Tez (Yüksek Lisans) - Süleyman Demirel Üniversitesi, Sosyal Bilimler Enstitüsü, Kamu Yönetimi Anabilim Dalı, 2008. / Kaynakça var.

Après avoir analysé l'influence de la culture éducative turque sur l'enseignement du français en Turquie (2012, J.-C. Beacco), nous en avons conclu que les pratiques éducatives y sont fondées davantage sur la grammaire, ce qui peut s’expliquer par le rattachement à la culture éducative turque. Nous poursuivons nos recherches sur les contextualisations de la description du français dans des grammaires pédagogiques qui sont élaborées par et pour des turcophones (Grammaire et contextualisations- GRAC). Ces grammaires présentant des « contextualisations », s’écartent de celles dites de référence du français pour s’adapter aux cultures éducatives et métalinguistiques des apprenants turcophones. Il est intéressant d’étudier le discours grammatical à partir de plusieurs entrées : les articles avec les changements terminologiques dont ils sont l’objet, le genre avec la création d’une catégorie inexistante en turc et les cas grammaticaux avec la production de règles d’équivalence. Une démarche complémentaire par une cyber-enquête est engagée pour identifier les contextualisations des erreurs de français les plus fréquentes en milieu scolaire et universitaire turcophone. Les données obtenues ont permis de montrer que les discours sont modelés par les cultures éducatives et métalinguistiques. Il serait opportun de faire contribuer ces grammaires « extérieures » du français à une grammaire plus « centrale » du français. / After having studied the impact of educational culture on French teaching (2012, J.-C. Beacco), we concluded that teaching methods applied in Turkey are mostly based on grammar. This tendency reflects the educational culture of this country. The present research focuses on the contextualization of French grammar in reference books which were written by and for Turkish-speaking people (Project of GRAC).French reference books written in Turkey contain a number of “contextualization”, resulting from educational and metalinguistic culture of Turkish students learning French. Therefore, they differed from the French edition of French grammar. For this purpose, the French grammatical discourse was analyzed in many aspects: the articles which cause the change of terms; the gender of nouns which does not exist in Turkish introduces a new grammatical classification and the grammatical cases which result in the creation of equivalent rules. A cyber-survey was prepared to find out the contextualization of the frequent errors in French in high school and university area in Turkey. All the research, showed that these discourses were modulated by the educational and metalinguistic culture. Moreover, we demonstrated that the “off-center” Turkish edition of French grammar books need to be standardized to the “central norm” of the French edition. / Türk eğitim anlayışının Fransızca öğretimine etkisi incelenmiş olup (2012, J.-C. Beacco), Türkiye’de daha çok dil bilgisine dayalı bir öğretim şekli uygulandığı ve bunun da geleneksel eğitim anlayışına bağlı kalmanın bir sonucu olduğu belirlenmiştir. Fransızca dil bilgisinin Türkiye bağlamına uyarlanmış ve Türk yazarlar tarafından Türk okuyucular için kaleme alınan kaynak kitaplar üzerine çalışılmıştır (GRAC Projesi).Türkiye’de yayımlanan Fransızca kaynak kitapları bu “bağlama göre uyarlanmakta”, dolayısıyla bir Fransız yayını Fransızca dil bilgisinden uzaklaşmaktadır: bu kitaplar, Türk öğrencilerin eğitim anlayışları gereği ve dil ötesi nedenlerle farklı algıladıkları “o yabancı dile” uygun olabilmesi için uyarlanmıştır. Bu varsayımdan yola çıkarak, Fransızca dilbilgisel söylem birçok açıdan ele alınmıştır: terim değişikliğine neden olan « article », Türkçede karşılığı olmadığı için yeni bir sınıflandırmaya yol açan isimlerde cinsiyet ve iki dil arası kural denkliğine neden olan ismin halleri. İnternet ortamında yayımlanan bir anket ile Türkiye’de lise ve üniversite düzeyinde sıklıkla yapılan Fransızca yanlışların bu bağlama uyarlanması araştırılmıştır. Tüm bu veriler, bu söylemlerin Türklerin eğitim anlayışı ve dil ötesi algıları ile şekillendiğini göstermiştir. Elde edilen sonuçlar doğrultusunda ise, “merkez dışı” bu kaynak kitapların daha “merkezi” bir Fransız yayın ölçütüne kazandırılması gerekmektedir.

