The first section of this two- section study discusses the place of translation in language teaching and the second section focuses on teaching translation courses and the practice of translation activity. As a result of the study, it can be understood that translation activities can be used effectively in teaching Turkish as a foreign language, and the four basic language skills can be developed by means of translation activities.
Kelly states that translation as a scientific method was originally used and developed by Roman poets in the 2nd and 3rd centuries B. The first translations into the Turkish language were made during the period of the Uyghurs, after the 9th century, on religious texts taken from Buddhism and Manichaeism.
One such aspect is Pedagogical Translation and the other is Real Translation. According to Klaudy, these two types differ from each other on three counts: the function, the object, and the addressee of the translation. In real translation, on the other hand, the translation text is not a tool but the very goal of the process. In addition, the two kinds of translation have different addressees.
In real translation it is a customer wanting information about a source text, while in pedagogical translation the addressee is the teacher or the examiner, wanting information about the student Vermes In this study, the focus is on pedagogical translation, which is used as a means of teaching Turkish as a foreign language.
This is because during the transfer languages are examined in a deep manner and a comparative learning process occurs. Stolze underlines that in the translation process the student will develop his reading and understanding ability when analysing the source text, and his speaking and writing ability when creating the target text.
In recent years, translation, as a result of differential and comparative linguistics studies, has focused on the differences between two languages, especially the language being learnt, or on the similarities between different languages. Accordingly, Bear states that developing translation courses into a kind of applied comparative linguistics course will contribute significantly to improving students' linguistic awareness. As they are used when teaching other languages, translation activities can also be used in teaching Turkish as a foreign language.
Actually, it is scientifically confirmed that students inevitably apply their native language; they make a mental translation and compare their new knowledge with their native language Bear, Popovic suggests that translation is a more appropriate activity for adult students as it is a difficult process in cognitive terms and an advanced level of language proficiency is required.
For example, Bernardini states that undergraduate translation courses should focus mainly on students' development of linguistic awareness and increasing their language skills.
To Bernardini, translation seems to be a perfect means of achieving these goals. Bear also underlines that translation activities from Turkish into a foreign language should mainly focus on the foreign language, as this is a course on written expression in a foreign language. Demirekin and Evat state that students who take Turkish as a foreign language experience various difficulties due to differences in the collocations and semantic bonds of the words in their own languages, especially if their native language is a member of another language family.
Among these difficulties, the most apparent ones are the problems of making equivalences of words and groups of words due to the fact that different meanings are attributed to the concepts in difficult cultures. Accordingly, in translation courses, words that constitute the text can be examined in syntactic and semantic aspects, and strategies that can be used for the solution of equivalence problems that occur during the translation may be covered. Popovic introduces some criteria on the practice of translation activities and argues that activities should meet these criteria.
For example, the texts to be selected should lead to discussion among the students. Without discussion, the text is purposeless. Also, the text should preferably be short, with oral translation prevailing over written. Writing can be done in the form of notes, to be used in discussions.
Furthermore, translation can be used as a warm-up activity for different activities. For example, titles of films, songs, or books can be translated and students can be motivated or prepared for learning. Aksan states that when compared to other languages, Turkish vocabulary includes more routine linguistic units, like proverbs, idioms and reduplications. Aksan also argues that this feature enriches the language's vocabulary, offers language users various ways of expression in written and spoken communication, and plays a significant role in teaching foreigners the Turkish language.
Therefore the abovementioned can be introduced to students by means of translation activities. However, since an advanced level of grammar is needed, these topics can be covered after students have reached a certain level. The four basic language skills, namely reading comprehension, listening comprehension, speaking and writing, can be developed through translation activities.
Besides, similarities and differences between languages and particulars related to cultural elements of both languages can be conveyed to students by means of translation activities. Ben Cem. I am Cem. My name is Cem. This is my friend. Dad, this is Cengiz. Evet, bu da annem. Mum, Cengiz. JOHN: Well, this is my dad.
