316 10 3494 https://omeka.ibu.edu.ba/files/original/4961c0f8beb77cb322a8dcfc2c6cf76b.docx 801594865c27feb02bd4b00f1e32c363 https://omeka.ibu.edu.ba/files/original/d46a3d0c8633b60b0fcc34d3023f67d4.pdf 833acb5732dd5f4c1c48033b9a545f92 PDF Text Text To Teaching Turkish for Foreigners, Additional Verbs with Training, Teaching And Application Samples Mehmet Kahraman Tuzla University/ Tuzla, Bosnia and Herzegovina Key words: teaching Turkish to foreigners, teaching of an additional verb, the functional instruction. ABSTRACT Turkish as a foreign language teaching continues to increase with each passing day date. Addition to the actual state of teaching Turkish to foreigners, teaching and textbooks application like? First reading, writing and the reading, writing, speaking can be evaluated in comprehension terms of the situation? Teaching method, teaching Turkish to foreigners in a functional language, you must first determine a method of student-centered, then according to this method of text selection, application examples, to determine the effectiveness of teaching and learner, and then to study the application and sampling should be based on. At this point, the current sample application and sample books, teaching Turkish to foreigners due diligence studies will be. In particular act is referred to as a verb addition to teaching Turkish to foreigners focusing on how to function with a function that will take place, as well as how to teach and where to find the distribution of the subject matters will be discussed. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1900 Title A name given to the resource To Teaching Turkish for Foreigners, Additional Verbs with Training, Teaching And Application Samples Author Author KAHRAMAN, Mehmet Abstract A summary of the resource. Key words: teaching Turkish to foreigners, teaching of an additional verb, the functional instruction. ABSTRACT Turkish as a foreign language teaching continues to increase with each passing day date. Addition to the actual state of teaching Turkish to foreigners, teaching and textbooks application like? First reading, writing and the reading, writing, speaking can be evaluated in comprehension terms of the situation? Teaching method, teaching Turkish to foreigners in a functional language, you must first determine a method of student-centered, then according to this method of text selection, application examples, to determine the effectiveness of teaching and learner, and then to study the application and sampling should be based on. At this point, the current sample application and sample books, teaching Turkish to foreigners due diligence studies will be. In particular act is referred to as a verb addition to teaching Turkish to foreigners focusing on how to function with a function that will take place, as well as how to teach and where to find the distribution of the subject matters will be discussed. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/0e5d5e9f85b2d9183241e76d2da0e7fc.pdf 1337ca4987e19ba9c68e18a53f740a97 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo To Use or Not to Use: First Language in Tertiary Instruction of English as a Foreign Language Andreja KovaĦiĤ Department of Foreign Languages and General Educational Disciplines Faculty of Organization and Informatics, University of Zagreb, Croatia andreja.kovacic@foi.hr Valentina KiriniĤ Department of Information Systems Development Faculty of Organization and Informatics, University of Zagreb, Croatia valentina.kirinic@foi.hr Abstract: The issue of whether first language (L1) use in teaching foreign languages (FL) is justified can be considered from various perspectives. The diachronic perspective considers the role of L1 in FL instruction along with the development of teaching methods and linguistic theories. The taxonomic perspective concerns the arguments for and against L1 use taking into account its cognitive, social and affective aspects. The role of L1 can also be viewed from the empirical perspective considering the effects of its use and examining attitudes, beliefs etc. of participants in the dynamic process of FL teaching and learning. The survey presented in this paper aims to investigate and compare the perception of using Croatian in tertiary English for Specific Purposes (ESP) instruction concerning L1 use. Two groups of respondents involved in the study were undergraduate nonlinguistic majors at a Croatian university and ESP instructors in various higher education institutions in several Croatian universities. The questions that the research in this paper addresses is 1) whether the tertiary students‘ perception of using Croatian as L1 in teaching EFL corresponds to that maintained by tertiary language instructors and 2) whether students and instructors, respectively, support the usage of L1 in the tertiary EFL classroom. First language use is explored in terms of necessity, frequency, usefulness and its appropriateness for selected examples of usage. The presented findings comprise those obtained by quantitative as well as qualitative data analysis. Key Words: First language, EFL, ESP, tertiary instruction, research, survey Introduction The question ―Should the first language (L1) be used in foreign language (FL) instruction?‖ has posed a challenge for ESL/EFL materials writers, scholars and, in particular, instructors, who need to address it in their day-to-day teaching practice. In spite of its relevance for the stakeholders, it seems that there is no comprehensive agreement on L1 use. The authors whose formalization of L1 use over the last two and half decades has shaped the opinion of EFL/ESL professionals include Atkinson (1987), Auerbach (1993), Cook (2001b), Turnbull (2001) and Butzkamm (2003). First language use in the FL classroom can be observed from three perspectives. The diachronic perspective considers the evolution of L1 in FL instruction along with the development of teaching methods and linguistic theories, often within the ESL context. Moving along the continuum between the two extremes – proscribed and firmly prescribed L1 use – was primarily reflected in the amount of precious class time during which the learner needs to be exposed to FL. The methods that advocate the orthodox use of FL are based on the assumption that a greater amount of FL is one of the preconditions for its easier acquisition, still allowing for L1 to be used when it aids comprehension (Krashen, 1989; Lightbown and Spada, 2006). Furthermore, L1 use can also be considered as one of the parameters that define the differences between methods in terms of differing functions assigned to L1 in each of them. Monolingual approach, which is based on the language compartmentalisation theory, is thus countered by methods that deliberately involve L1 (Cook, 2001b). The turning point in reassertion of L1 in FL teaching is the theory of multicompetence (Cook, 2001a). Butzkamm (2000) places ―the ability to capitalise on the vast amount of both linguistic skills and world knowledge (…) already accumulated via the mother tongue‖ among habits of good language learners. The taxonomic perspective concerns the arguments for and against L1 use, taking into account its cognitive, social and affective aspects. In that respect, the springboard for explicit consideration of L1 was the 150 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo paper by Atkinson (1987), who identified the gap in methodological literature on L1 use as one of the reasons for its indiscriminate use. Inventories of practical uses of L1 and its pedagogical implications have since ranged from resource books (e.g. Atkinson, 1993; Deller and Rinvolucri, 2002) to articles comprising general principles for L1 use (e.g., Gill, 2005, Cook, 2001b), or those providing a cognitive rationale for L1/FL comparison (Dońen, 2001, Ibarra Hidalgo, 2009). The role of L1 can also be viewed from the empirical perspective, drawing on research into various aspects of participants‘ use of L1 in the dynamic context of the FL classroom. Scott and De la Fuente (2008) proposed the key questions to be addressed when L1 is concerned and also pointed out that most research into L1 use is conducted from the interactionist perspective. Accordingly, Alegrìa de la Colina and Garcìa Mayo (2009) examined the benefits of L1 use for lower proficiency students in collaborative tasks. Research into attitudes of students (Kavaliauskienė, 2009) or students and teachers toward L1 use in tertiary FL/SL instruction (e.g. Schweers, 1999; Tang, 2002; Shimizu, 2006) revealed the respondents‘ tendency toward rational use of L1. Contrary to the findings of Prodromou (2002), who revealed that the students‘ preference to use L1 in FL class diminishes with their proficiency level, the research conducted among students in Iran (Nazary, 2008) showed that respondents were reluctant to use L1 in class regardless of their proficiency. Finally, of particular interest for practitioners are studies on teachers and students‘ attitudes toward different uses of L1 (Macaro, 1997). In their research among US university teachers, Polio and Duff (1994) established varying preferences for specific L1 uses. The questions that the research in this paper addresses are 1) whether the tertiary ESP students‘ perception of using Croatian as L1 in teaching EFL corresponds to that maintained by tertiary language teachers and 2) whether students and teachers, respectively, support L1 use in the tertiary EFL classroom. Method of the Study The survey presented in this paper aims to investigate and compare the perception of using L1 (Croatian) in tertiary ESP instruction concerning L1 use in terms of necessity, frequency, usefulness and its appropriateness for selected examples of usage. The research was conducted by means of two analogous questionnaires, one for the students and the other for the teachers. The instrument, which is an adapted version of the questionnaires used by Schweers (1999), Tang (2002) and Shimizu (2006), was administered in Croatian. Generally speaking, all the three groups of L1 uses specified by Cook (2001b), i.e., ‗teacher conveying meaning‘, ‗teacher organizing the class‘ and ‗students using L1 within the classroom‘ were represented in our survey. The student questionnaire consisted of 11 questions: 3 demographic questions; 2 questions concerning the linguistic competence level; 6 questions concerning perception of L1 use. The teacher questionnaire consisted of 8 questions: 1 on the respondents‘ general data; 6 questions concerning perception of L1 use and 1 open-ended question. In both questionnaires, among the 6 questions concerning perception of L1 use there were 2 dichotomous questions and 4 multiple-choice questions. Combining various question types makes it possible to collect data based on which hypotheses can subsequently be formulated and a scale of a higher internal consistency developed (Mackey and Gass, 2005). Sampling Two groups of respondents included in the study were: 1) undergraduate non-linguistic majors at the Faculty of Organization and Informatics, University of Zagreb and 2) ESP instructors in Croatian higher education institutions. The first group of respondents (N=171) were students in the undergraduate intermediate English Language I course in the 2008/2009 academic year. 121 (70.88%) of respondents were male and 48 (28.1%) female, while in 2 cases the data on gender was missing. Undergraduate respondents‘ age ranged between 19 and 28, 19 being the average (M=19.982, sd 0.939). This obligatory course is delivered in the first term, but can also be enrolled by second- and third-year students. The majority of respondents had been learning English for 9 years (M= 9.123, sd 3.453). The other formal indicator of students‘ EFL knowledge was the self-assessed active and passive EFL competence, on the scale from 5 (excellent) to 1 (unsatisfactory). The average passive competence obtained was 4 (M=4.147, sd 0.875). On the other hand, although the average active competence obtained was 3 (M=3.412, sd 1.064), due to the coefficient of variation V=31.18% respondents did not form a sufficiently homogeneous set. Therefore the mode (D=4.00) makes for a more representative value for the passive competence variable. In this paper, students‘ competence level is not discussed in relation to other variables. 151 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo The second group of respondents (N=20) were female instructors teaching non-linguistic majors in 15 Croatian higher education institutions. While 16 respondents were teachers of ESP, EAP and communication skills in 3 different Croatian universities, 4 respondents taught vocational ESP courses in 3 higher education institutions. Data Analysis Processes The student survey was administered in class in January 2009. The teacher survey was conducted by electronic mail in January-February 2009, in accordance with guidelines in Cohen, Manion and Morrison (2007). The e-mail response rate was 41.6%. The data obtained by research was processed by means of SPSS software, using the descriptive statistics methods, with the exception of the last (open-ended) question in the teacher survey. While applying analogous instruments to different groups of respondents enabled data triangulation, the qualitative question in the teacher survey allowed for methodological triangulation (Medved-KrajnoviĤ, 2010; Brown and Rodgers, 2002) with quantitative data in the rest of the teacher survey. Using the data collected by the open-ended question, we extracted several categories. They were further subdivided into subcategories, to which applicable parts of teachers‘ written replies were added. Findings and Discussion By examining the problem using the questionnaires we obtained values for the following variables: perception of the need to use L1, perception of L1 frequency, preferred frequency of L1 use, perception of L1 usefulness, and appropriateness of L1 for 12 concrete cases of use. All the variables were examined on both groups, except for preferred frequency, which was only included in the student questionnaire. Perception of the Need to Use L1 Most students (117, or 68.4%) provided a positive answer to the question ―Should Croatian be used in the English classroom?‖. Most of the teachers (16, or 80%) also provided a positive answer, which generally indicates that both students and teachers consider that the use of L1 in their English classes is justified. Such answers are in correspondence with our expectations based on the results of similar research (e.g. Schweers, 1999). Moreover, since our research was conducted on a monolingual group of students taught by the speaker of their native language, it was unlikely that L1 would be totally excluded from instruction for naturalness sake (Cook, 2001b). The results obtained by Shimizu (2006) among Japanese students, in which 66% of nonlinguistic majors supported L1 use in EFL classroom, with an additional 18% who opted for the answer ‗It depends‘ are closest to those obtained in our research. Surprisingly, the percentage of undergraduate Chinese students supporting L1 use (70%) in Tang (2002) is also comparable to that in our research, although the Chinese study was conducted among English majors. In research by Schweers (1999) among L1Spanish learners of ESL the percentage of students in favour of L1 was much higher (88.7%). Tang explains that by higher motivation among Chinese learners who, while aware of the merits of L1, still expect to use FL in class as much as possible. Perception of L1 Frequency and Preferred Frequency of L1 Use Among the 6 answers to the question ―How often do you think Croatian should be used in the English classroom?‖ (see Appendix, Table 1), most students (96, or 56,1%) chose the answer ‗sometimes‘. This answer was also the most frequent one among teachers (9, or 45%), although in their case the percentage is slightly lower. Interestingly, when asked ―How often do you use Croatian in the English classroom?‖, most teachers (13, or 65%), chose the same answer. However, from the slightly higher percentage of teachers who opted for this answer compared to the percentage obtained for the question at the beginning of this paragraph (45,00%) we may conclude that teachers find they use L1 more than they should. In her recent research, Edstrom (2006) confirmed that differences in the perception of teacher‘s L1 use and the actual L1 use are a worthwhile avenue of exploration. Furthermore, it is notable that although no universal agreement on the optimum amount of L1 in a 152 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo FL classroom exists, teachers‘ perception of their use of L1 tends to lean to the ‗L1 used more than actually necessary‘ stance. The reason why teachers may feel uneasy using L1 is that they feel they are breaking ‗the mother tongue taboo‘ (Deller and Rinvolucri, 2002, in Gill, 2005). Among the answers to the question ―Is it preferable that your teacher uses Croatian in class?‖, (‗not at all‘, ‗a little‘, ‗moderately‘, ‗very‘) most students (87, or 50.9%) chose the answer ‗moderately‘. This result, which is in correspondence with the students‘ answer regarding the frequency of use, leads us to conclude that most students find occasional use of L1 FL classroom acceptable – the attitude also supported by most teachers – and that teachers should use it moderately. Perception of L1 Usefulness Two questions in both summaries addressed the usefulness of L1. Most students (125, or 73.1%) found that using L1 in FL class is helpful for learning English, which is also the option selected by most teachers (16, or 80%). In the question ―Do you think it is necessary to use Croatian in your English class? If so, why?