Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
265
result(s) for
"Turkish language Dictionaries"
Sort by:
The effect of the conceptual metaphor theory on the teaching of orientation idioms in teaching Turkish as a foreign language
The Challenge Learners who attend a foreign language course aim to learn the lexis and grammar of that language and develop their basic language skills. Does this mean that idioms which are among the essential elements of any language are taught at a satisfactory level to learners? Can learners be taught a strategy that would enable them to guess the meanings of unknown idioms in the contexts they are used? This article presents the results of a study that developed activities to teach idioms that contained orientation metaphors and incorporated them into a language program. In this study, the effects of the conceptual metaphor theory (CMT) on the teaching of orientation idioms was investigated. The study was designed as an action research project and was conducted with 45 B2 level students from 21 countries who were native speakers of 10 different languages. The students were learning Turkish to pursue the undergraduate degrees in Turkish universities. The students were learning and using Turkish for their daily interactions with Turkish people but continued to use their native languages in their closely knit communities. Thus, they formed good examples of true bilingual individuals. At the planning stage of the study, the orientation idioms in the Turkish as a foreign language course books were identified to be used in the teaching activities during the study and a list of orientation idioms was prepared. The students were asked to write the meanings of those idioms and use each one in a sentence to determine whether they had already learned those idioms. The orientation idioms in the B2 level course books were taught through activities based on CMT. At the end of the study, the students were asked to write the meanings of the idioms and use each one in a sentence once again. Pre‐ and poststudy mean scores of the students' performances were compared. It was determined that the implementation based on CMT developed the students' ability to learn metaphors and use them contextually appropriately. Furthermore, it was observed that the teaching activities based on the theory made it easier for the students to learn the idioms and increased their retention in the students' minds. It was also observed that the students had developed the skills of guessing the meanings of new orientation idioms from the contexts they were used in and using them more easily.
Journal Article
Turkisms in Ukrainian on the basis of bilingual lexicography: Part II
Despite significant progress in the study of Turkisms in Russian and Polish, the Ukrainian language has yet to benefit from comprehensive and accessible research on the Turkic influences in its lexicon. This article seeks to address this gap by presenting a glossary of 280 Ukrainian words of Turkic or Turkish origin, compiled through an examination of three major bilingual dictionaries: E. Żelechowski (Ukrainian-German, 1886), E. Onacьkyj (Ukrainian-Italian, 1941), and C.H. Andrusyshen, J.N. Krett (Ukrainian-English, 1955). The glossary entry for each word provides: (1) data from these dictionaries; (2) comparative information from Russian and/or Polish where applicable; (3) the Turkic or Turkish etymon, accompanied by brief commentary where necessary; and (4) selected references. The Turkisms identified span diverse semantic fields, underscoring their significance and highlighting the need for further systematic research into their role in Ukrainian.
Journal Article
Frequency, Informativity and Word Length: Insights from Typologically Diverse Corpora
Zipf’s law of abbreviation, which posits a negative correlation between word frequency and length, is one of the most famous and robust cross-linguistic generalizations. At the same time, it has been shown that contextual informativity (average surprisal given previous context) is more strongly correlated with word length, although this tendency is not observed consistently, depending on several methodological choices. The present study examines a more diverse sample of languages than the previous studies (Arabic, Finnish, Hungarian, Indonesian, Russian, Spanish and Turkish). I use large web-based corpora from the Leipzig Corpora Collection to estimate word lengths in UTF-8 characters and in phonemes (for some of the languages), as well as word frequency, informativity given previous word and informativity given next word, applying different methods of bigrams processing. The results show different correlations between word length and the corpus-based measure for different languages. I argue that these differences can be explained by the properties of noun phrases in a language, most importantly, by the order of heads and modifiers and their relative morphological complexity, as well as by orthographic conventions.
Journal Article
Collins Turkish dictionary
\"Extensive and up-to-date coverage of Turkish and English in a portable format, with a handy supplement of essential grammar points for each language. Designed for all those studying Turkish and English, whether at school, for travel or for business. It is ideal for anyone who needs a wealth of reliable information in a handy, compact format. Offers comprehensive and up-to-the-minute coverage of Turkish and English. Delivers the accuracy and reliability you expect from the Collins name. With natural, idiomatic example phrases, in-depth treatment of the most important core vocabulary and help to find the exact translation you want.\"--Provided by publisher.
Book
Turkisms in Ukrainian on the basis of bilingual lexicography: Part I
Despite significant progress in the study of Turkisms in Russian and Polish, the Ukrainian language has yet to benefit from comprehensive and accessible research on the Turkic influences in its lexicon. This article seeks to address this gap by presenting a glossary of 280 Ukrainian words of Turkic or Turkish origin, compiled through an examination of three major bilingual dictionaries: Żelechowski (Ukrainian-German, 1886), Onacь kyj (Ukrainian-Italian, 1941), and Andrusyshen, Krett (Ukrainian-English, 1955). The glossary entry for each word provides: (1) data from these dictionaries; (2) comparative information from Russian and/or Polish where applicable; (3) the Turkic or Turkish etymon, accompanied by brief commentary where necessary; and (4) selected references. The Turkisms identified span diverse semantic fields, underscoring their significance and highlighting the need for further systematic research into their role in Ukrainian.
Journal Article
Cultural vocabulary in teaching Turkish as a foreign language
This study aims at specifying cultural words in teaching Turkish as a foreign language according to their proficiency levels (A1/2, B1/2, and C1/2) and analyzing the difference between the proficiency levels of these cultural words in terms of their frequency. For this purpose, a cultural corpus of 112.350 tokens in total has been created based on written and oral cultural texts. In this cultural corpus, nouns and verbs in the first 2000 in terms of their frequency have been compared with nouns and verbs in the most common 2000 Turkish words, and nouns and verbs that are not in the most common 2000 Turkish words have been marked as cultural words. Then, the cultural words have been compared with the textbooks used in teaching Turkish as a foreign language. The proficiency levels of their English equivalents in Cambridge Learner’s Dictionary and the context in which they are used in the corpus have been checked and listed according to their levels. Finally, the list has been edited according to the opinions of two experts teaching Turkish as a foreign language at university level. The differences in the frequency of cultural words according to their proficiency levels have been analyzed using Kruskal-Wallis and Mann-Whitney U tests. Findings show that there is a statistically significant difference between A1 and A2; A2 and B1; B1 and B2; C1 and C2 levels of the cultural words in terms of frequency, whereas there is no significant difference between cultural words at B2 and C1 levels in terms of frequency. In these findings, it has been seen that the most cultural words are at B1 level in terms of number and concept diversity, and it has been concluded that B1 level could be a threshold in the teaching of cultural words.
Journal Article