JOHN: … Yes, and this is my mother. This is because Turkish uses an ending, attached to the noun, to indicate possession. In fact, Turkish uses such endings for practically every grammatical function. You will encounter the pattern time and time again, when we will discuss case endings, verb tenses and many more.
The structure of the possessive nouns is as follows. The ending is -m. Here the ending is -um. When the preceding vowel is used and when not, depends on the last sound of the basic word. If it ends in a vowel, only -m is used. Note that the vowel of the suffix is not always the same. This is because of another typical feature of Turkish, called vowel harmony see page Whether the vowel is an e or an a again depends on vowel harmony.
Exercise 2 Many of the words in the dialogue above contain endings. The following is a list of word stems. Go through the dialogue and identify the endings these words carry. Make a list of these and see if you can identify the meaning of each one on the basis of the translation.
Introduce everyone, using the words given below you may have to choose between the last two. Bu Ahmet Bey, babam. But they would like to get to know yours too.
This is Ahmet Bey, my father. This man is her husband, his name is Mustafa. JOHN: Where is your brother? Vowel harmony Turkish has a specific feature in word endings, which is called vowel harmony. The vowels of these endings may change, depending on 2 For -i, see footnote 1. It indicates a direct object: ailemi.
Page 13 the last syllable of the preceding noun or verb stem. There are in fact two types of vowel harmony: two-fold endings can have e- or a- forms. It all has to do with place of articulation in the mouth. It all may seem ridiculously complicated right now, but the experience of most learners of Turkish or other languages with vowel harmony is that it soon becomes second nature.
This is for two reasons. First, the harmony is based on very natural sounds. Second, many of the relevant suffixes are so frequent that they appear in virtually every sentence. This way of course you get ample opportunity for practice. Page 14 Bu yeni evim. This is my new house. Exercise 4 Fill in the correct form of the ending.
The first one has been done already. Then try to fill in the right forms below, without consulting the dialogues again. You may notice as well that of the Turkish sentences, the one that has a third person subject this is has no ending, while the one with a first person subject Page 15 I am does: the -yim in iyiyim.
Unlike English, Turkish does not use separate pronouns such as I, you or we but verb endings instead. Except, that is, for third person subjects, in which case there is neither ending nor pronoun. You have already met a few of these endings, and you will meet them over and over again, as practically every sentence in Turkish contains one of them. For third person singular, there is no ending. Your sister speaks good Turkish. So in forming a Turkish sentence, you should proceed as follows.
If the subject would be a pronoun in English, do not use one. You might be wondering why the translations of the example sentences sometimes contain a progressive verb form e. Page 16 The present tense of -iyor is the basic present tense in Turkish and covers both English tenses. Finally, it should be mentioned that the difference between -sin and -siniz is not just that of singular and plural. As in many other languages, the plural form of the second person is also used as the polite form of address.
Strangers in Turkey will usually address you with -siniz. Where did you learn it? Can you repeat it? If there is a discrepancy between what you find in the glossary at the end of the book, or in a dictionary, and the word as it appears in the text, it is likely that there is a suffix attached to the word in the text. Reading text Try to read the following, difficult text.
It is not important to understand every single detail of it. Could you try to answer the questions that follow, without looking at the translation in the Key? Their brother Ali, coming back from a holiday Page 18 in Britain, may arrive any minute. Suddenly, Cengiz hears a familiar voice. Birazdan gelecek. O zaman beraber bekleyelim. Can you guess what this word means? Can you guess why Halil does not recognise her at first? As early as BC, civilisations were present in Anatolia.
After the decline of Rome, the city of Byzantium, later called Constantinople, now İstanbul became the capital of the East Roman, or Byzantine, Empire. Gradually, Turkish tribes came to Anatolia, and founded small kingdoms. From that day, the Ottomans considered themselves to be the legitimate heirs of the Roman legacy.
I have plenty of time. Is there a nice park somewhere around here? More in Unit 4. Some words in which the second syllable contains an -i- lose it when it is followed by a suffix starting with a vowel. So, it is not vakitim but vaktim. Page 22 Dialogue 2 Parkta piknik A picnic in the park The two women have found a nice place to have a picnic. Did you ever go there?