‖, respondents had to choose one of 4 positive effects of L1 use – ‗aid to comprehension‘, ‗more effective classes‘, ‗feeling less lost in class‘, ‗saving time‘ – or the answer ‗I don‘t find it necessary‘. Most respondents in both groups found that the greatest benefit of using L1 is easier comprehension. However, this percentage was much higher among teachers (16, or 80%) compared to students (61, or 35.7%, with 15 missing answers). Namely, among students‘ answers all the other benefits of L1 use were also represented. For example, 32 (18.7%) of students reported that owing to L1 they felt less lost in class. Although L1 is often considered in terms of crosslinguistic influences and cognitive benefits, this particular result in our research points out the importance of affect in language learning and acquisition, recognized by Krashen (1981) in his Affective Filter hypothesis. In our survey, L1 was perceived by students as a valuable tool in lowering that filter. L1 Appropriateness for Selected Cases of Use In the survey respondents were given a list of 12 cases of L1 use and were asked to choose several options for which they thought using L1 is appropriate. The answers for each group are shown in Table 2 (see Appendix). While most students (150, or 87.7%) stated that using L1 was appropriate for explaining difficult grammar points, a lot of them (123, or 71.9%) also opted for L1 use in explaining difficult concepts. These two answers were also the most frequent ones among teachers, but in reverse order. Interestingly, exactly half of the teachers found the use of L1 for explaining grammar and defining new vocabulary, respectively, equally appropriate. These results may arise from the awareness that L1 can be used to facilitate the intake process that is not automatically guaranteed by the FL input (Swain, 1993, in Turnbull, 2001). Alegrìa de la Colina and Garcìa Mayo (2009) defined such use of L1 as a cognitive tool mediating higher-order thinking processes. It should be noted that the respondents in our survey were ESP students and the ability to understand and use technical terminology in a FL is among the learning outcomes of their course. Ibarra Hidalgo (2009) pointed out the paradox that, owing to techniques in which L1 was used to teach lexical items, learners gradually became less dependent on L1. Moreover, it is not surprising that both students and teachers found L1 acceptable in explaining grammar. Scott and De la Fuente (2008) established the positive role of L1 in explicit, form-focused collaborative tasks in which students were encouraged to use L1 to analyze grammar features and verbalize rules. Another example of L1 use ranked highly by the teachers (7, or 35%) were written translation exercises. Atkinson (1993, in Mattioli, 2004) recognized the value of translation in ‗raising one‘s consciousness of the nonparallel nature of languages‘. It is notable that almost half of the students (77, or 45%) prefer having the instructions concerning activities done outside class to be delivered in L1. When we consider that, under the Bologna process, students are involved in the continuous assessment scheme and are exposed to a lot of administrative information concerning the course, projects, tests etc., it is natural they find clear and straightforward communication to be vital for academic success. Finally, the L1 uses that refer to communicative practice in class and spoken comprehension checks were assigned fairly low rankings by both groups. This can be explained by other aids that students have at disposal when using FL in oral communication, like compensation strategies. Interestingly, such an explanation would be countered by some authors (Atkinson, 1987) who actually emphasized the usefulness of L1 in developing circumlocution strategies during FL use. The frequency and percentage of respondents‘ answers by the total number of selected options among the 12 cases of L1 use (see Appendix, Table 3) reveal that most students (40, or 23.4%) chose 4 options, while most teachers opted for either 2 or 5 L1 uses (5, that is 25% of respondents, respectively). Since, on the whole, 153 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo most respondents selected between 2-5 options, we can conclude that both students and teachers are aware of the diversity of functions of L1 in the ESP classroom and the need for a varied use of L1. Teachers' Impressions regarding the General Policy toward L1 Use Teachers were also asked to summarize their impression on their institution‘s policy regarding L1 use in FL instruction. From the collected answers we first extracted the categories that potentially impact teachers‘ decision whether to use L1. We divided the obtained categories into 3 ‗external‘ (Consensus regarding L1 use, Awareness of the changing impact of teaching methods, Students) and 3 ‗internal‘ elements (Efficiency, Contrastive approach, Affective factors). In our research the term ‗external‘ refers to elements concerning the circumstances in which instruction takes place, not defined by teachers (e.g. educational policy). ‗Internal‘ refers to individual factors that may be susceptible to change in accordance with the teacher‘s agency (e.g. techniques used). After further analysis, most of the categories were divided into subcategories (e.g. Efficiency was subdivided into Saving class time, Exposure to L2, Lexical /structural /pragmatic accuracy and Course and classroom/task management). In some cases, contrary statements from teachers‘ answers were integrated within the same subcategory. For example, consider the statements assigned to the subcategory Mixed proficiency levels that we grouped under the Students category: (1) ―There is a significant number of students with poor foreknowledge of English, while within the Bologna Reform the only languages are English and German taught only as languages for specific purposes.‖ (2) ―In my opinion, considering our students‘ level of knowledge, Croatian is not necessary.‖ The examples above indicate one of the key organizational challenges of the current ESP teaching practice in Croatia. Namely, while in theory, tertiary ESP courses are automatically identified with high proficiency levels (with minimum L1 use), as in (2), in reality it is not uncommon that teachers have to deal with mixed levels of competence and motivation in one-size-fits-all ESP courses, as reported in (1). Contrary views are also found in teachers‘ remarks concerning instruction efficiency. One of the identified subcategories here is Lexical /structural /pragmatic accuracy. Consider the statements related to acquisition of professional language skills: (3) ―Skills of drafting contracts, writing instructions etc., vital for the engineers‘ future profession, are best acquired with the aid of Croatian.‖ (4) ―Students are aware of the importance of English for their profession and readily accept communication in English, even outside the classroom.‖ Both replies above reveal that teachers are aware that ESP courses need to fulfil the immediate needs of students‘ future profession. However, while in (3) L1 is seen as a catalyst for acquisition of professional competences, in (4) maximum exposure to FL is suggested as crucial in that respect. Interestingly, most diverse answers were found in the category Consensus regarding L1 use at the institutional level, including: Consensus in favour of L1 use, Consensus against L1 use, Consensus in favour of a balanced approach and Lack of consensus. This last subcategory, which results in teachers making decisions on L1 use at the individual level, is illustrated as follows: (5) ―It would seem that foreign language teachers still doubt whether to use L1, and to what extent. While some tend to avoid it, others overuse it.‖ The analysis of the teachers‘ answers, only some of which are presented in this section, reveals that the open-ended question enabled the teachers to state their attitudes and preferences in accordance with but also beyond the set of possible uses listed in one of the multiple-choice questions. From a holistic perspective, we can argue that our qualitative findings support those obtained through quantitative analysis. Indeed, the findings presented in this section should be taken as ‗words‘ that collated with ‗figures‘ provide a more in-depth view, as suggested by Johnson and Onwuegbuzie (2004). 154 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Conclusions and Recommendations The research presented in this paper reveals that Croatian students and teachers involved in tertiary ESP courses generally support the use of L1 in FL instruction. Both students and teachers find that L1 use should be moderate. Although there are some differences between the two groups concerning selected examples of L1 usage, the most frequently selected examples are the ones also most frequently dealt with in recent research on pedagogical uses of L1. Using L1 in a way that would add value to FL instruction while maximizing the use of FL in the classroom may seem a tall order. Not only do teachers need to adapt to the requirements and expectations of specific groups or teaching contexts, but they also need to balance between the institutional policies toward L1 (provided it exists) and their own beliefs and practices. Edstrom (2006) found that reflection can be a valuable tool for teachers and researchers in developing a more informed awareness of merits of L1 use. Any attempt to quantify the amount of L1 to be used in the classroom needs to be made in conjunction with the functions that L1 will be used for. Along with the variables presented in this paper, in future research students‘ language competence level or motivation could be considered. Furthermore, it needs to be mentioned that the quantitative data obtained in this research refer to a specific population among EFL learners/teachers and cannot be generalized. Finally, regarding the processing of the teachers‘ open-ended answers, we are aware that coding qualitative data is a demanding and iterative process, as suggested by Dôrnyei (2007). The classification proposed in this paper is therefore inconclusive. In spite of the limitations of this study, we hope that it will help contribute to the research of L1 use in ESP in our country27 or similar contexts. We also believe that the differing attitudes concerning various key facets of pedagogical L1 use identified in our research provide substantial evidence for its inclusion on researchers‘ as well as EFL teachers‘ agenda. 27 As a contribution to discussing this issue in public fora, a recent plenary delivered by Ms Mirna RadińiĤ, M.A., at the Conference of the Association of Croatian Teachers of English (HUPE) in Opatija, Croatia, in April 2011, deserves to be mentioned. 155 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo References Alegrìa de la Colina, A., & Garcìa Mayo, M. (2009). Oral interaction in task-based EFL learning: The use of the L1 as a cognitive tool. IRAL— International Review of Applied Linguistics in Language Teaching. 47(3-4), 325– 345. Atkinson, D. (1987, October). The mother tongue in the classroom: a neglected resource?. ELT Journal, 41(4), 241-247. Atkinson, D. (1993). Teaching Monolingual Classes. 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Retrieved from http://exchanges.state.gov/forum/vols/vol37/no2/p6.html Scott, V. M. & De La Fuente, M. J. (2008). What‘s the Problem? L2 Learners' Use of the L1 During Consciousness-Raising, Form-Focused Tasks. The Modern Language Journal, 92(1), 100-113. Shimizu, M. (2006). Monolingual or Bilingual Policy in the Classroom. Pedagogical implications of L1 use in the Japanese EFL classroom. Maebashi Kyoai Gakuen College Ronsyu, 6, 75-89. Retrieved from www.kyoai.ac.jp/college/ronshuu/no-06/shimizu.pdf Swain, M. (1993). The output hypothesis: Just reading and writing aren't enough. Canadian Modern Language Review, 50, 158-164. Tang, J. (2002). Using L1 in the English Classroom. English Teaching Forum, 40(1). Retrieved from http://eca.state.gov/forum/vols/vol40/no1/p36.htm#top Turnbull, M. (2001). There's a Role for the L1 in Second and Foreign Language Teaching, but ... . Canadian Modern Language Review, 57(4), 531-40. Appendix Table 1. Perception of Frequency of L1 (Croatian) Use in the English Classroom Students (N=171) Teachers (N=20) Teachers (N=20) How often do you think Croatian should be used in the English classroom? How often do you think Croatian should be used in the English classroom? How often do you use Croatian in the English classroom? Answer frequency % frequency % frequency % No reply 2 1.2 0 0 0 0 Never 0 0 0 0 0 0 Very rarely 27 15.8 4 20 3 15 Sometimes 96 56.1 9 45 13 65 Frequently 18 10.5 0 0 0 0 Fairly frequently 9 5.3 0 0 0 0 Only when necessary 19 11.1 7 35 4 20 Table 2. Respondents' Frequency and Percentage for the 12 Cases of L1 (Croatian) Use 157 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Students (N = 171) Answer Teachers (N = 20) frequency % ranking frequency % ranking To explain difficult grammar points 150 87.7 1 10 50 2 To define new vocabulary items 94 55 3 10 50 2 To explain difficult concepts 123 71.9 2 15 75 1 To practice the use of new expressions and phrases 36 21.1 10 1 5 9 To help students feel more comfortable and confident 43 25.1 8 6 30 4 To give instructions concerning activities done in class 54 31.6 6 5 25 5 To give students advice on effective studying 31 18.1 11 3 15 7 To give feedback 52 30.4 7 2 10 8 To check for comprehension (in speaking) 20 11.7 12 4 20 6 To joke around with students 37 21.6 9 3 15 7 In written tests (translation tasks) 62 36.3 5 7 35 3 To give instructions concerning activities done outside class 77 45.0 4 3 15 7 158 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Table 3. Respondents' Frequency and Percentage by the Total Number of Selected Options Among the 12 Cases of L1 (Croatian) Use Students (N = 171) Number of selected options Teachers (N = 20) frequency % frequency % None 2 1.2 0 0 1 option 3 1.8 2 10 2 options 23 13.5 5 25 3 options 29 17 3 15 4 options 40 23.4 4 20 5 options 26 15.2 5 25 6 options 17 9.9 0 0 7 options 16 9.4 1 5 8 options 6 3.5 0 0 9 options 5 2.9 0 0 10 options 1 0.6 0 0 11 options 0 0 0 0 all the 12 options 3 1.8 0 0 171 100 20 100 Total: 159 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 26 Title A name given to the resource To Use or Not to Use: First Language in Tertiary Instruction of English as a Foreign Language Author Author Kovačić, Andreja Abstract A summary of the resource. The issue of whether first language (L1) use in teaching foreign languages (FL) is justified can be considered from various perspectives. The diachronic perspective considers the role of L1 in FL instruction along with the development of teaching methods and linguistic theories. The taxonomic perspective concerns the arguments for and against L1 use taking into account its cognitive, social and affective aspects. The role of L1 can also be viewed from the empirical perspective considering the effects of its use and examining attitudes, beliefs etc. of participants in the dynamic process of FL teaching and learning. The survey presented in this paper aims to investigate and compare the perception of using Croatian in tertiary English for Specific Purposes (ESP) instruction concerning L1 use. Two groups of respondents involved in the study were undergraduate nonlinguistic majors at a Croatian university and ESP instructors in various higher education institutions in several Croatian universities. The questions that the research in this paper addresses is 1) whether the tertiary students‘ perception of using Croatian as L1 in teaching EFL corresponds to that maintained by tertiary language instructors and 2) whether students and instructors, respectively, support the usage of L1 in the tertiary EFL classroom. First language use is explored in terms of necessity, frequency, usefulness and its appropriateness for selected examples of usage. The presented findings comprise those obtained by quantitative as well as qualitative data analysis. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/fbab0508a401d875baa4413b1688f5d6.pdf 50e61e39bdacf9fde239825c8ebb8af0 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo To write a textbook for teaching a ―little‖ languages Zenaida KaravdiĤ Academy of Sciences and Arts of Bosnia and Herzegovina zenaidameco@yahoo.com Abstract: In this time of domination of English in all fields, including linguistics, methodology of preparing textbooks for learning and teaching the foreign languages is also under its influence. This article shows how some achievements in this field can be well used, but also how it‘s necessary to pay attention to differences, whether structural, sociolinguistic, or purely pragmatic when writing a textbook for teaching the "little" languages such as Bosnian. Apart from some theoretical assumptions, this article offers some very practical advice that can be applied to writing books of other languages. Key words: textbook, Bosnian language, methodology of writing textbook, textbook evaluation Introduction It is ironical that those teachers who rely most heavily on the textbooks are the ones least qualified to interpret its intentions or evaluate its content and method. (Williams, 1983; in: Ansary and Babaii 2002) Even if I am, as the author of the textbook ―Bosanski jezik kao strani jezik‖, maybe last who should analyze it, I‘ll undertake this job because the writing such a book is not like writing any other textbook for the foreign language. So, I will attempt not to discover its good and bad sides, but to explain what the special was in it, such as: political reasons, methodical needs, user requirements, methodological difficulties and practical use. Why do we need the textbook for learning/teaching Bosnian as a foreign language? The answer is simple: because we didn‘t have it. Indeed, there is one: PelesiĤ-MuminoviĤ, F., Bosanski jezik za strance, but this book is more for individual learning of Bosnian. Beside, even if it is wrote in two languages parallel, which could be considered as an advantage, it used the old grammar-translation approach and it shouldn‘t be useful in the classroom (it was my personal experience). And why is so important to have the textbook for Bosnian? Couldn‘t we use one of Croatian, or Serbian, or former Serbo-Croatian? are the questions people often ask me. Now, the answer is not so simple. First of all, the strangers who came in Bosnia and Herzegovina mostly don‘t know anything about history of Bosnian language. It seems them so naturally to associate the name of the language with the name of the country and they don‘t know what should be a problem. The truth is that, even Bosnian exists for at least thousand years, and in big part of this time its name was Bosnian, in last hundred years this name was forbidden. And while the names Serbian and Croatian existed and developed at least in the common name ―SerboCroatian‖, the name ―Bosnian‖ was moved and almost forgotten. The same was with the particularities of this language – while those of Serbian and Croatian was raised from the dialect to the standard language, in the same time the particularities of the Bosnian was characterized more and more as a dialect.348 Nowadays, when the name ―Bosnian‖ is in use again, we have a big problem: there is no book which analyzes the specificity of the Bosnian language, nor literature, history… In last fifteen years the scientists of this three ―national discipline‖ make an effort to compensate that gap of hundred years, but some key books still didn‘t see the light. One of those books is the textbook for Bosnian as a foreign language too. Secondly, as I already sad, the Bosnian, even so similar to Serbian and Croatian, still isn‘t the same. There are some particularities which separate Bosnian from those two languages. Maybe one stranger couldn‘t understand why these few things are so important, but in this place the sociolinguistics reasons take effect. Namely, after relatively recent war (1992-95) in which three army was created – one Bosniaque‘s, second Serbian‘s and third Croatian‘s, the society was mostly – weather we would like to admit it or not – separate in those three categories. And how can it be recognized who belongs to which category? Mainly through his/her language – exactly those little differences between Bosnian, Serbian and Croatian. And even we‘re trying to delete those fine borders between the three nations which constitute the majority of people in Bosnia and Herzegovina, it is still possible to happen that someone at least look at you weird if you say ―kava‖ instead of 348 More about the history of standard Bosnian, Croatian and Serbian language see in: Robin 2005. 