1. The customer did  nothing  but  complain about the prices.

   Müşteri   fiyatlar…   şikayet  et……    …..    bir  şey    yap….

2. [O  bana ]  Araba..   sat……..

    He made me sell my car.

3.  Artık  o   berber.    saç…    kes…………

  I won´t  have  that  barber cut my hair again. 

4.  Don´t  make  them wait  at the door. Let him in.

    Onlar.  kapıda  bek…..    içeri   .. 

Test-87

1.  Which  of  the following action  is  NOT  an idiom.

A. Karşı  gelmek

B.  Yemek  pişirmek

C.  Yol  vermek

D.  El  uzatmak

2.  In which sentence has  no exaggerated  expression ?

A.  Arkadaşım  çok  güçlüydü.

B.  Ulaşımda  ses  hızını aşan teknolojiler gelişti.

C.  Bir  fıkra  anlattı  ki  güle  güle  öldük.

D.  Deniz   sabah saatlerinde  çarşaf  gibiydi.

3.  Which  word  has major  vowel  harmony ?

A.  Defterler   B. Kitaplar   C. Kalemler   D. Tatil

4.  Which  underline word with -lık suffix functions  as  an adjective ?

A.   Öğretmenlik  kutsal  bir  meslektir.

B.   Yazıya  başlık  koyman  gerekiyor.

C.   Güzellik  insanın  kalbinde  olmalı.

D.    Kiralık  bir  ev aradığını bilmiyordum.

But when we describe   something  "invisible, unseen" we prefer to use "görünmek´

görünmeyen  varlıklar ---> unseen [invisible] beings

görünmez   varlıklar  --> invisible  beings.

we can not say "gözükmez  varlıklar "  

The suffix  -ık  alters  nouns or  verbs into   intransitive verbs. 

 The  suffix - In  has the same function.

transitive verb = the verb that takes an object

intransitive  verb = the verb that doesn´t  take a direct object

göz --> eye

göz  +  ük   ---> gözükmek  ---> appear,  to appear as, look like, give the impression of,  to be seen; to appear, to seem; to show oneself

gör     +   ün  ----> görünmek  ---->appear,  to appear as, look like, give the impression of,  to be seen; to appear, to seem; to show oneself

Therefore these two verbs are interchangeably used at present time.

Bugün  çok  yorgun görünüyorsun -->  You look very tired  today.

Bugün   çok  yorgun  gözüküyorsun  ---> You  look  very tired today.

[Sen]   çok   güzel   görünüyorsun  =  [ Sen]  çok  güzel gözüküyorsun.

At the end of the day  both  say the same things. I mean, I don´t see much difference between them.

1.  In which of the sentence the word " bir  "  is  used   differently from others ? 

A) Şuralarda bir okul olacaktı.
B) Bir yağmur yağdı görmelisin.
C) Bir  park biliyorum  ama  biraz uzak.
D) Dersin ortasında sınıfa bir çocuk girdi.

The correct  answer  is  "B"  ,  since  in B,   " Bir"  expresses the our  amazement, and astonishment for  the way the rain fell. It´s like ;  "Such "

It is such a rain , you should see  !

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 2.  Which of the following word is  different  from others ? 

A) dereotu      B) gölge      C) köpek      D) geceler

The correct answer  is "A", since  "dereotu" is a compound word  deer + otu [noun phrase] whereas others are single words.

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The correct  answer is "A" ,  since there are two "buffer letters " in the sentence.

Türk Ordusu

Sakarya’yı

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The correct answer is "D", since  it should be  "Zonguldak´a  " , as "Zonguldak" is a proper name, "k" does not soften into soft g when we write it. 

Translate the following sentences into Turkish.

1.  Your  attitude, in  my  opinion, is quite  unjustified.

 Tavrın [davranışın] bence oldukça  haksız.

 Tavrınız  bana göre oldukça  haksız.

2.  My grandmother, who is eighty , still have a very active life.

  Seksen  yaşında  olan anneannemin hala  oldukça hareketli [aktif] bir hayatı var.

3.  The girl , although she was shy, soon  made friends.

 Utangaç  olmasına karşın [rağmen] kız çabuk arkadaş  edindi.

 Kız  utangaç olmasına rağmen  kısa sürede arkadaş edindi.[buldu]

4.  You can, if  you like , wait  until tomorrow.

İstersen  yarına  kadar  bekleyebilirsin.

1.  In which of the sentence the word " bir  "  is  used   differently from others ? 

A) Şuralarda bir okul olacaktı.
B) Bir yağmur yağdı görmelisin.
C) Bir  park biliyorum  ama  biraz uzak.
D) Dersin ortasında sınıfa bir çocuk girdi.

 2.  Which of the following word is  different  from others ? 

A) dereotu      B) gölge      C) köpek      D) geceler

3.  “Türk Ordusu Sakarya’yı bir yay gibi sarıyordu.”  how many buffer letters there are  in the sentence above  ?

