A general information about language in general and world languages, the historical evolution of Turkish and its relationship with other languages, phonetical and morphological characteristics of Modern Turkish, applying/practicing rules of orthography and punctuation.
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Course Learning Outcomes
| Learning Outcomes | Teaching Methods | Assessment Methods |
| 1-Aims at helping students use punctuation marks and orthography correctly | 1, 3,4 | A |
| 2-Aims at helping students understand basic features of language and criteria for classifying languages | 1, 3,4 | A |
| 3-Aims at helping students remember the evolution of Turkish | 1,3,4 | A |
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4-Aims at teaching students features of Turkish and how to apply them
5-Aims at improving students’ skills in written and oral narration |
1,3,4 | A |
Course Flow
| COURSE CONTENT | |||
| Week | Topics | Study Materials | |
| 1 | Introduction, Discussion of the course and syllabus. | Related readings | |
| 2 | Definition of language, features of language, language-consciousness, language-culture relationship. | Related readings | |
| 3 | Languages and language families in the world. The place and adventure of Turkish among these languages. Orkhon Inscriptions. | Related readings | |
| 4 | Orkhon Inscriptions review | Related readings | |
| 5 | Written language applications (1): Sentence, "tweet", paragraph, text. | Related readings | |
| 6 | Written language applications (2): Petition, report, official report (accident report). | Related readings | |
| 7 | Midterm Exam | Related readings | |
| 8 | Determining the debate teams. Discussion of the Safsatalar: Aklın Kırk Haramisi. Basic Concepts: Logic, Proposition, Premise, Inference, Argument, Formation. Fallacy and Its Types: Formal Fallacies and Informal Fallacies. Ad Hominem, Ad Verecundiam, Bandwagon, Ad Populum, Straw-Man. | Related readings | |
| 9 | Ad Ignorantiam, Slippery Slope, Post Hoc Ergo Propter Hoc / Hence, then so, Uncertainty Fallacies, Category Fallacies, False Analogy, Black or White Fallacy (Black & White), Petitio Principii. | Related readings | |
| 10 | Debate | Related readings | |
| 11 | Debate | Related readings | |
| 12 | Debate | Related readings | |
| 13 | Debate | Related readings | |
| 14 | Debate | Related readings | |
Recommended Sources
| RECOMMENDED SOURCES | ||
| Required |
Aksan, Doğan(1975), “Anadili”, Türk Dili,31/285,s. 423-434
Aksan, Doğan(1987), Her Yönüyle Dil, Ana Çizgileriyle Dilbilim,3 cilt , Ankara Aksan, Doğan (2000), Türkiye Türkçesinin Dünü, Bugünü, Yarını, Ankara, Bilgi yayınevi Ali, Sabahattin (2005), Yeni Dünya, İstanbul, YKY Ataç, Nurullah (2010), Günlerin Getirdiği-Sözden Söze, 7.b., İstanbul, YKY Atay, Oğuz (2000), Korkuyu Beklerken, İstanbul, İletişim Yayınları Ergin, Muharrem (2014), Türk Dil Bilgisi, İstanbul, Bayrak Yay. Hepçilingirler, Feyza (2013),Türkçe “Off”, 43.b.,İstanbul, Everest Yayınları Korkmaz, Zeynep ve diğerleri (1995), Türk Dili ve Kompozisyon Bilgileri, Ankara, Yüksek Öğretim Kurulu Matbaası Montaigne (1991),Denemeler,(Türkçesi: Sabahattin Eyüboğlu), İstanbul,Cem Yayınevi Taner, Haldun(1995), Çok Güzelsin Gitme Dur, İstanbul, Bilgi Yayınevi Taner, Haldun (2005), Şişhane’ye Yağmur Yağıyordu/Ayışığında “Çalışkur”, Ankara, Bilgi Yayınevi Türkçe Sözlük (2011), Türk Dil Kurumu Yayınları, 11. b., Ankara Yazım Kılavuzu (2009), Türk Dil Kurumu Yayınları, 26. b., Ankara |
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Material Sharing
| MATERIAL SHARING | ||
| Documents | Xerox copies given to students before class. | |
Assessment
| ASSESSMENT | |||
| IN-TERM STUDIES | NUMBER | PERCENTAGE | |
| Mid-terms | 1 | 50 | |
| Quizzes | |||
| Attendance | |||
| FINAL | 1 | 50 | |
| Total | 100 | ||
| CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE | 50 | ||
| CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | 50 | ||
| Total | 100 | ||
Course’s Contribution to Program
| No | Course's Contribution to Program | Contribution | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | To have the necessary knowledge about “History of Turkish Language” as a part of teaching Turkish language and literature curriculum in high schools. | X | |||||
| 2 | To have the necessary knowledge about “Turkey Turkish” and “Modern Turkish Grammar” as a part of Turkish language and literature teaching in high schools. | X | |||||
| 3 | To have the necessary knowledge about historical lexicology and philological evolution of Turkish language. | X | |||||
| 4 | To have the necessary knowledge about the stages of acculturation and oral / written sources of Turkish language. | X | |||||
| 5 | To have the necessary knowledge about modern Turkish dialects and their literatures. | X | |||||
| 6 | To have the necessary knowledge about “History of Turkish Literature” as a part of Turkish language and literature teaching in high schools. | X | |||||
| 7 | To have the necessary knowledge about all major figures of Turkish literature (writer, poet, critic, academic, etc.) as a part of Turkish language and literature teaching in high schools. | X | |||||
| 8 | To have the necessary knowledge about oral / written sources of medieval and early modern Turkish literature. | X | |||||
| 9 | To have the necessary knowledge about modern Turkish literature from Tanzimat to Republic period throughout the history. | X | |||||
| 10 | To instruct students to synthesize the dynamics of Turkish modernization with the content of Turkish Language and Literature teaching and to have critical attitudes with historiography of Turkish literature. | X | |||||
| 11 | To instruct students to make critical readings of worldwide / national classics listed by Ministry of National Education. | X | |||||
| 12 | To instruct students to synthesize their common knowledge of literary genres, forms and literary history with the theoretical frameworks about construction of national history. | X | X | ||||
| 13 | To have ability to design original materials for field education and develop new projects. | X | |||||
| 14 | To have the necessary knowledge about paleography, research and presentation techniques using in Humanities. | X | |||||
| 15 | To have a critical and comparative perspective about Turkish literature among world literatures. | X | |||||
ECTS
| ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION | |||
| Activities | Quantity | Duration (Hour) |
Total Workload (Hour) |
| Course Duration (Including the exam week: 15x Total course hours) | 15 | 2 | 30 |
| Hours for off-the-classroom study (Pre-study, practice) | 15 | 1 | 15 |
| Mid-terms | 1 | 2 | 2 |
| Term Paper | 1 | 1 | 1 |
| Final examination | 1 | 2 | 2 |
| Total Work Load | 50 | ||
| Total Work Load / 25 (h) | 2 | ||
| ECTS Credit of the Course | 2 | ||