1301 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo ―kafa‖ or vice versa. And that should be the problem for some stranger who don‘t know (and maybe even shouldn‘t know) about this social situation. And thirdly, as a country trying to be a part of European Union, Bosnia and Herzegovina should reach its level, this is, be considerate to many things in politics, economics, business, but also the culture, education, science… In this sense, like all ―big countries‖, Bosnia and Herzegovina should enhance the education of Bosnian language and Bosnian culture to the Bosnian foreign language learners. All around the world there are Bosnian people which children are forgetting the mother tongue. Somewhere it is organized the classes of Bosnian in primary school, some universities also introduce Bosnian, from one semester courses (for example in Wuerzburg, Germany) to three or four years study (in Izmir, Turkey). And Bosnia and Herzegovina, as the country, has a little or nothing with that. It means that about Bosnian language and culture can teach anyone who knows Bosnian, and sometimes even Serbian or Croatian. The country should take care of representing its language(s) in the world, and one of the ways is by creating the textbooks for learning/teaching Bosnian language, based on real Bosnian language and Bosnian culture.349 And, of course, the textbooks of Bosnian can be used also to represent Bosnia and Herzegovina in the world, to make it closer, more familiar to other countries and to minimize all of bad predictions which exist about it. What the textbook for teaching/learning foreign language should be? From the viewpoint of methodologists, the textbook presents a list (set of) rules (guidelines, recommendations and prohibitions) to work on school material (Арутюнов, 1990: 15, in: NeneziĤ 2009); textbook is a comprehensive and methodical system that is realized in certain material and has a concrete goal for a certain period and certain the composition of students (Пассов, 1989; in: NeneziĤ, 2009). The theory of textbook is still the young discipline which didn‘t develop yet its apparatus and methodology, but as its goals, it describes: a) obtain the authors to analyze and systematize the books from before and make one unique and optimal model for all the textbooks concerning one discipline b) reach the model and structure equality of the textbooks of the different disciplines c) establish one non-contradictory assertive criterion for the textbook valorization (NeneziĤ, 2009). Even if we still don‘t have the unique measures, we cannot say that we don‘t have many (sometimes contradictory) directions and recommendations about what should be the textbook for teaching/learning the foreign language. 1. Communicative method instead of the grammar-translation approach. Actually and pretty globally acceptable method for teaching any languages today is communicative method. Ideal textbook will be the one which wouldn‘t have the grammar at all, and it could teach its costumer to speak liquidly and similar as much as it is possible to the native speakers (for example: Millard, 2000, Tomlinson, 2008; in: Kurtz 2009). To reach that, the textbook should have: 2. multiply-answer-chose questions (Chastain, 1987, Walz, 1989; both in: Millard, 2000), 3. text resemble natural speech (Millard 2000, Rùhlemann 2009), 4. sentences linked to each other through a common meaningful theme (Hadley Omaggio, 1993, Walz, 1989; both in Millard, 2000), 5. grammar items associated with the others which are used together frequently (Millard, 2000). Beside that, all are agree that the textbooks must offer: 6. information about the target language culture (Santos, 2002), implying that: 7. book is completely written in the target language (and classes should be also completely in that language: Strzalka, 1998). Based on these principles, we have many evaluation checklists for the textbooks (for example: Miekley, 2005) and they mostly respect this rules. Learning third language It is important to notify that all of these rules are based on learning of English as a foreign language (for example: Miekley, 2005). Question is: Should those rules be used in writing the textbook for some other language? First of all, we must take care about the fact that learning some language beside English often means learning third or fourth language. And that means the learners, even if they ―might not know English well, they do know enough to make mistakes influenced by previously learned languages‖ (Gunske, 2007: 22). Some scientists 349 This is the problem with much other languages, even such „big― as Chinese is; see in: Hai-lin and Xiao-ling, 2010. 1302 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo propose interesting ways to begin teaching taking into account the above findings (Gunske, 2007: 22), but the problem with textbook is still pending. Additionally, the learners don‘t like the textbooks only on foreign language (and it is not only my personal experience: Strzalka, 1998). Accustomed on the learning based on grammar-translation approach, they mostly don‘t understand that the different languages follow different patterns (Santos 2002), and even if they do, it is hard for them to realize that difference, especially when their mother tongue belongs to the other group of languages. Actually, the teacher is the one who should explain it, but how the textbook can help him/her? It seems that the textbook which use English or another learners-familiar language for explaining will be better than the textbook completely written in the target language. If so, than the textbook I cited in the beginning (written half in Bosnian and half in English) should be perfect, and we wouldn‘t need one more book. But things are not so simple and using just target language is not the only problem in composing the textbook for third or fourth language. What the textbook for Bosnian language should be? As I already sad, the complete process of learning some language as a foreign is under hard influence of this one for English. Writers, trying to be modern as much as they can, often copy the methods and structure of the English textbooks. On the one side, they are right because the English is language with the most develop methods for teaching and learning, and none serious scientist should ignore those achievements. On the other side, in this consideration they should be reasonable and critical, this is, they should respect the differences between English and the target language. For example, the textbooks for teaching / learning English usually starts with present simple, sometimes with the present continuous tense in the same lesson (Acklam and Crace, 2006, Oxenden and Latham-Koenig, 2009, Kay and Jones, 2003). It means that students learn two new suffixes, and two different ways to make some tense. In Bosnian it would mean that the students should learn eighteen suffixes, three possible stem which couldn‘t be recognized just by regarding the infinitive form, not to speak about some sub-classes of verbs with their particularities, and all of that just to learn the present tense in regular verbs. The same things are with possessive adjectives: since the learners of English should learn six new words for the beginning, the learners of Bosnian should learn 29 forms just for the singular.350 Obviously, the differences between English and Bosnian are so big that they can‘t be overcome so easy. But it should be mentioned one more facts: since the students already accept some order in teaching / learning (one more influence of English!), they expect the same in every new language, which make them prepared for accepting of certain information, and the textbooks should take the advantage of it. Just, it must be chosen the best way for it, because when the learners see this bunch of suffixes, they will be concerned and scared of Bosnian, so we would do nothing. So, if the Bosnian textbook want to respect the rule from easy to hard, the order of grammar units must be totally different than in English textbook, and the learners expecting can be kept by announcing soon teaching of things they are waiting them to appear in every next page. But which principle should be applied in the ordering of the grammar units? It should be the frequency of use in the common speech, even if it implies just partly explanation of some of them.351 In the explanation of the rules of Bosnian, definitely it must be back at the one rule several times. Beside it, under prediction of English or their mother tongue, the learners /students make often the same and repeated mistakes, such as in gender or in cases. One textbook can‘t predict the mistakes caused by mother tongue, but can the one‘s caused by knowing English and it can pay attention on them by giving more exercises (Gunske 2007: 22). So, we see that the knowing English can even help to learn the Bosnian in above mentioned ways. But, there is one big difference: since it is so flective, it seems impossible to teach someone to speak Bosnian liquidly and correct without the grammar. The proof for that are many strangers who are in Bosnia and Herzegovina for more than ten years, but out of school system, and they still make many mistakes in their speech, especially if they are from the countries which languages don‘t have the gender or inflection. ―Mitigating circumstance‖ is the fact that the syntax, particularly the word order in Bosnian is much easier than in English (since it is almost free) so, when (somehow) learn the morphology, the students / learners can be considered as they know the Bosnian 350 Here it could be listed much differences, and the one is, for example, insisting on syntaxis, what can be accomplished in English, as the analytic language, but not in Bosnian, as the extremely flective: „To understand the essential concepts of syntactic it is necessary to know morphology, because it can be said that the syntax is actually functional (applied) morphology. Syntaxic level inevitabily demand the involving of the semanthic level, because the syntaxic units are complex language signs, which can't be analyzed by one side. Also, the relationship between syntax and stylistics is very complex, so it is important that teachers can refer the students how to functionally associate the level of grammatically with expressive values of certain syntactic structures.― (Петровачки, 2010: 443-444) 351 The textbooks of other, not so „small― languages have the same problem: Wagner. 1303 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo language.352 It means also that the full attention mast be paid to the organization, explanation and practice of grammar in an effort to make it easy and understandable as more as it is possible. Of course that in this place we can and we should use the rule for the English textbooks to associate grammar items with the others which are used together frequently. And there are more, practical things which should be considered if we want the Bosnian to be accepted and liked. They concern the learners which are mostly adult persons, even if they are students. Some of those things (recognized in the others' experience too: Strzalka, 1998) are the next: The adult learners and students love text, so the textbook should offer it, because the new vocabulary items seem to be better remembered if they are introduced in a context of a longer text (Strzalka, 1998) which, in some way, ―keep the meanings of the words‖ and if learner / student forget the meaning, he or she is still remembering where it words is saw first time, so he / she can quickly find it and remember its meaning. And this fact proof the demand for the textbook for teaching / learning English that the sentences should be linked to each other through a common meaningful theme. The adult learners and students don‘t like to play a role because of their natural shyness or just discomfort. A solution to this problem may simply be giving the more inhibited learners more detailed briefing about their role, thus limiting the freedom of choice which seems to be troublesome for some adult learners (Strzalka, 1998). And this correspond with the demand of the multiply-answer-chose questions for the textbooks for English. The adult learners and students don‘t like the homework (Strzalka, 1998). They wish to learn and be learned only at the classes, because they other occupations are often totally different and they can connect them to learning Bosnian. However, the rules of the faculty or department sometimes strictly demand it, and it has the methodological reasons. Solution can be not to give the explicit homework exercises in the textbook, but structure it in the way that every exercise can be the homework too. The adult learners and students don‘t like the exercises which don‘t demand the understanding of meanings. Doing these kinds of mechanical exercises, learners do not see how this rather passive activity could possibly improve their overall performance in the foreign language and they easily get disinterested (Strzalka, 1998). But ―mechanical‖ repeating is one of the way of the ―unconscious‖ learning of language so these exercises shouldn‘t be omitted, but they should be positioned after the harder exercises so they can be used as a ―relax‖. Moreover, there is one more thing which the textbook for Bosnian must consider and this one for English mustn‘t, and it is costumers who are the heritage speakers. All around the world there are the children or grandchildren of the Bosnian people who emigrate before about hundred years. Those children are often very interested for learning Bosnian, which they know a little bit, but not enough to communicate with people who today live in Bosnia and Herzegovina. The reason is that the language, in strange surround, slowly disappear, but also, and more interesting, that those speakers keep the condition of language before hundred years, and the language in Bosnia today is changed. Also, the emigrants were often from the rural background and they speech is more dialectal, beside it is old. If it wants to be multi-functional and satisfy the expectations, one textbook for learning / teaching Bosnian should take into account these facts and try to show the dialects too, but of course, to insist on the standard language. This corresponds with demand to natural speech in the textbooks for English (and students especially love the non-standard collocations so it can be used to relax some harder lesson). Also, those ―half-native‖ speakers often don‘t know anything, or know a little about the country where their ancients are from. They might have some old picture which their grand parents gave them, and it would be very important to introduce them in recent culture and civilization, beside the fact that it is necessary for all the textbooks for foreign languages (Kramer, 2004: 14). Conclusion After all, we can see that in writing the textbook for learning / teaching the ―small‖ languages such as Bosnian, we can use some rules for this kind of textbooks at all, like offering multiply-answer-chose questions, text resemble natural speech, sentences linked to each other through a common meaningful theme, grammar items associated with the others which are used together frequently and information about the target language culture, but some others, like only communicative method and writing completely in the target language, can‘t. Beside that, the textbook for ―small‖ languages should consider that: 352 There is one more reason for putting more grammar in textbook for Bosnian language: often, the customers are the students who study some other language, accustomed on the grammar explanations and they ask for it. The others don't ask, and to harmonize those two opposite demands, the textbook should offer enough of both, and the teacher can choose whether use it or not. 1304 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo - - learners often already know the English ore some other language (except their mother tongue, of course) what cause always the same mistakes and different expectations (or, to better say, the same expectations) of the textbook learners often already know the Bosnian, but old and dialectal learners are mostly adults and have some typical demands every language ask specific units order depending of its structure And I would like to conclude with a quotation from Allwright (1981: 9; in Ansary and Babaii 2002): There is a limit to what teaching materials can be expected to do for us. The whole business of the management of language learning is far too complex to be satisfactorily catered for by a pre-packaged set of decisions embodied in teaching materials. This means however perfect a textbook is, it is just a simple tool in the hands of teachers. We should not, therefore, expect to work miracles with it. What is more important than a textbook is what we, as teachers, can do with it. 1305 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo References: Acklam, R. & Crace, A. (2006). Total English. Student's book. Harlow: Longman. Ansary, H. & Babaii, E. (2002). Universal Characteristics of EFL/ESL Textbooks: A Step Towards Systematic Textbook Evaluation. The Internet TESL Journal, Vol. VIII, No. 2, http://iteslj.org/ Allwright, R. L. (1981). What do we want teaching materials for? ELT Journal, 36 (1) Арутюнов, А. Р. (1990). Теория и практика создания учебника русского языка для иностранцев. Москва, стр. 15. Chastain, K. (1987). Examining the role of grammar explanation, drills, and exercises in the development of communication skills. Hispania, 70, pp. 160-166. Gunske, M. (2007). Learning more than English as a foreign language: Are textbook designs fit for OLE classrooms? Second Language Acquisition – Theory and Pedagogy: Proceedings of the 6th Annual JALT Pan-SIG Conference. May, 12 - 13, 2007. Sendai, Japan: Tohoku Bunka Gakuen University, pp. 21-41. Hadley Omaggio, A.C. (1993). Teaching language in context (2nd ed.). Boston, MA: Heinle & Heinle Hai-lin, D. & Xiao-ling, W. (2010), A Comparative Study on the Foreign Language Education Policies of China and Other Countries, Canadian Social Science, Vol. 6, No. 6, pp. 168-172. Kay, S. & Jones, V. (2003). Inside Out. Student's Book. Elementary. Oxford: Macmillan. Kramer, Ch. E. (2004). Accommodating Dialect Speakers in the Classroom: Sociolinguistic Aspects of Textbook Writing. Canadian Slavonic Papers; May-Jun 2004, Vol. 46, Issue 1/2, pp. 59-72. Kurtz, J. (2009). The Role of the Textbook in the EFL Classroom (1), http://juergenkurtz.wordpress.com/2009/01/19/the-role-of-the-textbook-in-the-efl-classroom-1/ posted January 19, 2009 Miekley, J. (2005). ESL Textbook Evaluation Checklist. The Reading Matrix, Vol. 5, No. 2. Millard, D. J. (2000). Form-Focused Instruction in Communicative Language Teaching: Implications for Grammar Textbooks. TESL Canada Journau / Revue TESL Du Canada, Vol. 18, No.1, pp. 47-57. NeneziĤ, J. (2009). Teorija udņbenika i njeno znaĦenje za konstruisanje visokońkolskog udņbenika stranog (ruskog) jezika. Riječ, nova serija, br. 1, NikńiĤ, str. 81-91. Okey, R. (2005). Serbian, Croatian, Bosnian? Language and Nationality in the Lands of Former Yugoslavia. East European Quarterly, XXXVIII, No. 4 Oxenden, C. & Latham-Koenig, Ch. & Seligson, P. (2009). New English File. Pre-intermediate Student's book. Oxford: Oxford University Press. Пассов, Е. И. (1989). Oсновы коммуникативной методики обучения иноязычному общению. Москва Петрпвачки, Љ. (2010). Пpoцecи caзнaвaоa cинтaкcичкиx пojмoвa. Годишњак Филозофског факултета у Новом Саду / Annual Review of the Faculty of Philosophy, Коига XXXV, Hoви Caд, 443-454. Rühlemann, Ch. (2009). Discourse presentation in EFL textbooks: a BNC-based study, Language & Computers, Vol. 69, Issue 1, pp. 415-435. Santos, D. (2002). Learning English as a foreign language in Brazilian elementary schools: Textbooks and their lessons about the world and about learning. Paradigm Journal of the Textbook Colloquium, Vol. 2 (5). Strzalka, A. (1998). Seven Things Adult Learners Dislike. English Teaching Forum, Vol. 36, No 2, p. 39. Tomlinson, B. (ed.) (2008). English Language Learning Materials. A Critical Review. London: Continuum Wagner, J. Grammar Acquisition and Pedagogy, http://www.ielanguages.com/documents/papers/SLA%20Grammar%20Acquisition%20and%20Pedagogy.pdf (12. 