the terms about aesthetics values, beau ideal, truth, pretty, beneficial and supreme. The answer of "which aesthetics values are to be considered while reading and listening of a literary text and how?" was searched. The different point of views to the aesthetics values were analyzed and in which aspects to a literary text had to be looked was propounded via compilations. To be able to incline to the beau ideal and decent and to have an aesthetics perspective were come up with the help of the philosophers' view points. It was tried to correspond to a literary text with aesthetics values, beau ideal and decent. Firstly, the render of an art work was clarified because of the reason that aesthetics and aesthetics values were concerned about the art down the ages and then, the aesthetics theme was probed. After telling the relationship of art and aesthetics with each other, art and aesthetics were studied separately. Later, the research gained importance on aesthetics values. It was emphasized the definitions of the art, aesthetics and aesthetics values from past to present. The knowledge about the aesthetics values, especially the ideas on the definitions of beau idea, was given with the studies of the philosophers who had made researched on this subject. It was made a statement of the beau idea, truth, beneficial, supreme, pretty and fine which are the main primary resource of the aesthetics.

Many students lack fluency in English as a foreign language (EFL) reading. Like in first language settings, repeated reading is proposed as an instructional method to improve fluency in EFL too. Present study investigates the effects of repeated reading on students' reading fluency and comprehension in EFL. 11 students studying at English Language Teaching (ELT) program participated in the study. Three texts consisting of 2,252 words in total were divided into 8 passages. The study lasted 8 sessions and the students were asked to read each passage 7 times in each session. A pretest and posttest were used in order to see whether repeated reading would improve students' fluency and comprehension in L2 reading. The results showed that there was not a significant change in students' fluency. However, students' reading comprehension improved significantly. It was discussed that while 8 sessions were not enough to develop students' reading fluency, it helped them to enhance their reading comprehension. It is suggested for future research that a longer treatment would be needed for improving reading fluency.

Idioms are very important for every language in terms of reflecting the viewpoints and ideas of the nations to life and actions. The Idioms which its most important resource is nation can be settled as translated elements from a language into another language. This situation is mostly valid for the societies which have familiar relations regarding cultural effects. There are also idioms which are formed the same words and have the mutual or similar expressions between the different cultures. The appearances of these sort of idioms are explained as the definition of the different societies for the familiar actions in the same way, not as translations. The idioms are extremely important materials for a culture which is handled in this work. The idioms which include the words "agız", "köz" and "yüz" in the Uigur texts translated from Chinese are examined as comparatives. The situations of the idioms in Chinese which have the words "agız", "köz" and "yüz" were located in Uigur were handled and it was examined whether another words could be used during the translations. The determination of the idioms in the translated texts and the discovery whether the idioms were gained to the language by translation or adaptation are important when it is given a thought that the idioms are values which belong to the societies at issue. The translation of the idioms are not an easy work. If the different cultures at issue, a direct translation cannot always give the meaning which is expected. For example the frequency of using the relativity names like mother, father etc. and the animal names like horse, camel etc. which are important in Turkish culture and used in idioms are not same in every culture. By the way, despite the existence in next periods and the multiplicity of the number of the idioms which are formed by the animal names and relativity names at issue above, it is a remarkable subject that the number of idioms formed by animal names were very insufficient in the age of Old Turkic. In Turkish the direct translations of the idioms formed by these words don"t have influence upon native speakers of Turkish. Therefore the examination of the idioms in translated texts are important. In this manner, it can be possible to suggest an idea whether the translated texts reflects culture. Organ names which are the best representatives of the main lexicon are always important in the form of the idioms and proverbs in Turkish as every language. From the past to the present especially the number of the idioms formed by the organ names which replaced in head is too many.

This study was conducted to find out the promotion and integration of 21 st century skills into the teaching practices of the EFL instructors. Another aim of the study was to reveal the perceptions of EFL instructors about the use and teaching of 21 st century skills. The participants of the study were 22 EFL instructors between the ages of 25 to 30 and were selected by using purposive sampling method. In the study, two data collection tools were addressed to find answers to the research questions. A survey which was adapted from Ravitz's (2014) 'A Survey for Measuring 21 st Century Teaching and Learning' was used to find out the promotion and integration of 21 st century skills into the teaching practices of the EFL instructors. On the other hand, a semi structured-interview was conducted to reveal the perceptions of EFL instructors about the use and teaching of 21 st century skills. While the data obtained through the survey was analyzed by using SPSS 22 statistical package, the data obtained from the semi-structured interviews of the participants were analyzed by adopting a categorical-content analysis strategy. The findings of the study indicated that the use and teaching of 21 st century skills both for the teachers and learners provide many benefits in the education process. It is also confirmed that the EFL instructors are aware of the importance of 21 st century skills and use them as much as possible in their teaching practices.

