Cilt 3 - Sayı 1 (Haziran 2021)
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Öğe Lizzie Doten and poems from the inner life book translation(Karamanoğlu Mehmetbey Üniversitesi, 2021) Çodur, FatihAlthough the books reflecting the influence of spiritualism have been published in Turkish Literature at the beginning of the 20th century, since Amâk-ı Hayal by Filibeli Ahmet Hilmi, books have been published in line with the mysticism movement, which is perceived with an interpretation over Islam, rather than the the ones defending spiritualism in the sense of world literature. As known, Allan Kardec, who started experimental spiritism in the 19th century, conducted experiments on phenomena such as reincarnation, communication with spirits, and summoning spirits. With these experiments, Spiritism first spread to Europe as a mystical movement (Castellan, 1967). Turkish poets who follow Islam, on the other hand, have kept a distance from the spiritualism movement, which clings to a spiritistic point of view. In Samiha Ayverdi’s and Peyami Safa’s novels, and poems of Ahmet Haşim and Asaf Hâlet, signs of mysticism were seen, but the understanding of the soul in a spiritualistic base was almost never handled in our literary history. In this sense, it is important to publish books that can be the subject of academic studies as a source book and contribute to fields such as spiritualism and trans-poetry in Turkish literature. For this reason, the book titled Poems from Inner Life, published by Lakin Yayınları, has been the subject of this review, and Spiritualism, the trans-poem idea through Lizzie Doten’s poetry and the effect of Edgar Allen Poe in Doten’s poems have been emphasized in this work.Öğe Monstrous rubbish ecologies and punitive ecohorror in Joseph D’Lacey’s Garbage Man(Karamanoğlu Mehmetbey Üniversitesi, 2021) Yazgünoğlu, Kerim CanExpanding on the notions of “rubbish ecology” and “dirty nature” proposed respectively by Patricia Yaeger and Heather Sullivan, this article problematizes nature as rubbish and dirty in Joseph D’Lacey’s Garbage Man (2009). In so doing, this study discloses how every place is now a place of rubbish, and various types of waste that infiltrate into every territory and body radically reconfigure our reality. Addressing the problem of toxic landfill, Garbage Man describes a desperate vision of a totally ruined place and shows how the products of human industry contaminate people and the environments. This ecohorror also exemplifies the reimagining of waste as a dangerous, monstrous garbage man, “Fecalith,” which has killed most of the population in Shreve. So, this article illustrates how the protagonist, Mason, serves to reinforce the suggestion that waste is totally destructive and disruptive. As such, the protagonist attempts to make re-attunement to the dying and changing environment as his encounter in monstrous rubbish ecologies discovers the uncertainty and disorder of the world. The novel thus can be read as a refracted mirror through which we can consider our contemporary preoccupation with garbage, waste, and rubbish. In particular, conjuring up a bleak vision of rubbish ecologies in this ecohorror, D’Lacey illustrates the centrality of waste to consumer society and offers no hope for redemption by punishing the people of Shreve. As a result, as this article concedes, D’Lacey contributes to larger discussions about what nature has become in the twenty-first century, providing insights into our concerns and fears regarding our connection to nature.Öğe 6. ve 7. sınıf öğrencilerinin Fransızca öğretimine ilişkin metaforik algıları(Karamanoğlu Mehmetbey Üniversitesi, 2021) Arslan, NahideThe aim of this study is to determine secondary school students’ perceptions about the concepts of French, French text book and living in France through the use of metaphors. Metaphors, considered as a reliable and valid source for generating new ideas in education, provide important information to learn new information about the students’ thoughts, personal perceptions and experiences in teaching French. In this study prepared within the scope of qualitative research, the data were collected from 38 students, determined through typical case sampling by using the purposeful sampling method, had been educating in the 6th and 7th grades of a private school in Bursa during 2017-2018 educational year. Then, each participant was asked to complete the expressions of “French is like…; because…” French textbook is like…; because…” and “living in France is like…; because…” and to write an original metaphor that best represented their perceptions. The collected data were analyzed with the content analysis method. The metaphors about learning French were interpreted by analyzing totally in nine different themes in which there exist seven categories under the heading of positive associations (saving, depth, education, entertainment, value, development and support) and two categories (boring and hard) under the heading of negative associations. The results obtained in this study show that the students developed a total of 113 current metaphors for the three relevant concepts of teaching French; of the 38 metaphors produced for the concept of French, 25 are positive (68,9%) and “water”, “hard” and “rose” metaphors were commonly used; of the 38 metaphors preferred for the concept of the French textbook, 26 are positive (68.4%) and “encyclopedia” and “rainbow” metaphors were mostly consulted; of 37 metaphors found for the concept of living in France, 34 are positive (91.9%) and were frequently expressed by “imagination” and “dream” metaphorsÖğe A comprehensive review of systematic assessment techniques in interpreting(Karamanoğlu Mehmetbey