Thesis (Master)--İzmir Institute of Technology,İzmir, 2004. / Includes bibliographical references (leaves. 110-117).

Originally presented as author's Thesis (doctoral)--Edinburg University, 1969. / At head of title: Atatürk Kültür, Dil ve Tarih Yüksek Kurumu. "94.06.Y.0143-74"--P. [3] of cover. Includes bibliographical references (p. [17]-18).

Originally presented as author's Thesis (doctoral)--Edinburg University, 1969. / At head of title: Atatürk Kültür, Dil ve Tarih Yüksek Kurumu. "94.06.Y.0143-74"--P. [3] of cover. Includes bibliographical references (p. [17]-18).

This thesis is concerned with the investigation of politeness in stretches of talk. and covers conversational components like adjacency pairs, sequences, topic, as well as turn internal features such as dispreference markers, and to some extent, mitigation techniques. Troubles-talk in naturally occurring Turkish conversations provides the necessary data. Politeness has so far been studied methodically in single utterances, but its presence in longer stretches of talk has not received a similar interest, nor, to the best of our knowledge, has any methodical work in this area been carried out. To provide a systematic approach to lengthy pieces of conversation, a new framework is developed in Chapter 1 from the well-known notions of politeness like 'face' (Goffman, 1971, 1972) and 'Face Threatening Acts' (FFAs - Brown and Levinson, 1978, 1987), while a combination of extracts from the literature of Conversational Analysis is used to flesh out the discussion. 'With the inclusion of Face Boosting Acts, which are thought to be the opposite of FTAs, the framework shows that in situations where 'positive face' is threatened or boosted, the change in the face values creates Interactional Imbalance, always to the disadvantage of one speaker, and the subsequent turn is commonly designed to put the balance right. Where imbalance is created unwillingly to the disadvantage of the recipient, or has to be ignored, speech is marked with dispreferred turn markers. Before looking for evidence of these points in responses to troubles-telling - a considerable threat to the teller's face - procedures of collection, selection and presentation of data are discussed in Chapter 2. Chapter 3 starts with the topic initiating characteristics of troubles-telling and goes on to explore the acknowledgement types that it gets, differentiated in terms of their capacity to encourage or discourage further talk. Despite different consequences for topic, all acknowledgements are found to be face boosters, and preferred turns. In comparison, Advice is explored in Chapter 4 as a dispreferred turn with further face damage for the teller. It is also found to extend the sequence on the one hand, but minimize the chances of having a proper closure for the talk, on the other. Troubles-telling responses, incorporating a varying degree of' disagreement, are examined in Chapter 5, where it is decided that disagreement is a face booster as long as it follows the recognizable patterns in the culture. The summary of these points in the Conclusion opens up the way to further theoretical issues like the relation of Interactional Imbalance to sequence types, Conditional Relevance, and topic, apart from pinpointing the predominance of face considerations in conversational practice in general.

In spite of the increased emphasis since being designated by the United States National Security Language Initiative (NSLI) as one of the sixteen critical languages, the number of students studying Turkish at the university level is small (MLA, 2015). During implementation of this project, several problems unique to Turkish arose. According to the Defense Language Institute (DLI), the degree of difficulty for English language speakers to learn Turkish is greater than that of most European languages because of the vast cultural differences between the United States and Turkey. There is one commonly used textbook at the university level across the United States (Öztopçu) which succeeds in delivering the teaching materials suitable for a traditional classroom but fails to provide opportunities for students to develop cultural and communicative competence. Additionally, it fails to offer digital technology, such as online study materials, which many students would prefer to have included in their academic studies (ECAR, 2014). The Turkish Global Simulation (TGS) project offers a solution: the development of effective teaching materials that would provide students access to the Turkish language and culture using the latest technologies that students already use and enjoy. The TGS was based on the French Apartment Building (Dupuy, 2006a, 2006b), which exemplifies relevant task-based instruction. The French Apartment Building project helps students attain communicative competence and cultural literacy through books and web resources, and focuses on improving students' reading and writing skills. The TGS allows students to experience a virtual life as a tenant in an apartment building in Istanbul. This is accomplished with the use of web applications (Facebook, Google Earth, Google Docs, Google Voice, emails, Blogger, chats, text messages, podcasting, audio-video files, 3-D maps, and Google Bookmarks), and authentic materials (e.g. movie/music clips). I delivered the tasks and the materials—in accordance with the American Council on the Teaching of Foreign Languages (ACTFL) standards—through the TGS project, which was first piloted and run successfully for several years to teach second-year second-semester university Turkish learners. The project involves a semester-long simulated life in a Computer Assisted Language Learning (CALL) environment, and promotes cultural and communicative competence while motivating students to be virtually connected to a new culture, autonomous, and lifelong learners. The specific research questions address: 1. How does the TGS project affect student’s cultural competence? 2. How effective is the TGS project as a context for language learning? 3. How do students compare the TGS with more traditional learning methods? How do teachers evaluate the Turkish textbook? 4. How effective is Internet technology in the TGS project? A number of different instruments were used to measure the effectiveness of global simulation in promoting cultural competence: oral interviews, ACTFL standards textbook evaluations, Flashlight surveys, teacher-course evaluations, and the TGS final exams. The results revealed that the success of global simulation in Turkish has clear implications for teaching not only Turkish, but also other less commonly taught languages, for which the classroom is the predominant method for American university students to learn a foreign language and culture.