Reform is not an easy process. It is by and large slow and painful. As English proves to be an efficient tool in the international arena, it is essential that the significance of ELF (English as a Lingua Franca) awareness be reconsidered with particular reference to language policy development, syllabus design, and teacher development. It is essentially the skill that L2 learners should acquire to adapt into diverse situations. When the students who learn English as a foreign language in Turkey are considered, it could be seen that the real problem is not the different pronunciations and the different usages of the words but the different varieties of English that they are not aware of. Mostly, L2 learners have a strong desire to speak like a native speaker thus neglect the different usages, dialects and cultural norms of other Englishes. In addition to all these, a strong initiative for an extensive ELF curriculum including the application methods and techniques has yet to be introduced. Language teaching activities are carried out by using either American or British based course books that contain few local elements such as pictures and dialogues sprinkled throughout the chapters for marketing purposes. Sociocultural, local, historical and international aspects of English are mainly neglected. Taking all these into consideration, this study focused on ELF awareness in EFL (English as a Foreign Language) context in terms of language policy development, syllabus design, and teacher development. For this purpose, the study aimed to investigate what Turkish EFL teachers understand about ELF and how ELF-aware they are by means of a crosssectional survey conducted with 19 participants. Semi-structured follow-up interviews were carried out with four instructors for the purpose of obtaining content analysis and thus bolstering the quantitative results to reach more precise conclusions pertaining to ELF awareness. On the whole, the results of the study revealed that although the transition from EFL teacher to ELF practitioner is not an easy task and clearly necessitates time and encouragement, making teachers aware of the 'plurality of Englishes' and the importance of multiculturalism proved to be valuable in encouraging them to revise their teaching practices within the new developments in English language teaching.

Spelling is defined as transposition of the language by standard rules. The spelling of a given vocabulary in a language based on the valid pronunciation of the period, and gets a different and new forms with the suffixes attached to the base. Language becomes standard by compromise on the use of people in verbal and written communication. This standardization may differ depended on the size of the territory on which the language is spoken, on the alphabets being used and finally on time. An aim of the language education at schools is to eliminate this differentiation and teach a common communication language. It is known that schools have not been successful with regard to this aim. Although there are other reasons, an important factor for this situation is that curriculums and teaching materials do not include enough teaching strategies and sample applications. In this study the activities of spelling teaching in Turkish lesson student workbooks were analyzed quantitatively and qualitatively. In addition, the activities related to teaching spelling found in teaching materials which are well accepted in literature have been compiled. Accordingly, content analysis of internet sites and teaching materials have been made, and the sample activities which are compatible with the properties of Turkish vocabulary and which are easy-to-use in the class and effective for teaching orthography have been introduced.

Relying on contemporary Linguistics, this study seeks to examine descriptive and interpretive structures for a number of theories, models and linguistic concepts by examining our ability to describe and interpret kinship words in a specific language code which is Al-Zamakhshari blog which represents the reality that is taken from Arabic culture with its different language representations. The study concluded that the theories, models and linguistic concepts are able to describe the Kinship Field in Arabic as an independent field. These words are undergo in the order they are received in texts to the tribe and Gender laws. So that the social linguistic perceptions can explain many of problems which observed in the semantic field for kinship words in Arabic.

Şahabettin Süleyman, one of the important names of Fecr-i Âtî, is a remarkable name with his theorist as well as his art. Şahabettin Süleyman, who left many works in his short life, and his theatrical story attract attention because they are still discussed in Turkish literature. The theatrical story can be described roughly as a narrative that progresses through dialogues. This species, whose limits and characteristics can not be determined completely, became fashionable with the period of Fecr-i Âtî and then left its place to radio plays. Reşat Nuri, Yakup Kadri, Osman Cemal and Ercüment Ekrem all make up one of the areas that have not been sufficiently concentrated in Turkish literature and it is understood that the accuracy of the new research will increase. Şahabettin Süleyman named and started this kind of works he gives in the book titled Fırtına. In addition to the work Fırtına, the author also has theatrical story remaining in the magazines. In this article, the historical development of the theatrical story will first be processed. The different definitions on the genre, the boundaries that the literary scientists have determined about the genre will be studied, and the nominations they prefer in the works of authors giving examples of theatrical story will be searched. In the following, Süleyman's theatrical story in the Ottoman Turks, which have not yet been transmitted, will be examined and the author will use the technique and the extent to which he uses the psychological and sociological data. The authors' male and female roles, the sexist perspective directed at women, and the autobiographical influences reflected in the stories will be discussed.