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The study aimed to examine high school student usage of licensed databases available through public libraries in Atlanta-USA. A descriptive quantitative survey was conducted via a web-based questionnaire among 135 East Cobb high school students. The findings revealed that most students are aware of these licensed databases, but their usage is low (1:10) compared to Google. However, as students advance in grade levels, their database usage increases and GALILEO is the most-used licensed resource. Factors that influence student database usage include: specific academic needs; teacher instruction to use specific databases and frequent Digital Information Literacy (DIL) instruction. Most students receive DIL instruction at school, but their DIL skills are still inadequate. To increase usage of licensed databases as reliable information resources, the study recommends collaboration between public libraries and high schools, including incorporation of Generation Y's digital information preferences such as Google-type simplified interfaces, cutting-edge technology and time-saving search features. / Information Science / M.A. (Information Science)

Information Security nowadays is becoming a very popular subject of discussion among both academics and organizations. Proper Data Governance is the first step to an effective Information Security policy. As a consequence, more and more organizations are now switching their approach to data, considering them as assets, in order to get as much value as possible out of it. Living in an IT-driven world makes a lot of researchers to approach Data Governance by borrowing IT Governance frameworks.The aim of this thesis is to contribute to this research by doing an Action Research in a big Financial Institution in the Netherlands that is currently releasing a Data Lake where all the data will be gathered and stored in a secure way. During this research a framework on implementing a proper Data Governance into the Data Lake is introduced.The results were promising and indicate that under specific circumstances, this framework could be very beneficial not only for this specific institution, but for every organisation that would like to avoid confusions and apply Data Governance into their tasks. / <p>Validerat; 20151222 (global_studentproject_submitter)</p>

The study aimed to examine high school student usage of licensed databases available through public libraries in Atlanta-USA. A descriptive quantitative survey was conducted via a web-based questionnaire among 135 East Cobb high school students. The findings revealed that most students are aware of these licensed databases, but their usage is low (1:10) compared to Google. However, as students advance in grade levels, their database usage increases and GALILEO is the most-used licensed resource. Factors that influence student database usage include: specific academic needs; teacher instruction to use specific databases and frequent Digital Information Literacy (DIL) instruction. Most students receive DIL instruction at school, but their DIL skills are still inadequate. To increase usage of licensed databases as reliable information resources, the study recommends collaboration between public libraries and high schools, including incorporation of Generation Y's digital information preferences such as Google-type simplified interfaces, cutting-edge technology and time-saving search features. / Information Science / M.A. (Information Science)

L’objectif de cette recherche est d’étudier le développement du vocabulaire en production et en compréhension orales en turc (L1) et en français (L2) des enfants bilingues franco-turcs âgés de 6 à 10 ans en France en comparaison aux enfants monolingues français et turcs. Le test allemand « Wortschatz- und Wortfindungstest für 6- bis 10-Jährige » (Glück, 2011) a été utilisé. Celui-ci a permis d’analyser les stratégies de réponses en fonction de six types de questions posées, les différentes catégories lexicales (1 : vie quotidienne / famille ; 2 : non spécifique et 3 : école), les phénomènes sémantiques, les items connus et non connus des enfants ainsi que leur répertoire linguistique. Le corpus est constitué de 180 enfants dont 60 bilingues, 60 monolingues français et 60 turcs fréquentant le CP, le CE2 et le CM2. Les résultats révèlent un meilleur niveau en L1 en CP puis une amélioration en L2 en CE2 et un écart rapproché en CM2. Les questions difficiles sont les Types 1, 2, 4 et 5 dans les deux langues pour les CP ; 1, 4 et 6 pour les CE2 en L2 et 1, 2, 4 et 5 en L1 alors que pour les CM2, il s’agit du Type 1. Les catégories sémantiques les mieux réussies en L2 sont les 1 et 3 alors qu’en L1, il s’agit de la 2. Les sous-extensions sont nombreuses en CE2 et CM2 dans la L2 alors que les CP ont tendance à sur-extendre. Les bilingues font davantage appel à des stratégies de compensation comme la catégorisation, l’approximation ou la traduction. Le retard constaté pour le vocabulaire total chez les CP est vite rattrapé en CE2. De fortes et positives corrélations (Pearson et al., 1993) ont été constatées entre les langues : plus la L1 est maîtrisée, plus la L2 l’est aussi. / This research examine lexical development in receptive and expressive skills in Turkish (L1) and French (L2) of French-Turkish bilingual children aged between 6 and 10 years in France compared to French and Turkish monolinguals. The German test scale “Wortschatz- und Wortfindungstest für 6- bis 10-Jährige” (Glück, 2011) allowed to analyze spoken vocabulary, production and comprehension strategies according to 6 question types, different categories (1: everyday life/family; 2: general; 3: school), semantic phenomena, known and unknown items and their linguistic repertoire. The sample consists of 180 children, including 60 bilinguals, 60 French and 60 Turkish monolinguals composed of first, third and fifth grade pupils. Results show that bilingual have better vocabulary level in their L1 in the first grade and they made good progress in L2 in the third grade and the lexical gaps are significantly reduced in the fifth grade. The most problematic clauses are Types 1, 2, 4 and 5 in the first class; 1, 4 and 6 in L2 and 1, 2, 4, 5 in L1 in the third class whereas they are Type 1 in the fifth class. The most successful semantical category in L2 are the 1 and 3 whereas they are the 2 in L1. The under-extension is more in L2 in the third and fifth classes while the over-extension is more for the first class. Bilinguals make more use of compensation such as categorization, approximation and translation. Bilinguals’ total vocabulary is lower than monolinguals’ however the delay is regain in the third grade. According to the correlation (Pearson et al., 1993), there is a strong and positive correlation between two languages: the more we promote L1 development, the more we promote L2. / Bu çalışma Türkiye ve Fransa’daki 6 ile 10 yaş arası çift dilli çocukların tek dilli çocuklara kıyasla anadilleri olan Türkçe ve ikinci dilleri olan Fransızcada anlama ve kullanma becerilerindeki kelime gelişimini araştırmaktır. Kullanılan Alman testi « Wortschatz- und Wortfindungstest für 6- bis 10-Jährige » (Glück, 2011), 6 soru türüne göre sözcük stratejilerinin, 3 farklı kategorinin (1: günlük yaşam/aile; 2: genel; 3: okul), çocukların anlamsal olgularının, bilinen ve bilinmeyen öğelerinin ve dil repertuvarlarının analizlerini yapmamızı sağlamıştır. Derlemimiz 180 çocuktan oluşup 60’ı çift dilli, 60’ı tek dilli Fransız ve diğer 60’ı ise tek dilli Türk birinci, üçüncü ve beşinci sınıf öğrencileridir. Çift dillilerin ilkokul birde ana dillerinde iyi bir sözcük seviyesine sahip olduklarını, üçte ise ikinci dillerinde ilerleme kaydettiklerini ve beşinci sınıfa gelince ise sözcük yetisi farkının azaldığını ortaya koymaktadır. En zor soru türleri birler için 1., 2., 4. ve 5. olurken, üçler için Fransızcada 1., 4. ve 6. Türkçede ise 1., 2., 4. ve 5. olmaktadır. Beşler için her iki dilde 1. soru türüdür. Fransızcadaki en iyi bilinen tümceler 1. ve 3. kategorilerine aittir, oysaki anadilde 2. kategoridir. Anlam daralması üçüncü ve beşinci sınıfta daha fazladır. Birinci sınıfta anlam genişlemesi daha çoktur. Çift dilliler kategorilere ayırma, tahmin etme, çeviri gibi telafi stratejilerine başvurmaktadırlar. Kelime hazinesi daha zayıf öngörülen birinci sınıf çift dilliler, bu farkı üçüncü sınıfta telafi etmekte. Her iki dil arasında müspet ve güçlü bir bağlantı (Pearson et al., 1993) olduğu tespit edilmiştir: anadile ne kadar hakim olunursa ikinci dile de o kadar hakim olunur.