The size is enough for me. Do you live by yourself? I have a boyfriend, but he lives in Oxford. He is working. He teaches French lessons.
All this is true for Turkish as it is for any other language. It is important to learn at least the two basic forms of present and past tenses right away. These are the endings -iyor, the present tense ending and -di, the past tense ending. In the past tense, -di is needed, however. Exercise 1 Without translating, say whether you need a verb with -iyor or -di in the translations of the following sentences or whether you should only use one of the personal suffixes.
Page 24 1 The food is ready. Ondan sonra biraz gezmek istiyoruz. What can I get you? There we are, one coke and one beer. Is this your first time here? After that we want to travel around a bit. Then you add the personal ending. The -mek part is the infinitive ending, so the stem is ver-. After -iyor, the vowel is always u, because the o in -iyor never changes. Note that the verb comes last. Forming the past tense You follow the same steps if you want to say that you gave a book some time ago, i.
Only now you use -di. With these two endings you will have what you need, as far as grammar goes, to say most of the basic things you would want to say in the early stages of language learning. In this and the other early lessons, you will encounter most of the more frequently used verbs.
See Lesson 1 to refresh your memory. The personal endings are not exactly the same as for the present tense. Again, these endings, indicating both past tense and subject, attach to verb stems and are subject to vowel harmony. In addition, the -d-, with which the past tense suffix starts, is sometimes changed into -t-.
I saw a good programme on TV last night. What time did you get up this morning? Exercise 2 Find out the dictionary forms the infinitives of the following verb forms and look them up in the Glossary to find their meanings. Then work out exactly what each verb form means.
The first one has been done as an example. Remind yourself first of the rules for vowel harmony and of which one of the two types you need to use for the -iyor and -di tenses.
Translations of the sentences, which contain many useful new words, are given in the Key. Obviously, you will need to learn how to understand these questions before you can answer them. Several questions are used in the dialogues of this lesson, and in Lesson 3 we will look into them in detail.
Nevertheless, you may have already developed a bit of a feel for how questions and negative answers are formed in Turkish on the basis of examples in the dialogues. To test these intuitions, try to translate the following little dialogue. Nerede oturuyorsunuz? Ne zaman geldiniz? Bu sabah geldim. Exercise 5 Go back to the verbs given in Exercise 2, and change their tense from -iyor into -di and vice versa. The rule is that the -iyor and -di endings apply to verbs only, never to nouns or adjectives.
Language points Adverbs of time Tenses often go hand in hand with time words. In the mornings, I get up early. We arrived here on Wednesday. Exercise 6 The following sentences all contain a time adverb. The verb has not been given the proper tense ending yet. Your job is to supply it. Choose between -iyor and -di, and make sure you use the right form of those, as has been done for the first sentence. You is plural here! You can probably guess most of these words without knowing any Turkish.
Can you work out what these words are? The last option is impossible in the Turkish spelling system, as the combination of two vowels in a row is simply ruled out. This is not a universal rule; in other cases, the vowel of the suffix is lost e.
But be that as it may, -iyor absorbs the last vowel of a verb stem if that stem ends in one. So, when you have the time and in writing you usually do , think of the following rule: if the stem ends in a vowel, lop off that vowel and make sure the first vowel of -iyor harmonises with what is now the last vowel of the stem. ALI: Peki. ALI: Hayret! Arabalar hep sol taraftan gider! Try to figure out what this means.
So why was Ali flabber-gasted? How did Ali return home? What are those eski binalar which seem to fascinate Ali? There you have three new words to add to your vocabulary! Who would that be? Alas, he could not accept the invitation because vaktim yoktu, he had no time. Anatolia has not always been the area where Turkish or rather, Turkic people lived.
The Seljuks in Persia were Turkic as well. A branch of these Seljuks were among the first Turks to arrive in Anatolia. The Seljuk Sultanate of Rum was overrun by Mongol hordes, but especially the city of Konya preserves many good examples of Seljuk buildings. The Ottomans ambitiously developed their Empire and were strong enough to beat the Byzantines.