Enunciation Theory and Pragmatics have been one of the most common research topics recently in the field of Teaching a Foreign Language. Pragmatic competence, as it is defined in CEFR, refers to the ability to comprehend, construct utterances which are accurate and appropriate to the social and cultural circumstances where communication occurs. It should be one of the leading goals of language teaching since students must know many pragmatics elements in the target language in order to avoid inaccuracies and misunderstandings during communication. Thus, it is crucial that the materials should be developed and designed in a way that they help learners improve their pragmatic competence. In this article, the notions of enunciation and pragmatics, their roles and contributions to teaching a foreign language are discussed thoroughly with reference to literature and a sample material has been developed for learners of Turkish as a second/foreign language at A2 level. As for the material which has been developed, a social context of real estate agency has been chosen and one reading and one listening text have been prepared with activities.

This article is an analytic study focusing on the new vision of death appeared through the poem entitled Demain dès l'aube by Victor Hugo. This poem appears in his collection Les Contemplations. Hugo writes it on the eve of the 4 th anniversary of the death of his daughter Léopoldine. He describes both his itinerary and his feelings during his journey to his daughter's grave. Interdisciplinary methods were used, to approach the study objective, through two references. The first reference is L'Analyse structurale des récits by Roland Barthes. The second reference is L'Intelligence émotionnelle by Daniel Goleman. Two results were obtained from this study. Firstly, Hugo makes from himself a role model as a human being and as a poet. As a human being, Hugo has mourned his daughter a lot, but as a poet, he manages to make his sadness and his pain an inexhaustible source of poetic inspiration. Secondly, the fact of mixing between literature and psychology makes the first discipline is a domain going beyond its romantic and poetic role, in order to take root in our daily life, on the one hand and a language of sharing between humanity on the other hand.

From a historical perspective, the disabled are considered at the bottom level of social hierarchy. This can be deduced from the occurring proverbs in Turkish, English and German but also from proverbs available in the rest of the world. The stereotypes including expressions related to physical and mental disability such as "blind, deaf, dumb, lame, mad" in Turkish, English and German were investigated within the scope of this study by considering the importance and necessity of several studies related to the disability and the negative positions that the disabled are in. The disability expressions examined in this research were presented with examples from Turkish, English and German languages. These retrieved expressions were attempted to be coded with the corresponding answers through cross-linguistic examination on the basis of three equivalence values; exact, partial and none. This lexicographical study revealed that the examined proverbs and idioms were used in single sentences and implied figurative meanings in terms of stylistics. In addition, it was found that the disability cases were more frequently used within physical expressions than the mental expressions. Based on the proverbs and idioms of English, German and Turkish, the linguistic approaches of these three cultures were compared and reflections of socio-cognitive in macro-level, and language education and translation in micro-level were presented in an attempt to contribute to the field in cross-cultural soundness.

One of the methods for listening is critical listening, in Turkish course curriculum. Critical listening is a student-centered method as it involves students to the process. The active role of students and the aim of finding their own truths are the main purposes of critical listening. The aim of this study is to develop a valid and reliable attitude scale consisting of Likert type scale items for measuring the attitude against critical listening. The study group includes 200 of Dumlupınar University Teaching Department students, studied in 2015-2016 academic year. The group consists of 120 female and 80 male students. Kaiser-Meyer-Olkin(KMO) value of the scale was found as 793, and Bartlett's test of sphericity value is found as (x 2 =957,551; sd=190 p<.,000). The students were asked for the answers of scale items which are applied as pre-trials and asked for experts' opinions. Scale items were prepared by researcher by scanning the literature and taking experts' opinions. 80 items of first scale was reduced to 39 according to the advices of experts. 32 of the items include positive judgments, while 7 of them include negative ones. The items which include negative judgments have given points inversely. Cronbach's Alpha reliability which is used for calculating the internal consistency of the scale was found as 816. As the result of factor analysis, it is observed that the scale has divided into 3 sub-dimensions. The findings show that the scale is valid and reliable. The scale can be used for measuring the critical listening attitudes of teacher candidates.