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Cette recherche a pour titre Fonctionnement du triangle de la subjectivité intériorisée dans le roman moderne. Elle a pour but d’étudier la parole et les pensées intérieures du sujet de l’énonciation dans des œuvres romanesques souvent marquées par le décrochage et le "brouillage" des pistes énonciatives. Les trois procédés discursifs et narratifs ciblés sont le monologue intérieur (MI), le discours indirect libre (DIL) et le point de vue (PDV). L’examen des trois piliers du langage intérieur prend appuie sur les apports de la linguistique de l’énonciation, de la polyphonie et de la pragmatique. Cette recherche cible neuf œuvres romanesques que nous plaçons sous l’étiquette de "roman moderne". Ces romans appartiennent à trois auteurs français qui ont développé des récits dont la source locutrice et énonciatrice pose problème. La difficulté de traiter de l’énonciation romanesque dans un corpus choisi en l’occurrence est due essentiellement à l’effacement des frontières entre discours citant et discours cité. Marcel Proust, Claude Simon et Nathalie Sarraute n’appartiennent certes pas aux mêmes courants esthétiques et idéologiques, mais ils ont ceci de commun qu’ils offrent une configuration romanesque qui conduit à s’interroger sur le statut du locuteur et de l’énonciateur dans une forme d’expression qui n’est pas toujours verbalisée. / This research is entitled Functioning of the Triangle of Internalized Subjectivity in the Modern Novel. It aims at studying the speech and the inner thoughts of the subject of enunciation in fiction often marked by the "interference" in enunciation tracks. The three targeted discursive and narrative processes are internal monologue (MI), free indirect speech ( DIL) and the point of view (PDV) . The examination of the three pillars of the inner language relies on the contributions of linguistics of enunciation, of polyphony and pragmatic. This research targets nine novels that we can classify as belonging to the "modern novel" category. These novels belong to three French authors who have developed narratives in which the source of speaker and enunciator is a cause of ambiguity. The difficulty of dealing with the novelistic enunciation in a textual corpus chosen in this case is mainly due to the blurring of boundaries between reporting speech and reported speech. Marcel Proust, Claude Simon and Nathalie Sarraute do not belong to the same aesthetic and ideological trends, but what they have in common is that they all offer a novel configuration that makes us raise questions about the status of the speaker and the enunciator in a form of expression that is not always verbalized.