04. 2011) Walz, J. (1989). Context and contextualized language practice in foreign language teaching. Modern Language Journal, 73, 160-168. 1306 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 680 Title A name given to the resource To write a textbook for teaching a ―little‖ languages Author Author Karavdic, Zenaida Abstract A summary of the resource. In this time of domination of English in all fields, including linguistics, methodology of preparing textbooks for learning and teaching the foreign languages is also under its influence. This article shows how some achievements in this field can be well used, but also how it‘s necessary to pay attention to differences, whether structural, sociolinguistic, or purely pragmatic when writing a textbook for teaching the "little" languages such as Bosnian. Apart from some theoretical assumptions, this article offers some very practical advice that can be applied to writing books of other languages. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 767 Title A name given to the resource Top-down (Qatar) vs. Bottom-up (Poland) in-Service CLIL Teacher Training Author Author Zaparucha, Aleksandra Abstract A summary of the resource. The presentation will compare and contrast the two models of introducing CLIL programs - top-down in Qatar and bottom-up in Poland and what implication they have for in-service teacher training as well as the concept of CLIL teacher competencies. The Qatari example will be based on the British Council's Academic Language Support Programme (2008-2011), while the Polish one will be based on the annual workshops for Geography bilingual teachers organised by the Association of Adult Educators in Torun (since 2006). The Qatari project included courses in General English as well as modules in Classroom Language and CLIL specific methodology. In Poland, however, there are no such governmental programs and the gap is filled in by various institutions, including the one mentioned here. The author was/has been engaged in both programs as a teacher trainer. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/062cb798aee013ee2de0f10308f8e028.pdf 437ac6f7844a93dfa75db8cf969334aa PDF Text Text TOPIC: ARSCOMBINATORIA IN THE NOVEL “THE NAME OF THE ROSE” BY UMBERTO ECO Emine Shabani State University of Tetova, Macedonia Article History: Submitted: 11.06.2015 Accepted: 28.06.2015 Abstract The difference between modernism and postmodernism is difficult to make, but we take as a reference the hypotheses of well-known literary theorists and critics like Terry Eagleton, Pavao Pavliçiç, Roland Barthes, Michel Foucault, Jacques Lacan, Gerard Genette, TzvetanTodorov, JurijLotman Julia Kristeva, MiekeBaletc, a hypothesis of the canadian theorist Linda Hachion, as far as my opinion is concerned is very straightfoward and rational, as far as the definition of postmodern art is concerned, where she sees it as a field where the presence of the past in context of the critical reflex over it, dominates. The poetics of postmodernism is the result of the concept of the domination of irony, the contraverse role, great aesthetic, ideological, substantial paradoxes, the post-modern work of art as such represents a subversive and contraversial phenomenon, that builds and ruines the same phenomena it provokes and raises. Unlike previous currents of art, in postmodernism we have the elements of idelogical and gender movements. Postmodernist writers are: Borges, Marquez, Buzzati, Umberto Eco etc. And it is Umberto Eco’s “The name of the Rose” (Ilnomedellarosa) that is the subject of my study, with a new substantial, ethical, aesthetic, ideological, religious form. In the epilogue of the novel Eco uses the phrase “revisiting tradition” because the past, according to the author cannot be undone but it rather needs to be revisited with irony and not innocence, to highlight the dissension within the head of the church, that in the name of triumph of an idea crimes are commited in an abbey and the epicenter of the occurences is the library rich in ancient and modern texts... �The references of our study were libraries, interviews, newspapers, raports and studies published in the internet as well as scientific journals. Key words: Intertext; arscombinatoria; unresolved and enigmatic crime; forbidden love; inquisition; limits of ethics; asceticism. �1. Introduction A novel that made a name for itself in the 80-ties, with a success that continues to this day. Written about the middle ages, “The name of the Rose” represents an almost perfect literary description, the value of which lies in the history and tradition of the lives of hermits in the middle ages, viewed from the perspective of a Benedictine monk from Melk and his experience during seven days of 1327 in a monastery in the north of Italy. Right from the beginning the narrator emphasizes that “The terrible events that occurred do not advise me to give a better identification”. Adson from Melk represents the implicated author, (The masque of authorship, the second ego, an implicated portrait of the author in the text). Eco choses this form of narration, of a narratorprotagonist that views the events from his perspective. The novel represents a erudite work of literary fiction, rich in information from the world of science, art, philosophy, history, theology, mysticism, etc. 2. Used bibliography For this study we have utilized professional bibliography, for the theoretic matters concerning the art of the word and fiction we have chosen the names of J. Kaller, M. Solar, for focalization: Viktor Shklovsky, V. Propp, for structuralism: Barthes, C. L. Stross, V. Bitti, for the characters and the actantial model of Greimass, S. Chattman, for the narrator and time G. Genette, Sh. Rimon-Kenan, for intertextuality J. Kristeva, the classics of literary science, the theory of prose: Tz. Todorov, Е. Аuerbach, М. Becket, V. Butt, R. Velek, O. Waren, R. Јаkobson, Ј. Lotman, Ch.K. Оgden, Ј. А. Richards, K. Hamburger, D.H.Pageau, G. Prince, for semiotics and semiology M. Pozzato, R. Bronwen Martin dheFelizitasRingham, Barthes, Literary theory: A. Vincadhe M. Becker, essayistics: B. Croce, D. Grlic, etc. 3. Methodology We have utilized a modern approach as a method of study which is used in all social sciences and widely used in natural sciences: observation (studying of facts)- interpretation (study of meaning)- application (study of utility). By means of interpretation all knownlegde is included: the internal structure of the literary work and its study, the semiologic, semantic, allegoric, �narratological meaning (types and narrative strategies), monologue, dialogue, thoughts, the mental and emotional structure of the protagonists, the utilized codes: the doubled, biblical. The normative group of interpretation, is concerned with literal aspects as well as figurative, cultural and historic observation, the justification of the text etc. 4. Results and discussion The novel begins with the words “In the beginning was the Word and the Word was with God, and the Word was God”. This automatically reminds us of the beginning lines of Faust by Goethe: in the beginning there was the work, and then the word. And it is the word as such that in this novel forms the lethal curiosity, integrated in books and rare parchments. The plot in the novel is set in the period before the upheavals of the renaissance, in the year 1327, while the figure of William represents the intellectual with encyclopedic knowledge, intuition, sharpness and other admirable traits. He was a humanist, although he had been an inquisitor, but he never sentenced anybody to death by burning and for ethical reasons he abdicated from his position, as a man of reason an ratio, while his antagonists are Jorge from Borges, the Abbot, Ubertini and all the officially undeclared heretics. Adson represents the implicated narrator who writes with preterition about the events, that occurred in the middle ages, for those that we are aware but he still writes about them! “the truth, before it is revealed to all, face to face, we see in fragments (alas, how illegible) in the error of the world, so we must spell out its faithful signals even when they seem obscure to us and as if amalgamated with a will wholly bent on evil” . This kind of semiotics guides us in an anaphoric way to the sequence of events that will follow within a period of seven days, while William makes very censured investigations in the abbacy. Adson is fascinated by his teacher for whom he says that he admires him for his knowledge and the reasonable way in which he perceives things, events, actions and makes very precise decisions based on his knowledge, experience and intuition. The semiotics of the text represents the plain of expression and is consistently present from the beginning till the end. The whole building and the Library are build according to the architectural code, which Eco mentions in his “Absent structure”, after the typological code that he calls the grammar of building where he says: “ Based on the dialectics between information and redundancy, we could �try to build a church, which even being a church, it would be different from the ones that are seen to this day and as a result it would require us to worship god and to feel the connection to him in an unusual way: this does not mean that we have violated the rules of architecture and sociology as of how the churches should be used.” Here Eco puts spiritual temples and labyrinths in the category of semantic codes, spatial typological crossroads. This abbacy was unlike all of its sister abbacies in Italy and Europe, in the text it is an arena of events and mystic and macabre crimes. According to Bashlar the corner is the negation of space and human beings choose it to find their cogito. While Sartre calls it the topoanalytics of the external an internal and with this he signifies the two directions that psychoanalists call introvert and extrovert before life and before passions, in the scheme of existence itself, the author finds this duality and this means return to himself and for himself. Ernst Bloch, a German philosopher, mentions Vitruvius for his architectural utopia and emphasizes the thought that: “A building must encompass simultaneously the utility, structural strength and aesthetic beauty! , Vitruvius also thought that the parts of the human body should be measured and the proportions be used to determine the proportions of a temple in the ancient times. The building that is the epicenter of the plot, crime and the effort to uncover the truth, was built in such an aesthetic beauty and manner that not everyone could understand it. Especially when we take into account that the library was guarded with fanaticism from everyone except the few who were allowed to roam freely like the librarians and their helpers as future successors. The secret entrance from the small chapel in the garden and the altar to the ossuary one could exit to the spiral stairs that led to the library and this was not the only secret way that led to it. Among other things it was enigmatic for the way it was oriented as well as for the things it kept secret- the forbidden books and the strange miniatures that caused controversy in the middle ages. An interesting fact is that virtually everyone was interested in the forbidden artifacts, the second book of Aristotle that was concerned with the effects of laughing, the books of the so called infidels, their science, the poetry of the African poets etc. We are able to observe that Jorge and his apprentice librarian conveyed to their assistants, the secrets of their duty that not everyone was allowed to visit the library and that this area was forbidden �5. The narrative aspect as an internal structure of the novel A novel with historic contents that talks about the history in distance between the author narrator and the first person narrator.The narrator who tells the history focused on a certain time and space is Adso, whereas digressive tales often come from William, Ubertino, Salvatore, Nicholas, Severinus, etc. The old Adso speaks about an early time and his judgment on the past, at a later time: Middle Age – 18-year-old Adso – 80-year-old Adso + the 20th-21st century reader. It is about two narrative tenses and one of the reader’s. Adso’s narration is more or less subjective and it sometimes happens that the border between the narrator and the author is mixed; the holder of the narration cannot be distinct sometimes, especially in the description of monologs and other opinions and feelings (the kitchen scene). We can often see that the narrator expresses his opinions, knowledge and experience, but on the other hand the author too successfully extracts the plot and the experience from it from previous narrations of Adso. The duplicated code is felt way to the end. The narrative voice in the text is multiplied; the author, Adso/narrator, William, Ubertino, Berengar, Salvatore, episodic characters, etc. narrate there; however, the aim of the narration is common. There are also cases when the narrator addresses the reader, which adds a special emotional weight to the whole situation. When the author describes to the narrator all the hidden events, then he tells all intimate things to the reader, i.e. the sins, mistakes, challenges, temptations, and this case occurs in the scene of love in the peasant girl and what happens later with Adso; things that other characters cannot see, apart from the reader and William whom he partially tells the event. The chronotope of the labyrinth is very special and interesting, in a duplicated form too, physical and figurative (based on Bakhtin’s form, which he determined as “the chronotope of saloons, of the provincial city, the sill, the intrigue”1 and I added that of the crossroads and the labyrinth); the work is a labyrinth of knowledge, scientific information, semiotic information, follows and discovers the criminal, who is unconsciously helped by both the abbot and the rules of the order. Jorge appears to be the serial killer with the poison he has put in the book, hidden signs that lead to him, including the banned books with anecdotes and other texts that have comic contents. He disdains Aristotle who has given a philosophical importance to laughter. 1 ZdenkoSkreb-AnteStamacUvod u Knjizevdnost, CGP Dello, Ljubljana, 1986, p. 523. �The whole novel is full of interesting passages from the medieval age which we know very little about; however, Eco as a good knower of the works by Thomas Aquinas has good knowledge of that period. Aquinas tried to adapt Aristotle to the teachings of Catholic Church, where his teachings became the highest level of the medieval scholastic thought and the foundations of the Christian dogmatism until to date. There is no doubt that Eco has integrated part of his philosophy because the whole event welters around Aristotle’s book. Not in vain are his verses admired, where he makes his characters say the following: “The best treaties of cryptography are a deed of treacherous scholars [...] Bacon was right when he said that the acquisition of knowledge goes through the knowledge of languages. Abu Bakr Ahmad ben Ali ben Washiyya an-Nabati centuries ago wrote a book on the devoted human’s incandescent desire to learn about antique writings and presented many rules in order to shape and decode mysterious alphabets…”2 The letters of the verses of the Apocalypse are seven, seven days of God who constructed the world, seven book chapters, according to this sacred number, seven days of investigation, and the quarter of the seven, the digit that opened the door of the mirror where the book “Super thronusvigitiquator”; every letter that contained the mechanism of opening the glassy door had to be typed. That was the secret code. The critics consider that as a work with a double code, in the semiotic and figurative context, with the presence of the metaphor, metonymy, allegory, preterition, etc. The five codes determined by Barthes, such as the hermeneutic, semic, symbolic, proairetic, and cultural, at the narrative level, are those without which an artistic prose as such cannot exist. A novel that speaks about a medieval religious community, where the actions of main and secondary characterscombined with enigmatic elements, even though it seems that William and Adso are the main characters; in fact, they are characters of narrated situations and have a limited effect on them, whereas the one that has the central role and moves all the events with a previously planned mechanism, is Jorge of Silos/Borges. He appears to be the hidden, allknowing narrator, even though the whole situation that is created is brought into play by the old man himself, appearing at the end, during the dialog between William and Jorge. 2 Umberto Eco Emri i Trëndafilit, Elena Gjika, Tiranë 1996, p.151. �The views from the inside of the portal, sculptures and the complexity of the construction of the library, which Adso beholds to fantasy and admiration, are overspread in the text with a luxuriant taste; the esthetic essence here lies on the way of description and narration of those sights and the feelings they cause in the novice; they also cause an esthetic emotional load in the reader himself. The semic code expresses theopinions and actions of main and secondary characters. The other parts of the novel are supplemented by historic and scientific digressions of the achievements at that time, representing a piece with general erudition. The symbolic code has to do with the symbols of figures, pictures and sculptures that are closely related to the mystical events and circumstances of the time as well as with perspective digressions. On a return to the abbey years later, Adso finds ruins symbolic of the collapse of religious authority in the late Middle Ages: “I still glimpsed there, dilated by the elements and dulled by lichens, the left eye of the enthroned Christ, and something of the lion’s face [...] all over the place they seemed as some empty eyes from which tears of reptilian carrions were hanging down. The collapsed roof seemed like capsized angels”.3 External actions as an opposition of what they think and feel, are in fact a caustic irony against their controversial behavior (monks Salvatore, Remigio, who take an advantage of the little peasant girl’s misfortune for bizarre aims, Ubertino who led a bohemian life, Abo who asked for help from William and censored his research, as well as the gathered wealth, jewels and artworks). The Latin footnotes in the library show the order of books according to their contents and the construction based on biblical teachings, analog to the design of the world and the universe by God. “It was clear where the cartridge phrases had been taken from; they were verses from John’s Apocalypse, though it was not clear at all why they had been drawn on walls or what logic of order they had followed”.4 By walking further on, William and Adso got lost and could not find the way, since they got to where they had previously been, without knowing how to get 3 Umberto Eco Emri i Trëndafilit, Elena Gjika, Tiranë 1996, p.447. Umberto Eco Struktura e papranishme Dukagjini, Pejë, 1996, p. 154. 