Many students lack fluency in English as a foreign language (EFL) reading. Like in first language settings, repeated reading is proposed as an instructional method to improve fluency in EFL too. Present study investigates the effects of repeated reading on students' reading fluency and comprehension in EFL. 11 students studying at English Language Teaching (ELT) program participated in the study. Three texts consisting of 2,252 words in total were divided into 8 passages. The study lasted 8 sessions and the students were asked to read each passage 7 times in each session. A pretest and posttest were used in order to see whether repeated reading would improve students' fluency and comprehension in L2 reading. The results showed that there was not a significant change in students' fluency. However, students' reading comprehension improved significantly. It was discussed that while 8 sessions were not enough to develop students' reading fluency, it helped them to enhance their reading comprehension. It is suggested for future research that a longer treatment would be needed for improving reading fluency.

Background: Turkish language has a long history and it has been spoken by millions of people around the world. Not only children of Turkish families living abroad but also many people in European, Asian and African countries have begun to learn Turkish as a result of bilateral relations between countries and cultural interaction after exchange programmes such as Erasmus +. The number of studies carried out as to how to teach Turkish to foreign learners is increasing gradually. Aim: The main aim of this study is to produce a list of Turkish words with their IPA transcriptions in order for the learners of Turkish as a Foreign Language to produce and pronounce the words in a correct way that will result in their autonomy and self-esteem in command of Turkish. Method: A phonetic alphabet symbols list was prepared based on the IPA (International Phonetic Alphabet) to meet the need to teach visually the pronunciation of some basic Turkish words selected from Assoc.Prof.Fatma AÇIK's list of A1-A2 level Turkish words. Conclusion: A list of IPA transcription of words has been created and appended to the article. However, the list needs developing by adding more words. The study should also be broadened and applied to all levels of Teaching of Turkish as a Foreign Language (TTFL).

The purpose of the present study is to describe the diversity and frequency of rhetorical relations that ensure the consistency in informative texts in middle school (5 th , 6 th , 7 th and 8 th grades) Turkish language textbooks. Semantic relations in the texts were examined within the framework of Rhetoric Structure Theory, and the outlook of rhetorical relations were defined according to grade levels. Only informative texts in the textbooks were selected. Listening texts and free reading texts were excluded from the study. The selection of informative texts was made on the basis of the text type classification determined by the Ministry of National Education. Informative texts at each grade level were identified and classified in terms of sub-text types. While some text types were represented at every grade level (such as articles), some text types were limited to one or a few grade levels (such as criticism, instructions). In the study, the paragraphs were handled as the basic unit, and the rhetorical relation views that ensure consistency in the whole and in the paragraph background were presented in a tabular form. It was observed that the relations used in the texts mostly clarified the text types and the rhetorical relations differed in terms of frequency and diversity distribution according to the grade levels. In addition, at the lower grade levels (especially the 5th grade), the genres (such as cartoons) familiar to the student were used in order for the student to have a positive attitude towards informative texts.

Bosna Hersek gerek coğrafî konumu gerekse sahip olduğu özel alfabe ve kültürel alt yapıyla hem Osmanlı’nın fethinden önce hem de sonrasında Balkanlar içinde özel bir öneme sahiptir. Fatih Sultan Mehmet'in 1463 yılında Bosna-Hersek'i fethinden itibaren Türk–İslam kimliğiyle tanışan Bosna, aynı zamanda Boşnakların severek ve isteyerek Türkçeye yönelmelerine vesile olur. Hasan Kâfi’nin Usûlü’l – hikem fi nizâmi’l-âlem, Mollâ Mustafa Başeski’nin Rûz-nâme, Salih Sıdkî’nin Tarih-i Bosna adlı eserleri bu bağlamda önemli eserlerdir. Bosna Hersek’te yetişen 128 Divân şâîrinden söz edilir. Behar, Bosna, Bosnjak, Bosnjak Kalender, Djulistan, El-Hidaye, Gajret, Gajret Kalender, Hikmet, Misbah, Jenji Misbah, Mearif, Nada, Narodna Uzdanica, Neretva, Nova Behar, Rehber, Takvim ve Vatan gazeteleri başta olmak üzere çok sayıda süreli yayın Bosna’nın kültürel anlamda aktif olduğunun göstergesidir. Yayınlanan bu gazetelerin en önemlilerinden biri Vatan gazetesidir. 1878’de Berlin’de imzalanan ...