Reforms of later sultans, efforts to modernise and westernise, were in vain and could not prevent the decline of the once mighty empire. Page 39 3 Nerede? CEM: O kim? CEM: Nerede oturuyor? CEM: Who is that? CEM: Where does she live? CEM: Does she work? Language point Asking questions There are two types of questions in this conversation. The major question words are: ne? What did you do?
Nerede oturuyorsun? Where do you live? Ne zaman geldin? When did you come? Why did you come to us? How many days did he stay in Turkey? Niye, however, sounds a bit like an accusation, or as asking for justification, so we advise you use one of the other two. How much are those pears? Who is that singer? How is the weather over there? Where are you from? Exercise 1 Match the Turkish questions on the right to the English translations on the left 1 where does she work? You can always recognise whether a Turkish sentence is a question or not: all questions contain an explicit question marker.
This can be either a word from the list above kim, ne, nerede, etc. Exercise 2 Say which type of question marker interrogative pronoun or mi you need in the Turkish translations of the following English sentences. Keep in mind that the purpose of this exercise is to help Page 42 you sort out the different types of questions, not to give full, accurate translations which are given in the Key.
In -iyor sentences, the personal ending comes after the question marker. As you remember from Lesson 2, the personal endings express the subject. An exception to the rule that the personal ending comes after the question marker is the third person plural they : the question marker comes after the personal ending -lar, e.
Note again how vowel harmony works in the following examples. This type of sentence will be dealt with in Lesson 4. Exercise 3 Form questions from the following sentences, by using the question marker mi. The first item has already been filled in. Do you see? CEM: Ben mi? Meanwhile Cem tests the telephone, but in vain. CEM: Allah allah! CEM: Bozuk herhalde. CEM: Me? CEM: Oh no! I am an electrician. Then please help this husband of mine, would you?
Compare: Present tense: sinemaya gidiyor musun? Past: sinemaya gittin mi? It will be explained in Lesson 6. Page 46 gid- iyor mu- sun 1 2 3 4 In the past tense, on the other hand, it is 1 verb stem plus 2 tense plus 3 personal ending plus 4 question marker. Note that the question marker mi is always preceded by a space. More examples of typical past tense questions: oraya gittin mi?
Exercise 4 Below are some answers. You have to supply the questions. Their English versions have been given, but you can make the exercise harder by blocking them off.
By way of example, the first item has been done. Three of the words all direct objects used in this Page 47 exercise contain what is called the accusative case suffix.
The thing or person that is seen, is the direct object. Turkish often adds a suffix to the noun that functions as the direct object in a sentence, something we will explain more fully in Lesson 6.
Nerede oturuyorsun uz? Whatever is followed by mi is what is emphasised. You say that you are in London, go to London, or came from London. Turkish does not have prepositions. Instead, it has postpositions and case endings. We will leave the postpositions for later; for the time being the case endings will suffice to express location and direction.
The element expressing location is -de, and we have encountered it a few times, as in Nerede oturuyorsun? The same is true for other case markers. The ending -de is also used to express the time when something takes place. The words that are not translated are all Turkish place names. I gave Aynur a present. I gave a present to Aynur.
Did you give the cat its food? Did you give its food to the cat? Did you come via the motorway? We travelled through the Taurus Mountains. They came across the bridge. Do you remember the word nerede? Istanbul is prettier than Tarsus. Tarsus is less beautiful than İstanbul. You are my best friend. Postwar treaties subdivided the land between the various Allies such as the Greeks, the English and the French.
Although officially the sultan was still the head of state, a nationalist Turkish movement took over power. He strongly believed in Turkish identity and self-assurance. The Arabic script was replaced by the Latin alphabet and efforts were made to clear the language of foreign influence.
Yok mu? Is that bag new? I bought it yesterday. What are you drinking? What do you want to drink? Are you blind? Instead it makes use of personal endings. The personal endings follow a noun or an adjective, not a verb stem.
All endings are subject to vowel harmony, e. We will come back to the third person forms in a moment. First, look at the following examples. The difference between the two is that -dir is used more in writing and formal speech. There is a similar difference between -ler and -dirler as third person plural forms.