A) 2            B) 3             C) 4            D) 5

4.  In which of  the following sentence has  a word spelt wrongly  ?

A) İstanbul’a geldiler
B) İzmir’in Kurtuluşu parçasını okuduk.
C) Selim’in tarlasını gördük.
D) Zonguldağa gidecegiz.

//

Test-85 

Translate the following sentences into Turkish.

1.  Your  attitude, in  my  opinion, is quite  unjustified.

2.  My grandmother, who is eighty , still have a very active life.

3.  The girl , although she was shy, soon  made friends.

4.  You can, if  you like , wait  until tomorrow.

Methods of Learning and Teaching Turkish as a Foreign Language Assoc.

Prof.JAN CIOPIŃSKI

 As well as having an undeniable value of its own, Turkish is also a beautiful rose in the bouquet of European languages. I would like to bring to your kind attention some of the experiences I have gained as a result of years of close relation to this language “whose inner self resembles a bee hive made of glass”, as the renowned Jean Deny puts it.

Depending on your kind tolerance, I do apologize for any errors I may make in my language or my style. Taking into consideration the limited time, I will try to present my ideas briefly, under six points.

Point 1

I have an unshakable belief that loving Turkish when learning it and making it loved by learners when teaching it are the basic prerequisites that cannot be disregarded for achieving the desired success. The elders used to call such prerequisites as “şartı lâzım ve gayrı müfârık”. We call it “condition sinequa non”. The learner must also regard Turkish as a language full of beauties and easy to learn, from the very beginning of the learning process.

Point 2

As in the education of any foreign language, recitals and continuous and loud repetitions are extremely important instruments in learning Turkish.

Think of the Latin saying “Repetitio est mater studiorum”, which means “repetition is the mother of science”... Didn’t the Ottoman Turks, your intellectual forefathers, acknowledging the importance of repetition, express the matter with a slight sarcasm mixed with humour and probably with smiling eyes with the words “Et-tekrârü ahsen, velev kâne yüz seksen”, which means “Repetition is the best way if you make it hundred and eighty times”?. They used to call regular repetition “temrîn”. Today we call it “exercise”. Yet, repetition is exactly the same as exercise...

Point 3

 University of Yagellon, Kraków, Poland  The learners must be forced to memorize all affixes of Turkish, in addition to the root forms. The roots and affixes must gush out of the mouth of every student automatically, without further thought and like scattering sparks. Because they will not have time for long thinking sessions when they speak... Furthermore, do not all grammatical rules of Turkish, including participles such as –dık-, - acak- , equipped with possessive suffixes, and all those magnificent structures that are specific to only the syntax of Turkish which are sometimes constructed from verbs to make a noun with the suffix –ma-, or which are sometimes enriched and extended in accordance with specific patterns as in “bülbül öten yer”, or “kapısı açık oda”, -together with the most sophisticated ones- always rely on these tiny affixes?

Point 4

The study at home must be around two or three hours a day, avoiding any major fatigue. In the meanwhile, the text studied in the course must be read loud with a gradually increasing tempo, at least four or five times, after analysing with great care all the grammatical aspects and the dictionary definitions of each word. After thoroughly comprehended, the Turkish text must be translated into the native language of the learner, and then, covering up the Turkish original text, the translated text must be translated back to Turkish, and then the original text must be revealed again to allow the learner to correct his/her Turkish translation. The same exercise can be performed orally in the class by two students, taking turns; because in the class, the instructor can intervene and make the necessary corrections immediately where required. One of the students reads the text while the other simultaneously translates the read Turkish text into the native language or from the native language into Turkish.

Point 5

Outside the class environment, the students must attribute great importance to create opportunities for long chats in Turkish with their Turkish friends, if any, who posses a certain level of speech culture, as practiced occasionally by their local instructors, and must dedicate utmost care to learn Turkish from Turks or at least, they should exchange letters with young people in Turkey. They can also spend their holidays in Turkey. The learners can acquire that very significant “kulak dolgunluğu” (ear familiarity) by listening and watching Turkish programs on radios and televisions, and most particularly, by spending time in Turkish environments.

Point 6

In the past, there were manuals for learning any foreign language in Europe, which were called “methode”. Today, there are also many audial – visual methods involving tapes and disks. Both old and new, all of them are doubtlessly used as satisfactory and complementary procedures and materials. However, even as a whole, these cannot provide a substitute for the efforts and endeavours of instructors and learners. Moreover, in order to develop proficiency in any foreign language at university level, in this case in Turkish, it is absolutely essential to read lots and lots of texts both old and new, varying from the small classified ads and articles in newspapers to the greatest works of  the Turkish literature...And top it with long conversations with pure Turks... In fact isn’t it -this last method- the best way to friendship, cooperation and brotherly relations between nations? Thank you for your kind attention.

REFERENCES  M. Ergin, J. Deny, A. N. Kononov, R. Underhill, G. L. Lewis, Ş. S. Aylarov, H. Jansky, H. Jählitschka, M. Hengirmen / TÖMER and its publications.