A tale, one of the verbal translations of cultural memory, is a kind of story-based creativity, lived and narrated, and teachers are set out from the case studies. It is a reminder and value conveyor of social memory with this feature. Cultural continuity is realized through the transfer of value, in the kind of tale that carries traces of the tradition, intuition, life philosophy of the society that it creates. In addition to this social function, the tale is also a guide to the ability of the individual to understand the environment in which he lives, to achieve good, to the right. A lot of emotions and thoughts, person, event, object and space in the connection, especially out of the way is explained by way out. In this context, on the one hand, there are specimen persons and situations which are idealized and desired to be based on good and bad contrast, and on the other side are avoided, unwanted events and persons. One of the emotions associated with evil, especially in the content created on the basis of opposition, is "fear". Fear in tales object, person, and space, and is often used to illustrate and challenge the difficulties and dangers encountered in everyday life, to alienate and alienate others, to exemplify the evils that may arise in life, and to warn others. The value system of cultural content constitutes the content of horror, thus trying to create a behavior of escaping and warning, usually in connection with bad and fear. In this context, the multifaceted socio-psychological meanings of the cultural structure of fear come to light. There is not only psychological dimension of horror in Turkish tales, but also philosophical and sociological meaning sub-structure. The form of expressing fear requires a multidimensional analysis of meaning in this context. In this declaration, the elements of the horror in the Turkish tale will be identified, the symbolic codes and discourses will be analyzed and their function will be discussed.

The aim of the research is to develop a new method about speaking skill and state the effect and practicality of this method on students. SOMET method is developed and carried out based on body of literature by researchers. Somet method consists of six steps; giving information about method, determining teams, electing learders, giving the topics and discussing with the team, the team members' speaking in turn and evaluation of the team. The mixed method was used in the research. Pretest-Posttest control group experimental type was used to find out the effect of SOMET method on students. Besides that, students and teachers' opinion was asked about the practice of SOMET method. The working group is comprised of experimental and control groups. They are 82 fourth grade elementary school students. While SOMET method was being applied on experimental group, teachers' book practices are given to control group. This study was carried out by six participants and within six weeks. Before the research was given to students, reading comprehension test was used to measure pre and post comprehension skills of the student. Also, half-structured interviewing form for the teacher's opinion about SOMET method and focus group interviewing form for the students' opinion about SOMET method is used. The research reveals that SOMET method became effective on students' comprehension skills. According to teachers' and students' opinion, it reduces the public speaking anxiety and speaking in front of the class, boosts the self confidence, improves fluent speaking skill, decreases ambiguity and in coherency during speaking, stops students go off the subject and helps them to speak in content integrity. Therefore, as one of the speaking skill method SOMET is suggested to teachers and Turkish curriculum preparer.

The aim of this research is to determine the views of Turkish language teachers who teach Turkish as a second language on the teaching of words. The research is designed according to the screening model. The study group consists of 10 Turkish teachers working in public schools in Istanbul. The research data was collected in a semi-structured interview form consisting of 8 questions. The obtained data were evaluated by content analysis. As a result of the research, it was revealed that Turkish teachers did not find adequate the education that they received before they started their job and did not have sufficient knowledge about the methods and techniques used in word teaching. It was determined that they mostly use teaching, explanation and reinforcement strategies in word teaching; chose the target words which are used frequently in daily life and suitable for children's level; use course books and Smartboard as course material. Games and animations are mostly used as vocabulary teaching method. For assestment they use traditional techniques like Pictes exams, tests, worksheets, question-answer and matching. It has been revealed that the teachers express that students often have problems in the teaching of words such as being unable to make sense of words, not being able to distinguish them, not being able to fully understand the meaning of the word, not being able to pronounce them. Instead of a uniform teaching method, different teaching methods should be used according to the levels of the students, and activities that will ensure the active participation of the students should be included. The target words should be chosen according to the principle of daily life, the instruction should be supported with visual and auditory materials, the materials used should be enriched and awareness should be raised about the psychological status of the students.

The names of colors are important in the framework of showing the perception of the world of natives and creating of language's vocabularies. When natives call colors they have the inspiration from the nature and what they are in interaction. Orkhon Inscription which was erected in the eighth century includes some colors names like ak, kara, al, kök, sarıg, yaşıl and it shows even at that time Tukic language was progressed by having many colors' names. On this reason, inscriptions are important to show the colors' names of the era. On the other hand there are some names which have been discussed whether they are colors' name or not. One of these words is azman. This word is used twice in the inscriptions and each time it was used in front of at (horse). In this work az which is accepted it has relation with azman is examined to find their relation. This word's meaning-az-is given mustela erminea, ermin in the dictioniaries. By the time, Turkish people are inspired from this animal and they refer az as yellow so it is possible to see in some dictioniaries az (s>z) as yellow color. The word of azman is thought it is related to az. In this essay, we tried to show there is not only one "azman" with one meaning there are different meanings of azman but only one of them which refers color is used in Orkhon Inscriptions.