Phrases expressing location often take them Page 56 as well. You may have noticed, however, that verbs always seem to be found at the end of a sentence. Exercise 3 Translate into Turkish: 1 The teacher is handsome. The past tense marker is -di, and is combined with personal endings, similar to those on past tense verbs: -dim for first person, -din for second person singular, -di for third person singular, -dik for first person plural, -diniz for second person plural and -diler for third person plural.
Be aware, as usual, that vowel harmony gives these endings different shapes, depending on the last vowel of the preceding noun. There is, however, a minor difference with the past tense verb endings. After words that end in a vowel, such as hasta, the endings have an additional y right before the -di marker. NB: In written texts, the past tense ending of nominal sentences is sometimes written as idim, idin, idi, idik, idiniz and idiler with a space between the past tense marker and the word it belongs to.
In daily life, however, you would not say hasta idim. Exercise 4 The following text is written in the present tense. Then translate into English. O bir gazeteci. In the past tense, however, the past tense endings -ydim, -ydin etc.
Aubergines are good. İyi misin? Are you okay? In the more colloquial version, however, -ler is used instead of -dirler, and is added to the noun. Exercise 5 Find the right forms, using the information on person, tense and sentence type: Example: gazeteci they, present tense, question Gazeteci midirler? Page 62 Exercise 6 Translate the following text into Turkish.
Were there injured people? The drivers are in hospital. Honey-and-almonds-filled pastry, syrup-and- nuts-filled pastry, fruit-and-nut pudding and rice pudding. Both words come at the end: Kahve var. In London there are old buildings. Are there interesting museums in Ankara? Page 64 1 He is not very smart, is he? Language point Possession You have learnt before that Turkish usually does not use pronouns where English does. So, when you want to say you have something with you, the words var and yok are used, in combination with a pronoun and the ending for place -de.
Bende para var. I have money on me. Sende para yok mu? If you have it in your bank account, you say: Param var. The -m ending after para is the ending signifying possession. You also use this format with things that you cannot possibly carry with you: Vaktim var. İyi bir fikrimiz var. We have a good idea. Cesareti yok. The possessive endings are: -im or after a vowel -m for first person singular; -in or after a vowel -n for second person singular; -si or after a vowel -i for third person singular; -imiz or after a vowel -miz for first person plural; -iniz or after a vowel -niz for second person plural; and -leri for third person plural.
More examples: Annesi var. What have you got for dessert? For the time being, just take a look at the following examples. The child has got a mother. Yesterday there were no lessons. Last week there was another teacher. Last year we had a different car. He did not have any money. We had the strength. Cesaretin yoktu. It follows var and yok, but precedes the past tense marker. Have you got any aubergines? Kavun yok mu? Were there any lessons last week? Did you return yesterday?
Page 67 Exercise 8 You should now be able to make questions from the following sentences. The first one has been done for you.
Remember that mi may be placed in different positions to stress different elements in a sentence see Lesson 3. Bu ne? İstersen, bir tane al.
Take a piece, if you want. Demonstratives often accompany your gestures. What is this? O Orhan. That is Orhan. Sometimes this may lead to some ambiguity: Bu Ford. O kasap. As soon as the listener notices the object or person referred to, both speakers have to use bu when object or person are nearby, or o when object or person are further away.
You will learn more about the accusative in Lesson 6. Can you take this? These are Germans. Bunlar normal insan. These are normal people. These trees are tall. They often go to the restaurant. Exercise 9 Translate into English: 1 Bu kitap iyi. Translate into Turkish: 5 This is Aylin. So, what can you expect from eating out in Turkey? Of course, kola and fanta are popular as well. You can end your meal with a dessert see the dialogues above for some possibilities. How old are you?
Nursen and Eser have struck up a friendship after both joining an evening class. OK, when were you born? ESER: In ESER: I do, but not very well. And how old are you? With numbers over a hundred, the pattern is exactly the same. Currency USD. Author: Dem Turkish Center. Default Title. Facebook Twitter.
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