4 �to the doorsteps. Tired of the library labyrinth, William asked Adso: “What was the last room from where we got back called?” I tried to recall: Equusalbus.5 From the beginning to the end, the novel is a mountain, a semiotic world. According to apocalyptic predictions, the white horse represents an infectious disease and a wound; these are the semiotic anaphoric elements from page 30, along with Vrachi/the black horse and the third horse left in the stall… Eco uses the ideological and psychological contrast through which he reveals a clear picture of the mentality and simplicity of the human being, regardless of the century, rules, prohibitions, nihilism, or other destructive elements, in the struggle with the unavoidable human nature, with the greedy curiosity for knowledge, new prohibited things, their curiosity dominates prohibition and obstacles, and gets induced in the infinite world of knowledge; they become demanding till death in order to posses and enjoy them. The semiotic element is in the center; it is hidden just after a single word and phrase, even after the concrete and abstract signs: pictures, images, miniatures, sculptures, signs and codes in the library, cryptographic writings in the Pergament of Venanci, Adelmo, Berengar, Benchi, etc. However, the photography is a second language for other reasons as well: because it is a speech that exists to transmit. According to Barthes, photography is a “target function” in order to understand that it is a symbolic speech in a literary system and in a social sphere that reflects; it is an issue of imagology.6This has been expressed through the few poetic verses in the novel: “Oh my lovely Adso, - my teacher told me. – I’ve been teaching you all the way down the signs, through which the world talks to us, just as a huge book. The Alan of the Isles used to say: Every creature in the world As a book and a picture 5 Umberto Eco Struktura e papranishme Dukagjini, Pejë, 1996, p. 155. 6 Daniel-Henri Pageau, La littѐrature gѐnѐrale et comparѐe Arman Colin Edituer, Paris, 1994, p.106. �Is like a mirror to us”7 According to Pageau, the picture/drawing is the translation of the other, and a self-translation too.8 The semiotic integration of cognition, the library represents a conglomerate of signs, from the way of cataloguing, selection, nomination, placement of rooms based on world map and its sides, systemization of books and authors in those sections, based on their residential, racial, anthropologic and theologicalaffiliation, etc. In Eco’s opinion, the reader-interpreter has to possess a series of competences such as grammatical competence, semantic-encyclopedic competence, the ability to eliminate ambiguity of implication, the ability to draw conclusions, etc. in order to comprehend the full meaning of the work. The semantic-encyclopedic sphere of William’s arrival in the abbacy is understood by the emergence of his trajectory in a timeframe of seven days; despite the obstacles, he manages to discover the crime, but the punishment for his discovery is first taken by the abbot who did not allow even William to step into the library.(There is no doubt that the irony is very perceptive and we have to deal here with a sadomasochistic oxymoron personified in the figure of the double-blind friar Jorge (duplicate code). “From this book, Lucifer’s spark can flash, which would set the whole world on fire: and laughter would be determined as an art to subdue fear [...] And from this book the new destructive aspiration can be born in order to outrun death through overcoming fear [...]And see how these novices are embarrassed when they read the Grotesque parody of Coena Cypriani [...] The people of God would turn into an assembly of monsters, risen from the abysses of the unknown land [...]Mythological horses would climb up Peter’s throne, the Blemas would go to assemblies, stomach-bloated big-headed dwarfs would protect the library! The servants would do the laws, and we (and you as well), would comply with the absence of any kind of law. A Greek philosopher (your Aristotle cites him here, as an accomplice filthy authority) once said 7 Umberto Eco Emri i Trëndafilit, Elena Gjika, Tiranë 1996, p.31. Daniel-Henri Pageau, La littѐrature gѐnѐrale et comparѐe Arman Colin Edituer, Paris, 1994, p.106. 8 �that the seriousness of the enemy has to be repudiated with laughter and enemy’s laughter has to be refuted with seriousness…”9 The narrative level: Adso is the actor/the subject has one goal – to help William in discovering the crime. Adso and novice the new Benedict (the discursive level) first person narrator of the Ich form, which is an indicator that the text is homodiegetic with internal focalization. The discursive trajectory is the place of the emergence of actions, events and crimes abbacy and especially the library, where knowledge was kept with aggressive and pathetic bigotry by Jorge of Borges. Eco says that the novel could have been called The abbey of Crime, as a work with dual code, he decides to call it The Name of the Rose, a love connotation, which when analyzed from the semantic-encyclopedic perspective, the position that love takes in the novel is greater than hatred, bigotry and crime, the oppositional positive fid appears to be more powerful and he calls it The Name of the Rose. The steps that the criminal seems to follow, he preaches and commits a crime (he has two faces, both of them demonic) due to the fact that even the preaching is deconstructive, opposes laughter, is against the grotesque drawings of Venanci, against poems that motivate imagination and intimate in sensual love. The categories of historic non-fictional characters, are known figures of popes, the emperor, hereditaries, St. Francis of Assisi, St. Benedict, or less known such as monks, friars, who gain importance only when mentioned by William, Abath, Ubertino, etc. With programs, tasks and models, the reader gets integrated in the text and discovers the ideology, mentality of characters that gives the effect of truthfulness of the character. We will use R. Barthes’s denomination in this case, whereupon we see another category of characters – the deictic ones, which are omens of the participation of the author of the text in cases where Adso describes and tells, though between the lines one can feel the intervention of the author’s hand, which becomes easier to comprehend at the postscript of the novel where he himself says, “Who speaks? The 80-year-old 9 Umberto Eco Emri i Trëndafilit, Elena Gjika, Tiranë 1996, p.427. �Adso or the 18-year-old Adso? Both [...] so, me the narrator and narrative characters, including the narrative voice.”10 The novel representative or spokesperson is Adso, through whom we find out about all the events, even though he is not an all-knowing narrator, but understands from others and through William’s great knowledge and intuition. In the novel, the author’s effect is disguised, hardly noticeable and silent; however, the issue of the hero is in the center, and in this case, it is undoubtedly William and his rational behavior, obstacles and challenges during the investigation of the crime, when he feels weak under unexplainable and surprising circumstances, which means that the main character is not ideal, unmistakable, and all-knowing, but rather a human being with mental acuity, knowledge and ratio. The anaphoric characters Ubertino, Salvatore, Jorges’s signs, semic warnings through library codes/catalogs and the order of the books, signs on the room walls, all adapted to John’s gospel for the upcoming of the Apocalypse, he makes calls and warnings in the form of syntagma, words, paraphrases, other elements essentially organized and cohesive, which are in a way mnemotechnical signs for the reader, such characters pre-narrators that have the gift of memory, sculptures, monuments for which Adso daydreams due to the synthesis of beauty, arts, enigma and semantic depth that they create. Dreams that speak through their symbolism (before the death of Adelm and Venanci), the scene of omens or faith, memories, flashbacks (William’s past, as an inquisitor, or Ubertini as Dolchinian), the citation of predecessors (Thomas Aquinas, Bacon, John of Jandun, Bailek al Kabaiki, William of Okam) penetration, planning, verification of a program, which are authorized attributes, or figures of those types of characters (investigation, discovery and punishment).11 According to Bjelinski, “the typical is the author’s emblem” and thinks that “every normal person can be a type in his daily life. To the reader, the type in a literary work is “an unknown acquaintance”.12 10 Umberto Eco Emri i Trëndafilit, Elena Gjika, Tiranë1996, p.463. Philipe Amon, Teorija na Prozata, NIP, Nova Makedonija, Skopje, 1996, p. 242. 12 AnicaSavicRebac, Epohe i Pravci u Knjizevnosti, Nolit, Beograd, 1965, p. 122. 11 �The chrononym is present in this novel since chapters themselves have been divided according to a canonical religious logic in seven days, as long as William’s and Adso’s stay and investigation in the abbacy lasts, i.e. the time needed to investigate and find the criminal. In addition to the division in days, this creates the impression of the consciousness flow in Joyce’s style, which he used in his works. Chapters, i.e. days are also divided in special sections, as part of the ritual, such as after midnight, praises, the first hour, the third hour, the sixth hour, the ninth hour, the evening, the hour of the last canonical service of the priests, etc. Chrononyms, anthroponyms and toponyms help in creating a referential illusion and unification at the figurative level. The verb tense also matters in terms of the narrative combinations, the narration that builds on delays in time depths, by breaking the chronological order of events/retrospection; the continuous tense creates the impression of the author being present in the event he tells, whereas the transition from the simple past to the past perfect creates a time distance and takes the reader back in time. These time gradations that can be found in this novel create an emotional burden in the reader; they strengthen its philosophical and historical subtext, motivate internal and external actions of the characters, etc.13 The title of the novel Based on the denotative aspect, The Name of the Rose is a connotation of love, or the house of God (temple, monastery, abbacy, etc.). The valuable items, books, knowledge, desire, love and the need of monks for books. The semiotic, symbolic aspect: the rose symbolizes love, having in mind different types of love: divine love (God, angels, sacred house, saints, prophets), brotherly (between brothers, friars, and all of those in service to the house of God), human (towards people, the poor, peasants, the sick, etc.), paternal (the love of Adso for William), whereupon he says, “Yes, I want to talk about William once and forever, because there were some special features in him that impressed me a lot, and the youngsters tend to follow an older and wiser man than them, attracted not only by his words and acuity, but also by his appearance, which seems to them very alluring, as is the case with the appearance of a holy father in whom you take notice of everything, the way he moves, the way he darkles, the way he smiles, without being spoilt by any kind of depravity”14. 13 Floresha Dado, Teoria e Veprës Letrare Poetika, SHBLU, Tiranë, 2003, p. 251. Umberto Eco Emri i Trëndafilit, Elena Gjika, Tiranë1996, p. 22. 14 �The sensual love (the girl towards whom Adso feel mercy, love, pain and empathy; however, above all, after the fatal night, he feels that all of that spiritual and emotional disturbanceis not anything else but a forbidden and dangerous love), the love for knowledge, science, books (monks endanger themselves by getting into the library secretly), love for justice, humanism, etc. In an abbacy in the north of Italy something absurd happens, something reproaching, which has powerful elements of theological existentialism, what Sartre explains with the second principle of the existentialist opinion in Being and Nothingness, the concealment, “When someone tries to deceive the others and reveal a false image, or rely on hypocrisy.”15 A successful mysticist, monk Jorge, double blind, dream hunter and reader, keeps with bigotry and nihilism the only copy of Aristotle’s second book On the laughter and comical, the author chooses this detail in order to achieve the goal of the post-modern novel, admonition, irony, perhaps contempt about medieval mentality on laughter and comical. Monasterium sine libris [...] estsicutcivitassineopibus, castrum sine numeris, coquina sine suppellectili, mensa sine cibis, hortus sine herbis, pratum sine floribus, arbor sine foliis…”16 Spatialization: Places and location included in the discourse. Everything that happens in the abbacy is closely related to the building itself, the tactics and strategy that William would use is very limited: “The abbot asked me to investigate Adelm’s death at times when he thought there was something dull happening among his monks. But now, Venanci’s death induces other suspicions; perhaps the abbot has felt that the key to the mystery is the library and he doesn’t like me to investigate in there. That’s why he points at cellar man in order to deteriorate my focus from the building [...] the abbot told me from the beginning that the library cannot be touched. He should have his own reasons. He could have been implicated in one of these events that can have to do something with Adelm’s death, but now recalls that the scandal is spreading and can grip him as well. Therefore he doesn’t want the truth to be revealed, or at least he doesn’t want me to discover it...”17 15 JeanPaulSartreQenia dhe Hiçi, Fan Noli, Tiranë,2011, p. 200. Umberto Eco Emri i Trëndafilit, Elena Gjika, Tiranë1996, p.41. 17 Umberto Eco Emri i Trëndafilit, Elena Gjika, Tiranë1996, p.141. 16 �The reader follows the directions of the internal moves of the work which is the dynamics of action of the characters led by the desire and curiosity for prohibited books; he understands and experiences the emotions that the narrator creates – a suspenseto quench the curiosity. In The Name of the Rosethe dynamism of actions and thoughts from the past can be felt, which creates the feeling of irony and judgment on the activities that happen in the abbacy, especially in relation to the priest Jorge. Facing the monks’ curiosity and the nihilism of the library custodian priest, throws some light on the obscurantist medieval thought with the fact that Jesus Christ had never smiled; therefore the book, or books (because those with cartoons and anecdotes belonged there), in his opinion, were prohibited, along with a series of books written by the “faithless”, that represented heresy and danger to the Christian world and the abbacy order. The labyrinth library, as if its complicated construction was not enough, had to produce smoke at night by incinerating daydreaming medications in one of the key rooms so that the mirror would produce a twisted image. He had planned everything, even its self-destruction, because he felt it as part of his own, and as a young man had worked a lot for it; he had furnished it with rare books, he had copied and catalogued based on John’s Apocalypse, the strictly forbidden rooms Finis Africae, Leones, CoenaCiprianu, and especially the mirror, above it and behind it. Nihilism and spiritual meanness had made him destroy it for the price of death. In the novel, one can feel the intertextual metanarrative irony, which has been encompassed within words, old texts; books with miniatures, against the order of life in the monastery, the untouchable superiority of books can be felt, over this practice in the abbacy. The whole irony is that Jorge decides for this prohibition, the others do not support him and do not feed his nihilistic desire. However, the drama occurs in this part of the building; it is cursed and the curse is the poison, whereas the opposite semiotics is called rose/love. The last scenes are full of anxiety, delirium, words as if coming from the bottom of hell, Jorge’s sub-consciousness is revealed, the poison has been stolen and used to kill the knowledge inquiring, William and Adso are anxious for their lives and the drama that is happening to them, the prepared intrigue by the old man, the conflict between the danger and salvation and the spillover of the oil, is the resolution of the sharp conflict, that caused casualties and would continue to do so with the burning of the building and its further destruction. The esthetic essence, the beauty/the ugliness, the moral/the �immoral, love/hate/ knowledge/ignorance, etc. The strongest fid wins, love against hatred. The evil remains buried under the ruins, as planned, taking with it the secret as well. Eco represents all of these things in a doubled mode, including all sides of the fid. And the narration for the poisoned book is a parallel approach to the narration of 1001 Nights, whereupon doctor Duban is sentenced to death after he saves the King’s life. He says that he will tell him the tale of the crocodile but his request is not accepted. While taking Duban to execution, he gives the King a book. The doctor’s cut-off head tells him to read it; after he flips the first seven pages of the book, he sees that they are attached, and he tells him to move further. After a couple of minutes, the drug begins to react and the King dies. The book that does not narrate, kills.18The antithesis of the non-narration in 1001 Nights is the narration in the Name of the Rose, i.e. who tells, dies. 6. Conclusions At the end of the novel, in the dialog with William, the reader feels Jorge’s demonic apology, who commits a suicide by eating Aristotle’s book – a controversial action against his faith and preaching. The last movements are devilish; he has already killed the abbot and now threatens William too, and has found the proper place where he will put an end to his life, in the mirror room, especially when adding the fact that he could better “see” in the dark rather than in the light – a duplication of his blindness. The mess that is created from the darkness and the attempts to get the book from the Jorge, the fall of Adso, whereupon his lantern falls down, the oil spills and the pergaments are set o fire, then the shelves and finally the library and the whole building. The narrative semantic closure ends with the death of old Jorge, although at his very last moments he was planning to kill William. The novel has a closed ring-like composition by beginning and ending in abbacy, though now in a burning one, and despite the attempts to put it out, it had already spread all over the place. The last images reveal the novices, monks and other workers who were leaving the abbacy. There were dead people, others wounded and hurt from the ruins and leftovers. The split of William and Adso in Bavaria, the death of William caused by the plague and the closure of Adso’s diary with blasphemic words, is a powerful turn discovered at the end as in other novels. He ends his diary with his apostasic words: “God is a complete 18 TzvetanTodorov, Poetika e Prozës, Panteon, Tiranë, 2000, p. 35. �nothing; He is not touched either by the present or the here”. This is an extreme transformation of what is said from the beginning to this final stage. Adso confesses his atheism at the end, or earlier with his intuition and his proven reason, in an implied way, together with William. He worked like the bees in an empty trunk and filled an emptiness of this time, by placing powerful figurative emphases on the events, heresies, inquisition, superstitions, occultist sects, patarins, bogomils, people that marked this era, such as St. Francis of Assisi, Ludwig II of Germany, Pope John Paul, etc. References Barthes, R.