This thesis explores how the Turkish democratization has been affected by conservative parties during the historical process. In addition, it provides information about the democratization experience of Turkey. Furthermore, it reveals the difference of Turkish democracy from that of other democratic countries. How Turkey went through interrupted periods of democratization experience in these periods, and gains and losses as a result of these periods were addressed in this thesis separately. The analysis and evaluations were conducted through the interviews with persons, who have a say in the political history of Turkey. / 博士(グローバル社会研究) / Doctor of Philosophy in Global Society Studies / 同志社大学 / Doshisha University

This thesis has two aims: The first is to establish that OSV word order sentences in Turkish, along with the related Oblique-NP SV word order sentences, can have two different syntactic structures, one resulting from A-movement, and the other from A’-movement; I refer to the structures resulting from A-movement as ‘subject suppression’ constructions. The second aim of the thesis is to analyze the syntactic structure of subject suppression constructions. I rely on novel tests based on the semantics of specificity in Turkish to delineate the subject suppression constructions. I then propose that these constructions have their external arguments merged in the specifier of VP, and semantically interpreted via a special composition rule, as suggested by Kratzer (1996, p. 113) before being dismissed in favour of her VoiceP proposal. / Thesis / Master of Science (MSc)

Thesis (Ph.D.)--Georgetown University, 2010. / Includes bibliographical references.

The Ottoman Empire, an imperial power that existed from 1299 to 1923, was one of the largest empires to rule the borders of the Mediterranean Sea. Ottoman Turkish was used especially between the 16th and 19th centuries during the Ottoman Empire. This ornamented, artificial language separated the general population from intellectual and palace elite and a communication problem followed. Although the minorities of the Ottoman Empire were free to use their language amongst themselves, if they needed to communicate with the government they had to use Ottoman Turkish. This thesis explains these language differences and the resulting problems they created during the Empire. Examples of original correspondence are used to highlight the communication differences and the difficulties that ensured. From this study, the author concludes that Ottoman Turkish was not a separate language from Turkish; instead, it was a variation of Turkish in inexistence for approximately 600 years. / Prof. B. Hendrickx Dr. A. Dockrat

This thesis traces the roots of the Chanak Crisis, which brought Britain and Turkey on the brink of war in September 1922. After the analysis of the British Near Eastern policy throughout the 19th century up until the Chanak Crisis, the author concludes that the confrontation at Chanak was basically a continuation of the Eastern Question, which had revolved around the Anglo-Russian rivalry over the control of the Turkish Straits. While Britain pursued the closure of the Straits until the World War I to prevent Russia accessing to the Mediterranean, the British post-war strategy focused on ensuring the “freedom of the Straits.” The Turkish advance toward Chanak after the victory over Greeks, however, posed a great threat to British plans. In the face of hints of the cooperation between the Turkish Nationalists and Russia, the British government, therefore, took a decision to hold Chanak at the risk of military confrontation.