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"Turkish language Dictionaries English"
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Investigating Semantic Change of Arabic Loanwords in Turkish
This study aims at tracking the various semantic changes of Arabic loanwords in Turkish (ALTs). The loanword data of the study were collected from a number of dictionaries including Sapan’s (2005) dictionary and Webster's Turkish-English Thesaurus Dictionary. Six types of semantic change are found at work in ALTs, the most frequent of which is radical semantic shift which represents more than 64% of the total loanword data followed by the processes of narrowing (20%) and widening (8%). The other three types have marginal roles to play in the semantic change process. Radical shifts involve some interesting cases which are peculiar to Turkish and are pertaining to the phenomenon of semantic replacement. The linguistic and extralinguistic factors like lexical need, the diachronic factor, the speaker’s miscomprehension and ignorance upon loanword incorporation are among the factors that lead to and affect the direction of semantic change of ALTs.
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
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
The effect of contextual synonym instruction in Russian on the vocabulary learning and retention of Turkish RFL students
This article addresses teaching synonyms in Russian as a second foreign language and discusses two methods: simple synonym-matching at the semantic level and finding the appropriate word in context. These two methods were carried out in three stages: sharing the list of synonyms and making preliminary preparations, teaching the words with their stylistic features and usage areas, and practising the shared synonyms. The study was conducted with 35 English Translation and Interpreting undergraduate students at the A2 level who were learning Russian as a second foreign language in Türkiye. This article aims to reveal the effects of the method of finding the appropriate word on the learning process when teaching Russian synonyms. In the study, 40 synonyms frequently used in Russian were identified and applied in both methods. To evaluate learning, the students were given small quizzes prepared for each method’s purpose at the end of each method. In the first quiz, students were asked to find which word could be synonymous with which word through the simple-based matching method, while in the second quiz, they were asked to determine the synonym suitable for the context in the sentence. The quizzes administered to the participants are shared in the sample section, and the results obtained are shared in the findings section with their rates. While the sample was selected, the simple random sampling method was applied. The research data were analyzed via descriptive content analysis. In the conclusion section, the results obtained by comparing the correct, incorrect, and blank word rates of the quizzes applied in both methods are discussed. It is emphasized that in the process of teaching Russian synonyms, the method of finding the appropriate word for the context is quite effective compared with the simple synonym-matching method and has a very positive effect on the language learning process.
Journal Article
Semantic and Stylistic Variations of Synonyms and Conceptually Related Terms in Syunik-Artsakh Dialect
While synonymy in standard Armenian is a well-established field, its manifestation in dialectal contexts, particularly in the historically rich Syunik-Artsakh region, remains underexplored. This study offers a comprehensive analysis of the semantic and stylistic stratification of synonyms, with a particular focus on the highly expressive conceptual domains of “lazy” and “foolish”. Integrating diachronic and synchronic methodologies, the research draws on a diverse range of sources, including Classical Armenian (Grabar) texts, dialectal data from philological studies, and original oral fieldwork. The analysis identifies a vast network of synonymous words and idioms that differ not only in form and meaning but also in pragmatic function, emotional tone, and stylistic register. It examines the key mechanisms of synonym formation, tracing the evolution of native vocabulary (e.g., the semantic shift of anban from ‘irrational’ to the dialectal anpen ‘lazy’) and the adaptation of loanwords from Persian, Turkish, Arabic, and Russian. The study highlights how metaphorical extension, often based on animal or object imagery, contributes to the expansion of these synonymic sets. Findings demonstrate that dialectal synonyms operate as a dynamic, multi-layered system where distinct word families and conceptually related terms merge into flexible semantic fields. Word choice is shown to be heavily contingent on situational context and speaker intent. The study concludes that stylistic stratification, shaped by the interplay of native linguistic development and prolonged foreign influence, is essential for understanding the functional and register-based distinctions that underpin the remarkable expressive richness of dialectal Armenian.
Journal Article
Μorphological Integration of Loan Words in Kaliardá
This article deals with lexical borrowing and the morphological integration of loan words in Kaliardá, a Greek-based antilanguage, spoken in the urban areas of Greece by socially marginalized communities of cross-dressers, transgender people, and gay men. It is shown that the accommodation of most loans follows the general rules of Modern Greek morphology, namely, the stem-based word formation and compulsory inflection. However, for a considerable part of the borrowed items, there are certain morphological deviances compared to loan formation in Greek. More particularly, there is an overuse of the feminine grammatical gender, assigned to -human nouns, contrary to a neuterization tendency displayed by the Greek language, while the masculine grammatical gender is scarcely employed, and a significant number of feminine loans end in -o and -u in the citation form. Verbal loans do not substantially differ from those in Greek, with the exception of the frequent use of verbal periphrastic formations, consisting of an auxiliary inflected verb type, avélo or vuélo (both loans themselves), and a nominal item. Sometimes, avélo is also employed as a mediator for the integration of English verbs. The data under examination are drawn from a Kaliardá dictionary. Their accuracy is checked with 10 Kaliardá speakers in 2 big Greek cities, Athens and Patras, and they are enriched by a small oral corpus of 32 words collected through interviews. The investigated data comprise items from Italian, French and English, three principal donor languages in Kaliardá, but there are also loans from other languages, mainly from Romani and Turkish, but also from Albanian, German and Spanish.
Journal Article