(1989).AventuraSemiologjike. Prishtinë. Baslar, G. (1969). PoetikaProstora, Kultura, Beograd. Biti, V. (1992).Suvremenateorijapripovedanja. Zagreb. Bronwen, M-Felizitas, R. (2000).Dictionary of Semiotics, Cassell, London and New York. Çapaliku, S. (2004).EstetikaModerne,Tiranë. Dado, F. Teoria e VeprësLetrare-Poetika, SHBLU, Tiranë, 2003. Daniel-Henri Pageau, (1994).La littѐraturegѐnѐraleetcomparѐe, Arman Colin Edituer, Paris. Eco, U.(1996).EmriiTrëndafilit, Elena Gjika, Tiranë. Eco, U.(2000).Struktura e Papranishme, Dukagjini, Pejë. Gërliq, D.(1984).Estetika, Rilindja, Prishtinë. Gërliq, D.(1986).FjaloriFilozofëve,Rilindja, Prishtinë. Horhe, L.B. (2002).NjëUniversnënjëRrokje, Tiranë. Pozzato, M. P. (2005). Semiotika e Tekstit, SHBLU, Tiranë. Prince, G.(2003).Dictionary of Narratology, University of Nebraska Press. �Robey, D. &Jefferson, A. (2004).TeoriaLetrareModerne, Tiranë. Sartre, J. P.(2011).QeniadheHiçi, Fan Noli, Tiranë. SavicRebac, A. (1965).EpoheiPravci u Knjizevnosti, Nolit, Beograd. Škreb, Z.-Stamać, A.(1986).Uvod u Književnost, CGP DELO, Ljublana. Todorov, Tz. (2000).Poetika e Prozës, Panteon, Tiranë. Vinca, A. (2002).PanteoniiIdeveLetrare, Shkodër. Тодоров, Ц. (1998). Поетика, Детска Радост, Скопје. Мекдоналд, М.et al, (1996). Теорија на Прозата, Детска Радост, Скопје. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2908 Title A name given to the resource TOPIC: ARSCOMBINATORIA IN THE NOVEL “THE NAME OF THE ROSE” BY UMBERTO ECO Author Author Shabani, Emine Abstract A summary of the resource. The difference between modernism and postmodernism is difficult to make, but we take as a reference the hypotheses of well-known literary theorists and critics like Terry Eagleton, Pavao Pavliçiç, Roland Barthes, Michel Foucault, Jacques Lacan, Gerard Genette, TzvetanTodorov, JurijLotman Julia Kristeva, MiekeBaletc, a hypothesis of the canadian theorist Linda Hachion, as far as my opinion is concerned is very straightfoward and rational, as far as the definition of postmodern art is concerned, where she sees it as a field where the presence of the past in context of the critical reflex over it, dominates. The poetics of postmodernism is the result of the concept of the domination of irony, the contraverse role, great aesthetic, ideological, substantial paradoxes, the post-modern work of art as such represents a subversive and contraversial phenomenon, that builds and ruines the same phenomena it provokes and raises. Unlike previous currents of art, in postmodernism we have the elements of idelogical and gender movements. Postmodernist writers are: Borges, Marquez, Buzzati, Umberto Eco etc. And it is Umberto Eco’s “The name of the Rose” (Ilnomedellarosa) that is the subject of my study, with a new substantial, ethical, aesthetic, ideological, religious form. In the epilogue of the novel Eco uses the phrase “revisiting tradition” because the past, according to the author cannot be undone but it rather needs to be revisited with irony and not innocence, to highlight the dissension within the head of the church, that in the name of triumph of an idea crimes are commited in an abbey and the epicenter of the occurences is the library rich in ancient and modern texts. The references of our study were libraries, interviews, newspapers, raports and studies published in the internet as well as scientific journals. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2015 Keywords Keywords. Article PeerReviewed P Philology. Linguistics,PN Literature (General),PN0080 Criticism https://omeka.ibu.edu.ba/files/original/0974ed71bce2722c4bbdccdcd7f22852.pdf 18c72ecfa3ac580c05358b45cbc82758 PDF Text Text Toplumsal Değişim Sürecinde Ahmet Mithat Efendi'nin Eğitim Anlayışı Okan KOÇ Sakarya Üniversitesi Sakarya, Türkiye okoc@sakarya.edu.tr Özet: Türk Edebiyatının en velut yazarlarından olan Ahmet Mithat Efendi, Türk roman ve hikâyeciliğinin ilk örneklerini veren isimlerdendir. Bir medeniyet değiştirme süreci olarak değerlendirilen Tanzimat Dönemi’yle birlikte birçok toplumsal algı değişikliğe uğramaya başlamış, bu süreçte Ahmet Mithat, Namık Kemal’in tiyatro için söylediği “faydalı eğlence” ifadesini roman ve hikâyeye uyarlayarak halkı eğitmeyi amaçlamıştır. Yazar, eserlerindeki çeşitli tip ve karakterler üzerinden faydalı olduğunu düşünerek toplumsal mesajlar da vermektedir. Ahmet Mithat, dönemin okuyucu kitlesini de göz ardı etmeden birçok konuya temas eder. Ele aldığı konular arasında eğitim meselesi de önemli bir yer tutmaktadır: Toplumdaki çeşitli bireylerin eğitilmesi, eğitim süreci boyunca takip edilecek yöntemler, nelerin nasıl öğretilmesi gerektiği, verilen eğitimin insanı ne derece değiştirip dönüştürebileceği, eğitim sürecince yapılan yanlışlıklar v.b. konular kimi zaman Batılı toplumlarla karşılaştırmalar yapılarak okuyucuya aktarılır. Bu bildirimizde, Tanzimat sonrası Türk Edebiyatı’nda sosyal meselelere en fazla yer veren yazarlardan olan Ahmet Mithat’ın, değişim sürecinde eğitim meselesine nasıl yaklaştığını göstermek istiyoruz. Amacımız, Ahmet Mithat örneğinden hareketle toplumun edebî eserler vasıtasıyla nasıl değiştirilmek / eğitilmek istendiğini göstermektir. Anahtar kelimeler:Tanzimat, Ahmet Mithat, Eğitim, Toplum, Değişim Giriş Türk edebiyatının Tanzimat sonrası tanıştığı edebî türlerden olan roman ve hikâye ilk yerli ürünlerini Ahmet Mithat’la verir. Batılı anlamda şiir ve tiyatrodan sonra edebiyatımıza giren roman ve hikâyenin bu dönemde birbirinden kesin olarak ayrıldıkları düşünülemez.1 Ahmet Mithat, 1870’li yıllardan itibaren Kıssadan Hisse ve Letaif-i Rivâyât başlığı altında neşretmeye başladığı eserlerinin sayısını zaman içerisinde sayı ve hacim olarak hızla çoğaltır. Denilebilir ki; ilk örneklerini Batıdan yapılan tercümelerin oluşturduğu roman ve hikâye türü, Ahmet Mithat’la birlikte edebiyatımızda adı bilinen ve kabul gören bir tür haline gelmiştir. Tanzimat Döneminin yol açıcılarından olan Şinasi; Tanpınar’ın da belirttiği gibi, şahsiyetinin durgunluğuna, hamlesinin devamsız oluşuna, üslubunun tıkızlığına rağmen tesiri büyük olmuştur( Tanpınar,1998: 190). Şinasi fikir hayatının Batılılaşmasıyla birlikte edebiyatın da yenileşmesi için mücadele eder. Döneminin bir diğer önemli ismi Namık Kemal, Meşhur “Lisân-ı Osmanînin Edebiyatı Hakkında Mülâhazâtı Şâmildir” isimli makalesi başta olmak üzere birçok yazısında eski edebiyatın eksik ve yanlış bulduğu taraflarını eleştirirken, yeni edebiyatın kendisi için doğru olarak kabul ettiği vasıflarını da saymaktan geri durmaz. Genel olarak, Tanzimat döneminin ilk isimleri edebiyatta sosyal fayda prensibinden hareket etmekteydiler. Edebiyat; halkın eğitilmesi, fikir seviyesinin yükseltilmesi için vazgeçilmez bir vasıta olarak görülmekteydi. Bu prensibin öncülüğünü yapan Namık Kemal’e göre edebiyatta sosyal fayda esastır. Namık Kemal’in özellikle tiyatro türü için söylediği eğlencelerin “en edîbanesi” , “en fâidelisi” sözünü hatırlamakta yarar vardır.2 Tanzimat Döneminde; Şinasi’nin halkı eğitmek gayesiyle gazeteye yüklediği fonksiyonu Namık Kemal tiyatroya, Ahmet Mithat Efendi’nin ise roman ve hikâyeye uygulamaya çalıştığı söylenebilir. Şinasi’nin halka inmek için yeni ve sade bir dile ihtiyaç duyması yeni bir nesrin ortaya çıkmasına yol açar. Aynı düşüncelerden hareket eden Namık Kemal de yeni bir dil ihtiyacının farkındadır. Ziya Paşa ise “Şiir ve İnşâ” makalesinde eski nesir dilinin terk edilmesi gerektiğini belirtirken Harabat adlı şiir antolojisinin önsözünde bunun tam tersi bir beyanda bulunacaktır. Tanzimat fermanında maârifle ilgili bir kayıt olmamasına karşılık padişah başta olmak üzere devletin en yüksek organlarının bu konuyla yakından ilgilendikleri ve Osmanlı Devleti’nin ancak maârifle, ilimle, mekteple 1 Halit Ziya’ya kadar problemli gözüken hikâye ve roman türü, özellikle bu dönem için edebiyat tarihçileri tarafından tek bir tür olarak değerlendirilmiştir. Örneğin Orhan Okay bu konuda: “Tanzimat devri için, bu iki türün birbirinden ayırt edilmesi mümkün olmadığından tek bir tür olarak mütalaâsı daha uygundur.” Demektedir (Okay, 1998: 51). 2 Namık Kemal’in Türk edebiyatı üzerine görüşleri için: (Yetiş,1996: 512s.)’ya bakılabilir. 387 �ayakta duracağına inandıkları görülmektedir.3 Her Ne kadar Tanzimat Fermanında bu konuya yer verilmemiş de olsa Fermanın yayınlanışını takip eden yıllarda Batı modeli eğitim kurumları faaliyete geçmeye başlamıştır.4 Tanzimat öncesi açılan Askeri okulların akabinde Rüştiye Nezaretleri, Mekteb-i Mülkiye, Mekteb-i Tıbbiye, Mekteb-i Hukuk gibi okulların yanında Sultanîler de açılmaya başlar. Tanzimat sonrası yoğun bir şekilde ortaya çıkan Batılılaşma hareketi sosyal ve kültürel hayatta birçok değişimi de beraberinde getirmiştir. Bu çabanın bir kültür medeniyet değiştirme çabası olduğu bilinmektedir.5 Edebiyat; bu dönemle birlikte hayatın, düşüncelerin değişmesinde, Batılı kültür değerlerinin topluma aktarılmasında önemli bir işlev üstlenir.6 Üslubun ve İdealizmin Kaynağı Ahmet Mithat, yazdığı eserlerle kendini adeta toplumu eğitmeye adar. Toplumu önce okumaya alıştırmak sonra da onu kültür ve ahlâk bakımından belli bir seviyeye taşımak ister. Madde ve kültür sahalarındaki terakkiyi hürriyet ve rejim meselesinden daha öncelikli gören Ahmet Mithat’ın bu yaklaşımı devrin hükümdarı II. Abdülhamid’le de örtüşmektedir (Okay, 1989: 8). O, her iki problemin de kültür bakımından Batı seviyesine eriştikten sonra ele alınması gerektiği kanaatindedir. Bu yüzden toplumu eğitmek için vasıta olarak gördüğü eserleriyle okumaktan çok dinlemeye alışmış halk kitlelerini, alışık olduğu tarzdan uzaklaştırmadan okutmak, eğitmek düşüncesindedir. “Hikâye söylemek ve dinlemek eski hayatımızın köklü bir geleneğiydi. Eski mahalle kahvelerinde, uzun kış gecelerinin eğlenceli geçmesi için yapılan toplantılarda, helva sohbetlerinde hikâyeye ayrılmış saatler vardı. Kadınların kendi aralarındaki toplantılarda da hikâyenin geniş bir yer tuttuğunu biliyoruz. İşte bu gelenekten doğan bir hikâye dinlemek sevgisi bugün bile vardır. Ahmet Mithat, hikâye anlatma sistemi olarak bizim eski meddahlar yöntemini kabul etmiştir. Meddahın konuşması, gündelik hayatın üslubudur.”( Özön, 2009: 292). Ahmet Mithat’ı döneminin yazarlarından bir adım öne çıkaran özelliği eserlerinde kullanmış olduğu bu üslupta ısrarcı olmasıdır. Bu üslubun gereği olarak okuyucusuna kimi zaman dostane, kimi zaman öğretici bir tavırla yaklaşır. Örneğin Çengi romanın girişinde Don Kişot hakkında okuyucuyu bilgilendirmek ister. “ ‘İstanbul’da Don Kişot’ denildiği zaman, İstanbul şehrinde Don Kişot denilir bir şeyin vücudu anlaşılır ise de, bu Don Kişot yenir mi? Yenmez mi? Canlı mı? Cansız mı? Buralara dair bazı mertebe izahat verilmeyince Don Kişot mahiyeti nazarlarda taayyün edemez. Ama erbab-ı mütâlâa içinde Don Kişot’un ne olduğunu bilenler dahi bulunacakmış. Mâlumdur ki, bir hikâye yalnız havas için yazılmaz. Avam için yazılır. Havas indinde pek meşhur ve maruf olan Don Kişot’un mahiyetini avama tanıttırmak lazımdır.”( Ahmet Mithat Efendi, 2000:5 ). Felsefe-i Zenan isimli hikâyesinde okuyucunun bu konuda bir bilgisinin olmadığını düşünerek “ Görmez misin ki ressamlığı sanayi-i âliyenin birincilerinden addederler. Şimdi bir kere mütalâa et ki ressamlık ne demektir? Ressamlık aynen gözümüz önünde olmayan bir şeyi bize resmen göstermek değil midir?”(Ahmet Mithat, 2001: 65) deyişi sınıfta ders anlatan bir öğretmenin edasını bize hatırlatır. Yine Felâtun Bey ile Rakım Efendi romanında bazı beyitlerden sonra “Râkım bu beyti dahi şu suretle tercüme eylemişti.” diyerek beyiti açıklaması insanları eğitme konusunda ne kadar farklı yollar denediğinin küçük bir örneğidir. Ahmet Mithat’ın, Kıssadan Hisse’ isimli küçük hikâyelerinden itibaren, her hikâyesini bir hisse çıkarılması amacıyla düzenlediği bilinmektedir. Ahmet Mithat’ın birçok eseri- kendisinden önceki anlatılarda da rastladığımız- iyilerin ödüllendirilmesi, kötülerin cezalandırılmasıyla sonlanır. Yazar böylelikle okuyucuya bir ders vermek istemektedir. Ahmet Mithat’ın konuşma dilini kendisinden öncekilerden olduğu gibi almasına rağmen edebiyatı yaşanan hayatın sınırlarına kadar genişletmiştir (Tanpınar, 1995: 119). Böylelikle konusu günlük hayattan alınan hikâye, doğal olarak okuyucunun ilgisini daha çok çekeceği gibi, yazarın da anlatacaklarından okuyucuya hayat dersi vermesini kolaylaştıracaktır. Ahmet Mithat, devrinin birçok özelliğini eserlerine taşıdığı gibi, kendi kişiliğini de eserlerinde sergiler (Uğurcan, 1987: 185-199). Müşahedat romanında bizzat roman kahramanı olarak yer alırken, Pariste Bir Türk isimli romanında Nasuh Efendi’nin de yine Ahmet Mithat olduğu, Felâtun Bey ile Râkım Efendi romanındaki Râkım’ın Ahmet Mithat’tan izler taşıdığı bilinmektedir. Hikâye ve romanlarında gördüğümüz oldukça fazla idealleştirilmiş tipler yazarın yaşantısından izler taşır. Bilindiği üzere Ahmet Mithat, ömrü boyunca sürekli 3 Bayram Kodaman, Tanzimat Fermanı’nda maârifle ilgili bir kayıt olmamasını, yadırgatıcı bulsa da, bunun Tanzimat adamlarının bu konuya değer vermemiş oldukları anlamına gelmeyeceğini belirtiyor ( Kodaman, 1991: 6-9). 4 Tanzimat Fermanında maârifle ilgili hiçbir kayıt olmamasına karşılık Islâhat Fermanı’nda (1856) bu konuya yer verilmiştir. “Islahat Fermanı’nın açılmasına müsaade ettiği okullar zaten 1839’dan beri, Türkler için açılmağa devam ediyordu. Böyle olunca Fermandaki maârifle ilgili hükümler, daha çok gayr-i Müslim unsurlara kültür bağımsızlığı, okul açma hakkı, hatta fazladan Türk okullarına giriş serbestîsi veriyordu. Bu bakımdan Fermanda maârife yer verilmesini Türk maârifi yönünden önemli bir aşama olarak görmek mümkün değildir.” (Kodaman, 1991: 15). 5 Bu konuda bkz., “Medeniyet Değiştirmesi Ve İç İnsan” (Tanpınar, 2000: 34-39). 6 Tanzimat Dönemiyle birlikte Türk edebiyatındaki temalar da çeşitlenir. Hikâyelerde görülen başlıca temalar için: Daşcıoğlu, Yılmaz – Koç, Okan, “Batı Tarzı Türk Hikâyesinin Doğusu ve Tanzimat’tan Cumhuriyet’e Ana Temalar” Turkish Studies, Volume 4/1-I Winter 2009, s. 799-900 388 �olarak kendini yetiştirme gayretinde olmuştur. Hayat hikâyesine baktığımızda durup dinlenmeden çalışan, yorulmak bilmeyen bir portreyle karşılaşıyoruz. Roman ve hikâyenin yanında çeviri, adaptasyon, siyasî ve iktisadî makaleler, çeşitli gazete yazıları, başta olmak üzere birçok alanda yazan ve üreten bir yazardır. Bir kısmı zorunluluktan da kaynaklansa sürekli okumak ve öğrenmek iştiyakındadır (Özön,2009: 185-197). Bu yüzden olsa gerektir, roman ve hikâyelerinde türün gerektirdiği estetik bütünlüğün dışına çıktığına şahit oluruz. Yazarın aynı anda hem doğu kültürüne hem de batıdan gelen yeni kültür değerlerine olan ilgisi eserlerinde konuyu çeşitlendirmiş, bununla birlikte bazı aksamaları da beraberinde getirmiştir. Okuma Saatlerinden Öğrenme Anlarına Tanpınar, Ahmet Mithat’ı değerlendirdiği bir yazısında : “Ahmet Mithat Efendi’nin eserleri 1870 senlerinin okuyucu kitlesinin seviyesinden başlar. Bu biraz da kendi seviyesi yâni aşağı yukarı deniz sathının seviyesidir. Büyük özleyişlerle hareket eden Namık Kemal’de daima münevver kalabalığa hitap vardır” diyerek onun eserlerindeki dil ve üslubunu küçümser. Tanpınar tespitlerini daha ileri götürür ve “onun sanatı yoktur daima halka yönelen iyi niyetleri vardır”, der.(Tanpınar, 1988: 65) Gerçekten de Ahmet Mithat bütün eserleri göz önüne alındığında iyi niyetlerin yazarı olduğu görülür. Bu iyi niyet son merhalede kendisiyle birilikte okuyucuyu da eğitmek amacı taşır. Bu yüzden de Ahmet Mithat, her eserin öğretebileceği bir şeylerin olduğu inancındadır. “Bu alafranga denilen âlemin batak köşelerini sen benden âlâ bilirsin. Bu kadar Fransız romanları okumuşsundur. Bir tiyatro aktristine alâka edip de feyiz almış bir kimsenin sergüzeştini okudun mu? Bu hikâyelerin filvaki vuku bulmuş olması lazım değildir. Muharrirler daima ihtimalattan bahsederler. Onları okuyarak hem lezzet almalı, hem de mütenebbih olmalı”( Ahmet Mithat Efendi, 2005:138). Roman ve hikâyelerinde başlangıçtan eserin tamamlanışına kadar geçen sürede olgunlaşan ve kendini yetiştiren roman kahramanları adeta onun ulaşmak istediği gayeyi temsil eder. Gittikçe kendini her alanda yetiştirmiş, birçok konuda malumatı olan, kısa zaman içerisinde hızla yol alan kahramanlardır bunlar.7 Ahmet Mithat böylelikle okuyucuya ideal olanı göstermek ister. Onun anlayışında; durmaya, tembellik yapmaya müsaade yoktur. Ahmet Mithat’ın eserlerinde eğitimle ilgili üç farklı yaklaşım görmekteyiz. Bunlardan ilki belli bir bilginin, kültürün ya bir eğitici(hoca, madam, mürebbiye, dadı) vasıtasıyla verilmesidir. İkincisi ise bir eğitim kurumu aracılığıyla edinilen eğitimdir. Bunun yanında eserlerinde daha çok görmeye alıştığımız ise bunların ötesinde, bunları da kapsayan, özel çabalar sonucu edinilen bilgidir ki Ahmet Mithat’ın şahsi hayatı da daha çok böyle bir gayretin ürünüdür. İnsan her ne şekilde olursa olsun bu bilgiyi elde etse de bu onun için yeterli değildir. Bilgi ve kültür de insanı bir yere kadar getirebilir. Ahmet Mithat’a göre bilmek insanı ahlaklı ve erdemli kılmaya yetmeyebilir. Onun bazı eserlerinde bu türden karşılaştırmalara yer verdiğini görmekteyiz. Bahtiyarlık isimli eserinde Mekteb-i Sultanî’de okuyan Senai ve Şinasi isimli iki genci hayat anlayışları bakımından karşılaştırır. Senai, bir köy ağasının oğludur ve babasının da arzusu oğlunun şehirde okuyarak, görerek büyük adam olmasıdır. Senai’nin babası, oğlunun okuyarak bir devlet kapısına girmesini arzular. Şinasi ise, şehirde yaşayan ve şehrin gürültüsünden bıkmış bir babanın oğlu olması dolayısıyla bu hayatı istememektedir. Ahmet Mithat, burada aynı okulu okumuş oldukları halde ortaya çıkan tamamen farklı iki şahsiyeti ele alır. Ailenin yönlendirmesinin çocuklar üzerindeki etkisini göstermeye çalışır. Aynı okulu(Mekteb-i Sultanî)bitirmelerine karşılık Senai tam bir Avrupa hayranı, Şinasi ise kır hayatını seven bir şahsiyet olarak ortaya çıkmıştır (Ahmet Mithat Efendi, 2001: 282-338). Ahmet Mithat’ın temelde eğitimi konu olarak ele aldığı eserlerinden biri Çingene isimli uzun hikâyesidir.