Üniversitesi, 2021) Balaman, SevdaWith the acknowledgment of the prominence of assessment in interpreting education, there appears a growing need for far-reaching analyses of the assessment issue in interpretation from different perspectives. Therefore, this article is intended for deeply reviewing the practical assessment techniques grounded in robust methodologies in order to cast light on how to assess the interpreting performance effectively from the educational standpoints. To this end, firstly, this research aims to present the theoretical underpinnings of the assessment in interpreting by addressing the major concepts in the relevant field. In this respect, this text starts with a detailed description of assessment in interpretation and elaborates the central points of the process, i.e., validity and reliability, and different assessment types by purpose. Then, this review paper has aimed at scrutinizing analytic rating scales by making comparisons with holistic assessment techniques. Finally, this text focuses on the thorough examination of some innovative assessment practices offered in the relevant literature, i.e., peer and self-assessment techniques in interpreting, by addressing different parameters in relation to these techniques. The conclusions drawn from this study might benefit test developers and interpreter trainers to gain further knowledge about planning effective and sound test designs in measuring the interpreting performance.Öğe Fuzûlî’nin “Sever” redifli gazelinin şerhi ve tasavvufî açıdan incelenmesi(Karamanoğlu Mehmetbey Üniversitesi, 2021) Gürdal, YusufDivan şiirleri çok anlamlı olmalarıyla bilinen edebî şaheserlerdir. Bu şaheserlerin önemini anlamak için onların anlam katmanları arasında araştırmacı bir ruhla gezinmek gerekir. Her okuyucuda ve her okuyuşta farklı anlam ve çağrışımlar uyandıran divan şiirinin usta şairleri de eserlerini oluştururken bu durumu elbette bilerek kalem oynatmışlardır. Bir edebi esere özellikle de şiire yalnızca bir anlam vermek mümkün değildir. Zira bir edebi eser müellifinin zihin dünyasından ve yazıldığı dönemden çok önemli izler taşır. Özellikle divan şiirleri birkaç istisna dışında tamamen döneminin anlayışını ve kültürünü büyük ölçüde yansıtan bir hüviyete sahiptir. Halkın en alt tabakasından en seçkin kesimine kadar hemen herkesin etkisinde bulunduğu dini-tasavvufî ve kültürel ögeler ile aşkın bu şiirlerde okuyucusunun idrak seviyesine göre birçok mesajı yansıtan bir anlam zenginliği vardır. Edebi metinlerin şerh ve incelemelerinde bilhassa gazeller ilk bakışta tamamen beşeri bir aşkı anlatan bir görünüm sergilemektedir. Ancak gazellerin derinliklerine doğru bir anlam yolculuğuna çıkılınca tasavvufi ögeler açısından oldukça zengin içeriklere sahip oldukları görülmektedir. Biz de bu çalışmamızda Fuzûlî’nin “sever” redifli gazelini şerh etmeye ve tasavvufî manalar açısından incelemeye çalışacağız.Öğe Применение компьютерных технологий на занятиях по развитию речи на первом курсе(Karamanoğlu Mehmetbey Üniversitesi, 2021) Karimova, Kemale Tahsin; İnal, CanСегодня перед преподавателями младших курсов стоит задача – обучать студентов таким образом, чтобы они были способны обнаруживать новые проблемы и задачи, находить пути их решения, могли пластично и быстро реагировать на изменяющиеся условия. Достичь хорошего результата в выполнении этой задачи можно в условиях реализации инновационного подхода в обучении, обеспечивающего переход на продуктивно-творческий уровень. Этого можно достичь при помощи разнообразных технологий, включая информационно– коммуникационные. Уже на первом курсе при активном использовании ИКТ (информационно-коммуникативные технологии) удачнее достигаются общие цели образования, намного легче формируются компетенции в области коммуникации: умение собирать факты, сопоставлять их, организовывать, выражать свои мысли в устной форме и на бумаге, логически рассуждать, слушать и понимать письменную и устную речь, делать выбор и принимать решения, открывать что-то новое. Занятия с использованием ИКТ являются одним из самых важных результатов инновационной работы в высших учебных заведениях (в том числе и в средних общеобразовательных учреждениях). Практически на любом занятии можно применить компьютерные технологии. Важно одно – найти ту грань, которая позволит сделать данное занятие по-настоящему развивающим и познавательным. Использование информационных технологий позволяет преподавателям осуществить задуманное, сделать занятие современным. Использование компьютерных технологий в процессе обучения влияет на рост профессиональной компетентности преподавателя. Оно способствует значительному повышению качества образования, что ведёт к решению главной задачи образовательной политики. Используя информационные технологии, мы вынуждены акцентировать внимание на логику подачи учебного материала, что положительно влияет на уровень знаний обучающихся. Кроме этого, применение ИКТ содействует формированию познавательного интереса студентов и способности оперировать полученными знаниями. Благодаря компьютеру, за очень короткие сроки можно развивать грамматический строй, пополнить словарный запас, формировать связную речь, восполнить пробелы в развитии звуковой стороны речи, развивать орфографическую зоркость. Всё это повышает грамотность. У студентов развивается навык самоконтроля и самостоятельной деятельности, повышается интерес к процессу обучения. Благодаря оптимальным методам обучения и современной технике преподаватель предоставляет возможность каждому студенту «путешествовать» по миру знаний, подобно тому, как он совершает путешествие по игровым сценам какой-нибудь интересной игры, что даёт новый мощный импульс для формирования самостоятельной познавательной активности.