(Okay, 1989: 314) Yazar bu hikâyede, bir İstanbul medenîsi olan Şems Hikmet Bey’in gayretleriyle bir Çingene kızı olan Ziba’nın hayatının nasıl değiştiğini ele alır. Şems Hikmet Bey, bir Kâğıthane gezisi esnasında karşılaştığı Ziba’dan çok etkilenir, onu terbiyesi altına alarak eğitmek ister. Yazar, bu hikâyede, birtakım tavır ve davranışlarını terk etmeyeceği düşünülen insanların bile eğer istenilirse belli bir eğitimin sonucunda değişebileceğini göstermek ister. Hikâye boyunca; her insanın eğitilebileceği, davranışlarının değiştirilerek belli bir seviyeye getirilebileceği fikrinin sürekli telkin edildiği görülür. Buna karşılık hikâyenin sonlarında Şems Hikmet Bey’in eniştesi Râkım Bey, insanların soy soy farklılık gösterdiğini, Ziba’nın kökeninden(soy) dolayı değişmeyeceğini, zira uzun zamandır burada bulunmalarına karşılık kökenleri olan Hindistan’ın etkisini suretlerinde taşıdıkları gibi, siretleri de cinslerinden kaynaklanan etkilerden kurtulamaz, görüşünü dile getirir. Râkım Bey’e göre mesele biraz da asaletle ilgilidir. Her şeyin bir yabanisi, ehlîsi olduğu unutulmamalıdır. Hikâyenin bu noktasında dikkat çeken ise, o zamana kadar Şems Hikmet ile özdeşleşen, onu yaptığı her şeyi onaylayan anlatıcının “Vakıa bizce Râkım Efendiyi haklı bulmak daha doğrudur. Ancak bîçare 7 Ahmet Mithat’ın Üss-i inkılâp’da dile getirdiği ‘..bir adamın bugün sırf câhili olduğu bir meselede bile iki saatcikçe tetebbu ile o meselenin â’lem-i ulemâsı olacağı behemehâl hükmolunur’ cümlesinden hareketle Orhan Okay, kısa zamanda kendini yetiştirebilen bu ve benzer tipler için: “Çok mükemmel bir kütüphane de olsa iki saatlik bir tetebbu ile echel-i cüheladan a’lem-i ulemâ olmak suretini elbette Ahmed Midhat Efendi ölçüsünde tutmak lazımdır. O Ahmed Mithad ki ilim adamı deyince ilmin prensip ve metodlarından ziyâde malûmat yığını sahibi olmayı düşünmüştür.” demektedir (Okay, 1989: 44). 389 �Şems Hikmet Bey eniştesini haklı bulmamış idi.”( Ahmet Mithat Efendi, 2001: 490) diyerek Râkım Efendinin düşüncesinde olduğunu dile getirmesidir. Bütün karşıt fikirlere rağmen hikâyede, Râkım Efendi’nin söylemiş olduğu bir cümle Ahmet Mithat’ın düşüncelerinin de özeti hükmündedir: “…bir yabani fidana aşıyı ustalıkla vururlar ise semere-i matlubeyi iktitaf mümkün imiş.” (Ahmet Mithat Efendi, 2001: 495). Ahmet Mithat, eğitimin küçük yaşlardan itibaren verilmesinin gereği üzerinde durur. Bu yüzden de eserlerinde kahramanların küçük yaşlardan itibaren eğitilmeye başladıklarını görürüz. Buna rağmen belli bir olgunluk çağına gelmiş de olsa, insanların eğitilebileceği inancı işlenir. Çingene isimli hikâyede bir Çingene kızı olan Ziba’nın eğitimle değişip değişmeyeceği konusu uzun uzun tartışılır: “Şems Hikmet Bey, Ziba’nın eğitilebileceği konusunda ümitlidir: “—Aziz üstadım ‘Ağaç yaş iken eğilir’ derler’ ki vakıa dürubdandır. Lâkin terakkiyat-ı sanaiye kuru ağacı da ıslatıp ateşe göstermek suretiyle eğmek bükmek imkânı bulmuştur. Hele istim ile ısıtıldıktan sonra en kalın direkler bile eğiliyor. Ağacın terbiyesi hususundaki terakkiye mütenasip olarak bir de terbiye-i insaniye terakkisi tasavvur olunur ise o zaman yalnız ‘Ağaç yaş iken eğilir’demekle iktifa etmeyiz. ‘Her ağaç her zaman eğilebilir’ diye terbiye hususundaki kudretimizle iftihar ederiz.”(Ahmet Mithat Efendi, 2001: 455) Konuşmanın devamında hikâye kahramanlarından Selimcan, sözü Avrupadaki terbiye sistemine getirir: “Bilakis terbiyenin insan üzerindeki tesirinin pek büyük olduğundan bir bahis açarak şu asırda pedagoji yani talim-i eftalin bir fenn-i mahsus, bir sanat-ı müstakilde suretini aldığı ve bilhassa Almanya’da buna pek ziyade ehemmiyet verildiği hakkında tafsilata girişti.” (Ahmet Mithat Efendi, 2001: 455). Ahmet Mithat, insanların eğitilirken yeteneklerinin, eğilimlerinin dikkate alınması taraftarıdır. Bu yüzden sesi şarkı söylemeye ve çeşitli müzik aletleri çalmaya yatkın olan Ziba’ya öncelikle yetenekli olduğu müzikle ilgili eğitim verilir. Ziba, kısa bir zaman içerisinde keman çalmayı öğrenir. Yazarın eğitim meselesini ele aldığı eserlerden biri de Diplomalı Kız ismini taşımaktadır. Hikâyede maddi durumu gittikçe kötüleşen, evinin asli ihtiyaçlarını dahi karşılayamayan ama buna rağmen kızını okula göndermekten vazgeçmeyen bir babanın kızıyla birlikte vermiş olduğu mücadele anlatılır. Hikâye kahramanlardan Madam Döpre, maddi durumlarının kötü olması sebebiyle: “Bir fakir çocuğa o kadar süslü elbiseye lüzum var mıdır? Bir demircinin kızı o kadar pahalı şekerlemeleri, gatoları filanları yer mi?” diyerekten eşine söylenir. Bu söz üzerine eşi Jan Döpre ise : “- Sen o kadar anlarsın. Çocuk beşinci altıncı yaşında nasıl yaşar ise terbiyesi, tahsili de ona göre olur. Sonradan verilen terbiye-i kibarâne her zaman insanda yabancı kalır. ‘Sonradan görme’ diye tabir ederler ya? Ama böyle çekirdekten bir terbiye alırsa kibar doğmuş sayılır, diye karısını susturur idi.” (Ahmet Mithat Efendi, 2001: 601). Anne ile kızı arasındaki tartışmalar bir süre sonra eğitim için yapılan masrafa odaklanır: “- Hep kuru ekmek, hep kuru ekmek! -Ne şikâyet ediyorsun? Katık da ister isen ekmek dilimlerinin üzerine biraz Rasin beyitleri, Bosue nesirleri oku” - Yine mi tahsilimi başıma kakacaksın? - Hayır, doğruyu söylemekten memnuiyete dair bir kanun mu neşr olundu? Kızları bu kadar okutmak neye yarayacak diye baban ile kavgalar ettiğim zaman o bana gülüyor idi. Sen ise kızıyor idin. Şu halimize sebep ancak senin tahsilindir. Dişimizden tırnağımızdan artırdığımızı sana harcettik.” (Ahmet Mithat Efendi, 2001: 595) Baba ise annenin aksine okumanın önemini kavramıştır. Kızı için yaptıklarını masraf olarak değerlendirmez. “ - Ziyanı yok! Ziyanı yok! Şimdi Juli için ne sarf ediyor isek onu masraf saymamalı. Yine tasarruf yine iddihar saymalı. Zira o paraları kıza ikraz ediyoruz demektir. Faizi de işliyor. O faiz ise Juli’nin terakkisidir. Juli ikmali tahsil eyledikten sonra birden aldığını ma-ziyadeten bize verecektir. İhtiyarlığımızda Juli sayesinde nail-i nimet-i refah olacağız.” (Ahmet Mithat Efendi, 2001: 603). Ahmet Mithat, bu hikâyede babanın ağzından çocukların özellikle de kız çocuklarının okutulmasının önemine işaret etmektedir. Eserin “Hatime” kısmında yazar son söz olarak okuyucuya şöyle seslenir: “Bir kız her ne olacak olursa talim ve terbiyesini ikmal etmiş bulunmalı. ‘Bizde kızların talim ve terbiyesine lüzum yoktur.’ Demek için ‘bizde erkeklerin de talim ve terbiyesine lüzum yoktur’ diyebilmek cesaretini peyda etmelidir, ama kızların terbiyesine ‘ o kadar lüzum olmadığı dava edilecek imiş. Terbiye ve talimin o kadarı bu kadarı olamaz.” (Ahmet Mithat Efendi, 2001: 662). Ahmet Mithat’a göre kızların eğitime ihtiyacı olmadığını söyleyenleri gelecek yalanlayacaktır. Doğu ve Batının Arasında Ahmet Mithat’ın önemli eserlerinden biri olan Felâtun Bey ile Râkım Efendi isimli romanı iki tipin karşılaştırılması üzerine kurulmuş bir eserdir. Romanın kahramanlarından Felâtun Bey, alafranga yaşayışı benimsemiş olan babası Mustafa Merakî Efendi tarafından adet yerini bulsun diye eğitilir, bunun yanında Merakî Efendi’nin çocuğunun giyim kuşamı konusunda daha hassas davrandığı görülmektedir. Romanın bir diğer kahramanı Râkım Efendi ise yazar tarafından toplum için gerekli bir tip olarak çizilir. Eğitimine aralıksız 390 �devam eder. Bunun sonucunda isteklerine kavuşur. Felâtun Bey ise vaktini gereksiz işler peşinde geçirdiğinden babadan kalan son mirası da Polini isimli bir kadının peşinde borçlanarak yaşadığı yeri terk etmek zorunda kalır. Râkım Efendi ise ailesini ve çevresini önemsemiş, onların ihtiyaçlarını karşılamayı ise her zaman bir zorunluluk olarak gördüğü için mutlu sona ulaşmıştır. Ahmet Mithat Efendi, bu romanında da Diplomalı Kız hikâyesinde olduğu gibi babanın eğitim üzerindeki etkisini göstermeye çalışır. Felâtun Bey’in babası “Mustafa Merakî Efendi kemal derecede alaturkalıktan yine kemal derecede alafrangalığa birdenbire sıçramış bir adam olduğu” için yetiştireceği çocuk da bu terbiye altında büyüyecektir (Ahmet Mithat Efendi, 2005: 3). Felâtun Bey’in babası oğluna bir Fransızca hocası tutmuş, bu hoca haftada iki defa gelip gitmektedir. Fakat Mustafa Merakî Efendi öyle tahsil görmüş biri olmadığı için çocuğun mektebe gidip gelmesini ve Fransızca hocasının dahi eve gitmesini terbiyesi için yeterli görmektedir. Öte yandan Râkım Efendi’nin aldığı terbiyeyi yazar şöyle ifade etmektedir.8 “ Lâkin Râkım Efendi’nin aldığı terbiye ve gördüğü tahsil öyle her hâl ü vakti yolunda adam evladına müyesser olamaz. Kendi hâhişi ve dadısının sevk ve teşviki sâyesinde Arabîden sarf ve nahiv filândan maada Risale-i Erbaa’yı şerhleriyle beraber lâyıkıyla gördü. Hele mantık cihetini tasdikat-ı hitâmına kadar pek kuvvetli tahsil eyledi. İlm-i hadis ve tefsirde oldukça behre kazandı. Fıkhı dahi gözden geçirdi. Farisîden Gülistan ve Baharistan ve Bostan ve Pend-i Attar ve Hafız ve Sâib’i tekmil etmekten kat’ı nazar en müntehip parçalarını ezber dahi eyledi. Fransızcaya gelince: Bir kere lisanda rüsuh peyda eyledi. Ba’de Galata’daki dostundan hikmet-i tabiye, kimya, teşrih-i menâfi-ül-âzayı oldukça tahsil edip Beyoğlu’ndaki Ermeni dostunun kütüphanesinde dahi coğrafya tarih, hukuk ve muahedât-ı düveliyeye dair lüzum derecesinin fevkinde dahi mâlumat topladı. Hele okuduğu Fransız romanlarının ve tiyatro namelerinin eş’ar ve edebiyatının âdeta nihayeti yok gibiydi.”(Ahmet Mithat Efendi, 2005: 14). Ahmet Mithat, kadınların da birçok açıdan kendini yetiştirmiş olması taraftarıdır. Devrinde bazı romancılar ahlaklarını bozacağı düşüncesiyle kadınların roman okumasını hoş karşılamamıştır(Andı, 2004: 37). Ahmet Mithat ise bu duruma itiraz eder. Ona göre roman, kimi durumlarda insana birçok şeyi öğretebilir. Felatun Bey ile Râkım Efendi romanında dikkati çeken bir başka husus ise kadınların eğitimiyle ilgilidir. Ahmet Mithat’ın bu romanda ve diğer eserlerindeki anlayışına erkek kadının eğitiminden sorumludur. Bu yüzden erkek, evleneceği kadını kendisi eğitir. Râkım Efendi, evine aldığı Canan isimli esir kızın eğitimine büyük önem verir. Râkım Efendi Canan’ı önce eğitir, azat eder ve sonunda onunla evlenir. Esaret isimli hikâyede de odalık olarak alınan küçük kız okuma yazmayı, piyano çalmayı evin beyi sayesinde öğrenir. Ahmet Mithat, Râkım Efendi benzeri karakterlere diğer hikâye ve romanlarında da yer vermiştir. Firkat isimli hikâyede, çalışkanlık, okuma ve öğrenmeye azmet gibi özellikleri dolayısıyla Râkım Efendi’ye benzeyen Memduh dört sene mektebe gider. Bu dört yıl içerisinde mantık, sarf nahiv, fıkıh gibi derslerin yanında Farisî’den Nasihat-ı Hükema’yı, Pend-i Attar, Gülistan, Hafız Divanı ve Mesnevi-i Şerif’i okumuştur. Ayrıca Ceride-i Havadis’te çalıştığı dönemde Fransızcasını ilm-i hukuku okuyacak derecede ilerletmiştir. Ayrıca İsevilik, Musevilik başta olmak üzere çeşitli dinler konusunda da bilgi sahibi olmuştur (Ahmet Mithat Efendi 2001:121-122). Bu hikâyede de Memduh’un bitmek bilmez öğrenme iştiyakı şaşırtıcıdır. Ahmet Mithat roman ve hikâyelerinde madam ve mürebbiyelerin eğitim üzerindeki etkisinden de söz eder. Bahtiyarlık isimli hikâyede Madam Terniye, yedi buçuk ve beş buçuk yaşlarında iki çocuğu eğitmektedir. Nusret ve Mansur kısa sürede madamı severler. Çocuklar zaman içerisinde Fransızcayla birlikte piyano çalıp şarkı söylemek gibi bir Fransız kibarzâde kızının öğreneceği bütün bilgileri de Madam Terniye’den öğrenir. Madam, vermiş olduğu eğitimin bir parçası olarak çocuklara Hıristiyanlığa ait bilgileri de öğretmeye başlar. Çocukların babası Abdülcebbar Bey’in bu durumdan haberi olmaz. Yazara göre Madam Terniye, İslam’ın karşısında olduğu için değil, kendi dini gereği olduğu için gayet iyi niyetle çocuklara dini bilgiler öğretmektedir. Çocukların bir madam tarafından eğitilmesinde bunun dışında bir sakınca görmeyen Ahmet Mithat, bu noktada suçun madamda değil, dinî ve millî değerlerimizi öğretmeyen bizde olduğunu düşünür. Bütün bu mahzurlarına rağmen, Ahmet Mithat’ın yabancı mürebbiyeyi önemsemesi dikkat çeker. 9 Sonuç Türk roman ve hikâyeciliğinin önemli isimlerinden olan Ahmet Mithat Efendi, “sosyal fayda” prensibini bir kurgusal metnin tanıdığı imkânları da zorlayarak uygulamaya çalışır. Yazar, toplumu eğitmek için bir vasıta olarak düşündüğü roman ve hikâyede okuyucuyu sıkmadan, kimi zaman dolaylı, kimi zaman ise direkt olarak çeşitli konulardaki düşüncelerini dile getirir. Onun eğitim anlayışı, iyi ile kötünün birlikte örneklenmesi metoduna dayanır. Yazar, çoğu zaman yorumu dahi okuyucuya bırakmaz, okuyucuyu yönlendirmek ister. Ahmet 8 Râkım Efendi’nin Doğu ve Batı kültürünün kaynaklarına olan ilgisi yazarın bir sentez düşüncesinde olduğunun ipucu olarak görülebilir. Orhan Okay ise, bütün Tanzimatçılar gibi Ahmet Mithat’ın da Batı edebiyatı ile Doğu edebiyatının sentezini yapmak gibi bir düşüncesinin olmadığını belirtmektedir ( Okay, 1989: 348). 9 Orhan Okay, bu durumu o devirde eğitim kurumlarının yeterli olmayışıyla açıklıyor (Okay, 1989: 322). 391 �Mithat; zihninde ideal olarak kurguladığı kişileri, eserlerinde gerek aile bireylerinin yönlendirmesiyle, gerek kişilerin kendi özel gayretleriyle olsun bir eğitim sürecinin içerisinden geçirir. Ahmet Mithat’ın eserlerinde gördüğümüz bir başka hususiyet ise geleneksel metodun dışında yeni yeni ortaya çıkan eğitim politikalarına itirazı olmadığı gibi; devrinden sonra da bugün de üzerinde durulan Fransızca öğrenmek, piyano çalmak, mürebbiyelerin eğiticiliği gibi eğitimle ilgili birtakım meselelere de ciddi bir itirazının olmadığı görülüyor. Hatta Ahmet Mithat’ın, kimi zaman bazı itirazları seslendirmekle beraber, onun eserlerindeki eğitimli insan portresinin daha çok bu özelliklere sahip şahıslardan oluştuğu görülüyor. Roman ve hikâye kahramanlarından bazılarının Tanzimat sonrası gelişen yeni eğitim kurumlarında eğitim gördükleri, yazarın da bu okullara dair faydalı kabul ettiği birtakım bilgileri okuyucuyla paylaştığı görülmektedir. Roman ve hikâyelerde isimleri zikredilen eserlere baktığımızda ise hem Doğudan hem de Batıdan kaynakların yer aldığı görülüyor. Yazarın (Batı romanına olan ilgisi bilinmekle birlikte) Batı edebiyatından çeşitli eserlerin yanında Doğu edebiyatından Gülistan Bostan, Mesnevi gibi klasik eserlerin de eserlerde yer aldığı görülüyor. Hikâye ve roman kahramanlarının yabancı dil olarak öncelik Fransızcada olmakla birlikte Fransızcanın yanında kimi zaman Arapça ve Farsçayı da hatta Çerkezce gibi dilleri de öğrenmeye ihtiyaç hissettikleri görülüyor. Aynı şekilde pozitif ilimlerin yanında dinî ilimlerin ve dine dair tartışmaların da eserlerde yer bulduğunu görüyoruz. Bütün bu yaklaşımlar metnin elverdiği şartlar içerisinde okuyucuya aktarılır. Ahmet Mithat’taki bu yönelimin, ondaki terkip düşüncesiyle ilgili olduğunu söyleyebiliriz. Ahmet Mithat’ın, o günkü şartlar içerisinde geçmişe ait değerleri tamamen terk etmeden yeniliğe de açık olması onun eğitimin anlayışının önemli bir yanını oluşturmaktadır. Kaynakça Ahmet Mithat Efendi, (2001). Letaif-i Rivayat, Firkat, Çağrı Yayınları, İstanbul Ahmet Mithat Efendi,(2000). Bütün Eserleri, Romanlar V, Çengi, Kafkas, Süleyman Muslî (hzl. Erol Ülgen- Fatih Andı), TDK Yayınları, Ankara Ahmet Midhat Efendi, (2005). Felâtun Bey ile Râkım Efendi, Akçağ Yayınları, 5. Bas. Ankara Andı, M. F.(2004). Roman ve Hayat, Türk Edebiyatı Vakfı Yay., 2. Bas. İstanbul Daşcıoğlu, Y. – Koç, O. (Winter 2009). “Batı Tarzı Türk Hikâyesinin Doğusu ve Tanzimat’tan Cumhuriyet’e Ana Temalar” Turkish Studies, Volume 4/1-I, s. 799-900 Kodaman, B. (1991). Abdülhamid Devri Eğitim Sistemi, Atatürk Kültür Dil Tarih Yüksek Kurumu Yayınları, Ankara Okay, O. (1989). Batı Medeniyeti Karşısında Ahmet Mithat Efendi, M.E.G.S.B Yayınları, Ankara Okay, O. (1998). Sanat ve Edebiyat Yazıları, Dergâh Yayınları, İstanbul Özön, M. N. ( 2009). Türkçede Roman, İletişim Yayınları İstanbul Tanpınar, A. H.(1995) Edebiyat Üzerine Makaleler, Dergâh Yayınları, İstanbul Tanpınar, A. H. (1988). 19 uncu Asır Türk Edebiyatı Tarihi, Çağlayan Kitabevi Yayınları, İstanbul Tanpınar, A. H. (2000) Yaşadığım Gibi, Dergâh Yayınları, İstanbul Uğurcan, S. (1987). “Ahmet Mithat’ın Hatıratı ile Romanları Arasındaki Münasebet”, Türklük araştırmaları Dergisi, Marmara Ü. Fen-Edebiyat Fakültesi Yayınları, İstanbul Yetiş, K. (1996). Nâmık Kemal’in Türk Dili ve Edebiyatı Üzerine Görüşleri ve Yazıları, Alfa Yayınları, 2.bas. İstanbul 392 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 427 Title A name given to the resource Toplumsal Değişim Sürecinde Ahmet Mithat Efendi'nin Eğitim Anlayışı Author Author KOÇ, Okan Abstract A summary of the resource. Türk Edebiyatının en velut yazarlarından olan Ahmet Mithat Efendi, Türk roman ve hikâyeciliğinin ilk örneklerini veren isimlerdendir. Bir medeniyet değiştirme süreci olarak değerlendirilen Tanzimat Dönemi’yle birlikte birçok toplumsal algı değişikliğe uğramaya başlamış, bu süreçte Ahmet Mithat, Namık Kemal’in tiyatro için söylediği “faydalı eğlence” ifadesini roman ve hikâyeye uyarlayarak halkı eğitmeyi amaçlamıştır. Yazar, eserlerindeki çeşitli tip ve karakterler üzerinden faydalı olduğunu düşünerek toplumsal mesajlar da vermektedir. Ahmet Mithat, dönemin okuyucu kitlesini de göz ardı etmeden birçok konuya temas eder. Ele aldığı konular arasında eğitim meselesi de önemli bir yer tutmaktadır: Toplumdaki çeşitli bireylerin eğitilmesi, eğitim süreci boyunca takip edilecek yöntemler, nelerin nasıl öğretilmesi gerektiği, verilen eğitimin insanı ne derece değiştirip dönüştürebileceği, eğitim sürecince yapılan yanlışlıklar v.b. konular kimi zaman Batılı toplumlarla karşılaştırmalar yapılarak okuyucuya aktarılır. Bu bildirimizde, Tanzimat sonrası Türk Edebiyatı’nda sosyal meselelere en fazla yer veren yazarlardan olan Ahmet Mithat’ın, değişim sürecinde eğitim meselesine nasıl yaklaştığını göstermek istiyoruz. Amacımız, Ahmet Mithat örneğinden hareketle toplumun edebî eserler vasıtasıyla nasıl değiştirilmek / eğitilmek istendiğini göstermektir. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed L Education (General) https://omeka.ibu.edu.ba/files/original/51fcd5a5bd214f79b64de4a7cebe61dd.docx 735697cf2dee3961a321747470026cd0 https://omeka.ibu.edu.ba/files/original/118e57de278475863f5d7e2e47023599.pdf 83a7f68774c4b7c0e81e5edb41dbc4b2 PDF Text Text TOPLUMSAL DEĞİŞİM SÜRECİNDE NAMIK KEMAL’IN EĞITIM ANLAYIŞINDAN GÜNÜMÜZE YANSIMALAR Elif AKTAŞ Recep Tayyip Erdoğan Üniversitesi, Eğitim Fakültesi, Türkçe Eğitimi Bölümü, Rize / Türkiye Anahtar Kelimeler: Namık Kemal, Tanzimat Dönemi Türk Edebiyatı, Eğitim ve Terbiye, Türk Eğitim Tarihi ÖZET Namık Kemal’in (1840-1888) öncülüğünü ettiği yeni edebiyat anlayışının, toplumu çağdaşlaştırmayı ve eğitmeyi amaçladığı bilinmektedir. Onun eserlerinde eğitim, yeni bir insan modeli yaratma anlamında ele alınmış; bir çağdaşlaştırma süreci olarak değerlendirilmiştir. Çağdaş eğitim yaklaşımlarından yararlanılarak hazırlanan Türkçe ve Türk Edebiyatı dersi öğretim programının amaçlarından en önemlisi olan düşünen, eleştiren, sorgulayan, yeniliğe açık bireyler yetiştirmek; Namık Kemal tarafından ilk kez Tanzimat döneminde ortaya atılmıştır. Bu çalışmada Namık Kemal’in eserlerinde, Tanzimat sonrası değişen toplumda yerini alan eğitimli, iradeli, sorgulayıcı, vatanını ve milletini seven, kahraman, hamiyet sahibi insan tipi tüm yönleriyle ele alınmış; böylelikle yazarın Türk eğitim tarihindeki yeri tespit edilmeye çalışılmıştır. Çalışmada nitel araştırma tekniklerinden doküman analizi kullanılmıştır. Edebiyatı ve sanatı estetik açıdan değil, sosyal fayda açısından değerlendiren Namık Kemal, tüm eserlerini eğitici bir fikir adamı kimliğiyle kaleme almıştır. Onun makale, mektup, roman ve tiyatro türü eserlerinde doğrudan ya da dolaylı olarak eğitime yer verdiği görülmektedir. Eğlencelerin “en edibanesi” ve “en faydalısı” olarak tanımladığı tiyatroya ayrı bir önem veren yazar; bu tür vasıtasıyla toplumu eğitmeyi ve bilgilendirmeyi amaçlamıştır. Romanlarında da sosyal fayda prensibini savunan yazar, İntibah adlı romanında tek yönlü bir eğitim metodunu eleştirirken Cezmi adlı romanda ise ideal eğitim modelini dikkatlere sunmuştur. Namık Kemal, dil ve edebiyatı yeni insanı eğitmek için bir araç olarak kullanmıştır. Onun arzuladığı eğitim modelinin günümüzdeki eğitim anlayışıyla benzerliği dikkat çekicidir. Onun özellikle kadınların ve çocukların eğitimi, ahlak, aile, terbiye konusundaki görüşleri çağının ilerisindedir. Geleneksel tarzda bir eğitimin karşısında olan Namık Kemal’in düşünen, eleştiren, sorgulayan, bilimin rehberliğini kabul eden, yeniliğe açık bireyler yetiştirme gayreti bugünkü çağdaş eğitimin de en önemli amaçlarından biri olarak karşımıza çıkmaktadır. Çağının ilerisindeki düşünceleriyle dikkat çeken Namık Kemal’in 19. yy. daki görüşleri 21. yy. için de geçerliliğini sürdürmektedir. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2237 Title A name given to the resource TOPLUMSAL DEĞİŞİM SÜRECİNDE NAMIK KEMAL’IN EĞITIM ANLAYIŞINDAN GÜNÜMÜZE YANSIMALAR Author Author AKTAŞ, Elif Abstract A summary of the resource. Anahtar Kelimeler: Namık Kemal, Tanzimat Dönemi Türk Edebiyatı, Eğitim ve Terbiye, Türk Eğitim Tarihi ÖZET Namık Kemal’in (1840-1888) öncülüğünü ettiği yeni edebiyat anlayışının, toplumu çağdaşlaştırmayı ve eğitmeyi amaçladığı bilinmektedir. Onun eserlerinde eğitim, yeni bir insan modeli yaratma anlamında ele alınmış; bir çağdaşlaştırma süreci olarak değerlendirilmiştir. Çağdaş eğitim yaklaşımlarından yararlanılarak hazırlanan Türkçe ve Türk Edebiyatı dersi öğretim programının amaçlarından en önemlisi olan düşünen, eleştiren, sorgulayan, yeniliğe açık bireyler yetiştirmek; Namık Kemal tarafından ilk kez Tanzimat döneminde ortaya atılmıştır. Bu çalışmada Namık Kemal’in eserlerinde, Tanzimat sonrası değişen toplumda yerini alan eğitimli, iradeli, sorgulayıcı, vatanını ve milletini seven, kahraman, hamiyet sahibi insan tipi tüm yönleriyle ele alınmış; böylelikle yazarın Türk eğitim tarihindeki yeri tespit edilmeye çalışılmıştır. Çalışmada nitel araştırma tekniklerinden doküman analizi kullanılmıştır. Edebiyatı ve sanatı estetik açıdan değil, sosyal fayda açısından değerlendiren Namık Kemal, tüm eserlerini eğitici bir fikir adamı kimliğiyle kaleme almıştır. Onun makale, mektup, roman ve tiyatro türü eserlerinde doğrudan ya da dolaylı olarak eğitime yer verdiği görülmektedir. Eğlencelerin “en edibanesi” ve “en faydalısı” olarak tanımladığı tiyatroya ayrı bir önem veren yazar; bu tür vasıtasıyla toplumu eğitmeyi ve bilgilendirmeyi amaçlamıştır. Romanlarında da sosyal fayda prensibini savunan yazar, İntibah adlı romanında tek yönlü bir eğitim metodunu eleştirirken Cezmi adlı romanda ise ideal eğitim modelini dikkatlere sunmuştur. Namık Kemal, dil ve edebiyatı yeni insanı eğitmek için bir araç olarak kullanmıştır. Onun arzuladığı eğitim modelinin günümüzdeki eğitim anlayışıyla benzerliği dikkat çekicidir. Onun özellikle kadınların ve çocukların eğitimi, ahlak, aile, terbiye konusundaki görüşleri çağının ilerisindedir. Geleneksel tarzda bir eğitimin karşısında olan Namık Kemal’in düşünen, eleştiren, sorgulayan, bilimin rehberliğini kabul eden, yeniliğe açık bireyler yetiştirme gayreti bugünkü çağdaş eğitimin de en önemli amaçlarından biri olarak karşımıza çıkmaktadır. Çağının ilerisindeki düşünceleriyle dikkat çeken Namık Kemal’in 19. yy. daki görüşleri 21. yy. için de geçerliliğini sürdürmektedir. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-17 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2203-4548 https://omeka.ibu.edu.ba/files/original/078d0c5b28e0b5839786cb51decf461a.pdf d077294b74301b3a5849fc31f00c373f PDF Text Text Toplumsal Kimliğin Devamlılığına Dilin Etkisi ve Boşnakların Türkçe Tercihi Mustafa ÇETİN International Burch University, Sarajevo, Bosnia and Herzegovina mcetin@ibu.edu.ba Özet : Kimlik tanımı, kişisel ve toplumsal bir ihtiyaç olarak görünmektedir. Kimlikler; yaşayış ve düşünüş biçimi, dil, töre, gelenekler ve değer yargıları gibi birçok unsurun birleşmesi olarak kabul edilmektedir. Kişisel ve toplumsal kimliğin devamlılığını sağlayabilmek önemli görülmektedir. Bu tebliğde Boşnakların toplumsal kimliğinin demalılığını sağlamada dilin etkisi üzerinde durulmaktadır. Türkizm denilen, Osmanlı Türkleriyle Bosna-Hersek coğrafyasına gelen Müslüman kişi adları ve günlük diyaloglarda kullanılan Türkçe ifadeler anlatılmaktadır. Bunların, toplumsal kimliğin devamlılığına etkisi üzerinde durulmaktadır. Anahtar sözcükler : Boşnak, kimlik, kimliğin devamlılığı. kişi adları, Türkizm, Türk kültürü, toplumsal Toplumsal Kimlik Milli kimlik: Bir milletin kendine özgü düşünüş ve yaşayış biçimi, dil, töre ve gelenekleri, toplumsal değer yargıları ve kuralları ile oluşan özellikler bütünü, milli hüviyet(Türkçe Sözlük, 2005) olarak ortaya çıkmaktadır. Kimlik yüzeysel olarak kısaca kişilerin ve çeşitli büyüklük ve nitelikteki toplumsal grupların “kimsiniz, kimlerdensiniz?” sorusuna verdikleri cevaplardır(Güvenç, 1993:3). Kimlik kavramı toplumun sosyal sisteminin en temel ve en önemli kökenini teşkil etmektedir(Yıldız,2007). Toplumların kökenleri aidiyetlerinin referanslarını göstermektedir. Kişinin “mensubiyet”(attachment) ve “ait olma”( belonging) konusundaki başvuru çevreleri, kimlik”tutumu”nu (cohesion) sağlayan dayanaklardır. Burada kimlik başka bir şeye ait olma ihtiyacının sonucu olarak karşımıza çıkmaktadır(Güleç, 1992:14). Kimlik hem tümüyle toplumsal hem de benzersiz biçimde kişiseldir; değişen derecelerde kişinin kendisi tarafından oluşturulan ve/veya başkaları tarafından atfedilen göndermelerden kaynaklanır. Hayatın dramatik niteliği, kişinin kendisinin sahiplendiği ama ötekilerin ona atfetmediği ya da ötekilerin atfettiği halde kişinin benimsemediği kimliklerin sonsuz ikilemleri içinde akmasından kaynaklanır(Aydın, 1998: 13-14) Toplumsal kimlikleri ayrıştıran ve/veya derinleştiren bu ikilemlerdir. Çağımızın kimlik sorunu, kişi, grup ve toplulukların resmi-ulusal(milli) ve tarihi-kültürel kimliklerinde ortaya çıkmaktadır. Asıl önemli olan ise zaten bu içerikteki kimlik oluşumları ve bütünleşmeleridir(Yıldız, 2007). Boşnak kimliğinin tanımı da tarihi ve kültürel geçmişine dayandırılmaktadır. Osmanlıların 1463'te Bosna'yı fethinin ardından, Türk sarıklarını tercih eden Bogomil inancına mensup halk, kitleler halinde gönüllü olarak İslam dinini kabul etmiştir(Eker, 2006:72). Osmanlılar Bosna'da kendi klasik yönetim kurumlarını oluşturmuş, Müslüman Boşnaklar84 da bölgedeki Osmanlı kültür ve uygarlığının temsilcisi ve sahibi haline gelmiştir(Eker, 2006:73). Boşnak, Osmanlı döneminde, Bosna vilayetinde yaşayan bütün halkın, bazen yalnızca Müslümanların, Yugoslavya döneminde ise ülkede yaşayan İslam inancına mensup Slav kökenli halkın adıdır (Bringa 1995: 238). Yugoslavya'da 1948 yılında yapılan nüfus sayımında Boşnaklar, Müslüman-Sırp, Müslüman-Hırvat, Belirsiz-Müslüman seçeneklerinden %90'a yakın oranda sonuncusunu tercih etmiştir(Bringa, 1995:323; Malcolm 1999:312). Bugünün Boşnak aydınları, eski Yugoslavya'dan tevarüs eden Müslüman yerine Boşnak etnonimini önermiş olsalar da, Bosna'nın yanı sıra Batı'da Müslüman terimi yaygın olarak kullanılmaktadır. Arnavutlar ile birlikte Avrupa'nın yerli Müslümanları olarak tarih sahnesindeki yerini alan Boşnak halkının kimliğiyle ilgili soruya vereceği cevap tektir:Müslim!( Malcolm 1999:311-315). Boşnaklar ötekilerden(Sırp ve Hırvat) farklı bir etnite olarak, Müslüman kimliğiyle tanımlanmaktadır. 84 Boşnaklar (Boşnakça: Bošnjaci), tarih biliminin bakış açılarından birine göre, bir Güney Slav halkıdır. Çoğunluğu Güneydoğu Avrupa'da Bosna-Hersek'te ve Sırbistan ve Karadağ arasındaki Sancak bölgesinde yaşar. Ayrıca Hırvatistan, Slovenya,Almanya, ABD, Avusturya, İsveç, Kosova, Makedonya Cumhuriyeti ve Türkiye’de de Boşnaklar vardır. 351 �Toplumsal Kimliğin devamlılığı ve Dil Kimliğin iki temel bileşeni vardır. Bunlardan ilki tanımlama ve tanıma, ikincisi ise aidiyettir. Kendini tanımlama ve toplum içinde belli bir sıfatla, toplumsal olarak tanıma hem insana özgüdür hem de insani bir ihtiyaçtır. “Toplumsal tanınma” nın en temel aracı öncelikle konuşma dili, ardından da yazılı bir dil ve bir “kültürel eda”dır. Toplumsal ve kültürel dünyanın oluşumu dil aracını gerektirir(Aydın, 1998:12). İnsan yığınlarını “millet” haline getiren “kültür” leridir... Sosyologlar milletleri millet yapan maddi, manevi ortak değer ve müesseselerin hepsine “kültür” adını veriyorlar... Kültür deyince ilk akla gelen şey “dil”dir. “Dil” , millet denilen sosyal varlığı birleştiriyor(Kaplan, 2007: 24-25). Toplumsal kimliğin devamlılığı, tarihten bugüne bütün uluslar için en önemli sorunlardan biri olagelmiştir. Uluslar, toplumsal kimliklerini korumak ve/veya devam ettirmek için birçok yola başvurmuşlardır. Toplumsal kimliği koruma adına 15 Mayıs 1277’de, Karamanlı Mehmet Bey: “ Bugünden sonra, Divanda, Dergahta, Barıgahta, Mecliste, Meydanda Türkçe’den başka dil kullanılmayacaktır.” buyruğunu vermiştir. Bu buyruk, o dönemde yaşayan Türk toplumunun ulusal kimliğini devam ettirme adına girişilmiş önemli bir çaba olarak karşımıza çıkmaktadır. Boşnakların toplumsal kimliğinin devamlılığına dilin çok büyük etkisinin olduğu gözlenmektedir. Özellikle, günlük diyaloglarda kullanılan dil ile bir dil elementi olan kişi adları, Boşnak kimlik tanımının en önemli kanıtlarını teşkil etmektedir. Aslında Boşnakça, Sırpça ve Hırvatça arasında ciddi farklar gözlenmemektedir. Aralarında yüzde yüze yakın oranda simetrik karşılıklı anlaşılabilirlik bulunan bu diller Ana Slav85 dilinin diyalektleri olarak, bütün dil bilgisel düzeylerde birbirine çok yakın özellikleri paylaşırlar(Eker, 2006:76). Ancak Boşnakların kullandığı, Osmanlı Türkçesinden geçen kişi adları ve Türkçe sözcüklerin tercih edilmesi ayırt edici önemli bir faktör olarak göze çarpmaktadır. Boşnakların Türkçe Tercihi ve Boşnak kimliğinin devamlılığı Resim 1.. Başçarşı'daki sokak ismi. Boşnakların Türkçe tercihinden kastedilen, öncelikle Türkçeden Boşnakçaya86 geçen sözcük ya da sözcük öbeklerinin Türkizm şeklinde adlandırılmasıdır. Türkçe ya da Türkçe aracılığıyla kopyalanan Arapça, Farsça hatta diğer dillere ait sözcüklere Güney Slav dillerinde Türkizm (Boş. turcizam, Turcizmi, İng. Turkishism) adı verilir (Eker, 2006:78). Abdullah Şkalyiç 1965 yılında çıkan Turcizmi u Srpskohrvatskom jeziku adlı sözlük tarzındaki yapıtında 8742 Türkizm sözcük vermiştir. Ancak, bu sayının daha fazla 85 Güney Slavca : Banat Bulgarcası · Boşnakça · Bulgarca · Bunyev · Kilise Slavcası · Hırvatça · Makedonca · Karadağca · Eski Kilise Slavcası · Sırpça · Yunanistan'daki Slav Diyalektleri · Slovence 86 Boşnak dili hakkındaBoşnakça (Boşnakça: Bosanski jezik, Bosanski), çoğunluğu Bosna-Hersek'te yaşayan Boşnakların konuştuğu dil. Bosna-Hersek'in nüfusunun yarıdan fazlasını Boşnaklar oluşturur ve Boşnakça bu ülkenin resmi dillerinden biridir. Özellikle son yıllarda Hırvatça ve Sırpça'dan hem biçim, hem sözcük dağarcığı bakımından iyice farklılaşmaya başlamıştır. Hırvatça gibi Latin abecesiyle yazılır. 352 �olabileceğini de belirtmiştir. Bu demek oluyor ki, Osmanlı Türkçesinden Boçnakçaya geçen sözcük sayısı on bin dolaylarındadır. Bu da Türkçenin temel sözcük hazinesine yakındır. İkinci olarak Türkizm dedikleri ifadeleri güncel Boşnakçada kullanma tercihleri gelmektedir. Aslında bu tercih, Boşnakların kimlik tecihiyle doğrudan bağlantılı görünmektedir. İç Savaş ve etnik temizlik sonrasında özellikle medya ve edebiyat aracılığıyla Türkizmler daha bilinçli olarak kullanılmaya, bu yolla Hırvat ve Sırp dilleri yanında, Boşnak dili ve kimliği yeni bir statü kazanmaya başlamıştır (Bringa, 1995: 241). Adıyla, sokak adlarıyla, tarihiyle, kültürüyle Türk dilinin ve kültürünü izlerini taşıyan Başçarşı'yı bugüne kadar sahiplenmek ve korumak da ayrı bir Türkçe tercihidir. Başkentinin (Sarajevo), ikinci büyük kentinin (Tuzla) ve bu şehirlerin en merkezî semtlerinin adları (Baščaršija ve Kapija) Türkçe olan bir coğrafya, Türk kültürünün ve dilinin bölgedeki işlevi hakkında bir fikir verebilir( Eker, 2006:78). Türkizm şeklinde değerlendirilen kişi adlarını çocuklarına vermeleri de toplumsal kimliğin devamlılığı açısında önemli bir tercih konusudur. Şehirlerin sokaklarında duvarlara, yan yana asılan yeşil-beyaz ay-yıldızlı, Ahmet, Fatima, Alah, ahret sözcüklerinin yer aldığı ölüm ilânları ile siyah renkli, haçlı Slobodan, Jasna yazılı ölüm ilanları etnik kimlik vurgularıdır(Eker, 2006:78). Resim 2. Cenaza ilanı Toplumsal kimliklerle toplumsal tercihler arasında sıkı bir bağlantının varlığı göze çarpmaktadır. Dolayısı ile toplumsal kimliğin devamlılığı bakımından Boşnakların kişi adlarındaki tercihi ve günlük konuşma dilindeki Türkçe tercihi önemli görülmektedir.. Boşnakçada Kişi Adları ve Toplumsal Kimliğin Devamlılığı İnsanoglu, genel anlamda yaşamı kolay ve verimli sürdürebilmek için birçok araç geliştirmiştir. İşte dil ve buna baglı olarak adlar bu araçların en önemlilerindendir(Karpuz, 2006). Ünlü adbilimci Adolf BACH :”Bir ulusun ad hazinesi, onun geçmişteki ve bugünkü zihinsel-ruhsal durumunun anlatımıdır.” demektedir(Aksan, 2000:115). 353 �Saraybosna’nın Koşova mezarlığında87 bulunan şehit isimleri üzeründe yapılan araştırmaya göre 1941,1940 ve öncesinde doğan 50 şehidin adları %95’in üzerinde Müslüman adları olarak tespit edilmiştir. Bu sayısal ifade Boşnakların o dönemde Müslüman kimliklerinin çok daha ön planda olduğunu göstermektedir. Aynı yöntemle 1969,1970 ve sonrasında doğanlar arasında yapılan incelemede, 85 şehit adına göre ise Müslüman adları % 80’ lere düşer. Bu dönemdeki adlarda yüzde yirminin üzerinde değişmeler görülür. Bu değişme Hırvatların yoğun olduğu Mostar’da88 daha fazla hissedilmektedir. Yabancı kültürlerin kendini ilk gösterdiği yer, adlardır. Kişi adlarının dilbilim açısından önemli bir yönü de, dildeki yabacılaşmayı veya öze dönmeyi yansıtmasıdır (Güllüdağ, 2002:81). Saraybosna'daki şehitliklerde gözlemlenen kişi soyadlarının içerisinde birçok Türkçe ada rastlanmıştır: Kartal, Kurtoviç, Karaçiç, Durak, Duran, Kalkan, Çelik, Begiç, Beşiç, Aslani, Tosunoviç, Topaloviç, Başiç, Turkoviç, Tulumoviç, Zorlak, Tuzlak, Uzunoviç vb. Ayrıca, Soyadlarda bazı meslek adlarına da rastlanmıştır:Spahiç, Terzimehiç, Subaşiç, Kahvedjiç, Saraçeviç, İmamoviç, Tabakoviç vb. Resim 3,4. Şehitlikten isimler. Gerçekte dinin kendisi, Yugoslav toplumunda da genellikle simgesel işleve sahip olmuş, hatta dinler ve mezhepler arasındaki çizgiler Tito döneminde neredeyse silinecek ölçüde soluklaşmıştır(Eker, 2006:74). Bunun neticesinde karışık evlilikler artmıştır. Karışık evliliklerden olan çocuklara ana ve babanın adlarının ilk hecelerinin karışımından oluşan adlar verildiği gözlenmiştir:İsmar(İsmet-Mariya), İsmir(İsmeta-Miroslav), Fatmir(Fatima-Miroslav)(Lisiçiç, 2006: 71). Bunun yanında evrensel adların da verildiği görülmüştür:Elvir, Alen, Sanel(Lisiçiç, 2006: 68-69). Ayrıca, Boşnak şehitliğinde Sırp ve Hırvat toplumlarının kullandığı adlara da rastlanmıştır: Goran,Zlatar vb. 87 Bosna Hersek 'in efsanevi Cumhurbaşkanı Aliya İzzetbegoviç'in Savaşta yer bulmadığımız için futbol sahalarını Kabristana çevirdik sözlerinin sebebi olan kabristandır. Şehirdeki önemli şehitliklerdendir.Tıp fakültesi ile Şehir stadının arasında yer almaktadır. 88 Mostar Mostar Bosna-Hersek Cumhuriyetinin Hersek bölgesindeki Neretva kantonunun markezi olan şehir.Neretva Nehrinin kıyısında yer alan Mostar, Bosna-Hersek Cumhuriyetinin 4. büyük şehridir. 105.000 nufuslu şehir, BosnaHersek'teki iç savaş sırasında büyük zarar gördü. Şehre ismini veren ünlü Mostar Köprüsü Hırvatlar tarafından yıkıldı. Savaş sırasında Şehrin etnik yapısı değişti. Müslümanlar Mostar'ın doğusunda, Hırvatlar batısında yaşamaya başladı. Sırpların çoğu ise şehirden ayrıldı. 354 �Aşağıda en sık karşılaşılan ilk beş ad verilmiştir. 1941 ve Öncesi Tekrarı 1969 ve Sonrası Tekrarı 1. Saffet 2. Mehmet 3. Şakir 4. Mumin 5. Ramiz 3 3 3 2 2 1. Nejad 2. Safet 3. Almir 4. Elvir 5. Edin 3 3 3 3 3 1992-1995 yılları arasında yaşanan savaş Tito dömeminde silinmeye yüz tutan dinin etkisini artırmıştır. Değişmeye başlayan toplumsal kimliğin yeniden eski çizgisine kaymasını sağlamıştır. Ancak, bugün de küreselleşme, toplumsal kimliği kişi adları bakımından değiştirebilecek bir tehlike olarak sezilmektedir. Buna rağmen dini adlar koyma Bosna Hersek’te, Türkiye’de ve bütün Müslüman ülkelerde çoğunluktadır. Türkiye’de kişi adlarıyla ilgili yapılan birçok çalışma kırsal kesimlerde hala, Müslüman adların verilme oranının % 90 civarlarında olduğunu göstermektedir. Dinsel adlar koyma, pek çok toplumda en yaygın eğilimdir.Hıristiyanlık dünyası adlarının büyük bir bölümünü bu adlar oluşturur; Hıristiyanlığın benimsendiği ülkelerin kişi adlarından çoğu Ahdiatik’te ve İncil’de geçen Peygamber ve din ulularının adlarına dayanır. Örneğin Hz.İsa’yı vaftiz eden aziz Yohanna’nın adı bütün Hıristiyan ülkelerinde en yaygın erkek adlarından biridir. İslamlıkta Peygamberin ad ve sıfatları(Muhammet, Mustafa, Ahmet, Mahmut, Resul, Ekrem), dört halifenin adları(Bekir, Ömer,Osman, Ali) Hz. Ali’nin çocukları (Hasan, Hüseyin) kadın adı olarak da Hatice, Ayşe, Fatma, Emine, Zeynep gibi Hz. Peygamberin eşlerinin, annesinin ve kızının adları, değişik biçimlerle bütün Müslüman ülkelerinde yaygındır (Aksan, 2000:116). Bosnada da aynı gelenek devam ettirilmektedir. P.TROST’a göre kimi adlar(küçük ad, ön ad), onları taşıyan kimselerle ilgili birtakım bilgiler verir(dini, uyruğu, toplum katmanı, yaş katmanı). Bu savda gerçek payı vardır. Örneğin Moşe adını duyduğumuzda bir Musevi, İvan adını duyduğumuzda İslav ırkından bir kimse, Ali, Ahmet, Mustafa gibi adlarda ise bir Müslümanın söz konusu olduğunu düşünürüz(Aksan, 2000:95). Gerçekten, Boşnakları, aynı coğrafyada beraber yaşadıkları, etnik köken açısından aralarında ciddi farklar bulunmayan Sırp’tan ve Hırvat’tan nasıl ayırt edersiniz sorusunun ilk ve en önemli cevabı : Ad’ındandır. Günümüz Boşnakçasında Türkçe Bosna Hersek’te kimliklerin referanslarında en önemli unsurlardan biri de konuşma dili kabul edilmektedir. Boşnaklar, günlük konuşma dilinde sıkça Osmanlı Türkçesinden geçen sözcükleri veya ifadeleri tercih etmektedirler. Bu konuda Boşnak Toplumunda ciddi bir gayret gözlenmektedir. Hatta Sancak bölgesinde89 aile büyüklerinin çocuklarına Türkçe ifadeleri kullanma konusunda ısrarcı oldukları belirtilmektedir. Özellikle Selamünaleyküm, sabah hayrola, akşam hayrola, hamdosum(hamdolsun), hayırlı olsun, eydovale(iyi dua ile), eysahadile(iyi saat ile), hayrola(hayrola), mubareçola(mübarek olsun), kabulosum(kabul olsun), yok vala(yok vallahi), deçmişola(geçmiş olsun), helal olsun, başunsagosum(başın sağ olsun), başustune(başüstüne), beriçetversun(bereket versin), buyrum(buyrun), bayram mubarek ola, Allahemanet(Allah’a emanet ol), Allah razı ola(Allah razı olsun), Allahkerim(Allah kerim) gibi yüzlerce sözcük ve ifade vardır. Türk mutfağından çeşitli damak tadları adıyla tadıyla Bosna’da yaşamaktadır. Boşnaklar arasında en çok tercih edilen yemekler Türk kültüründen kalan yemeklerdir. Bosna-Hersek coğrafyasında hayatın her alanında Türkçe ifadelerle karşılaşmak mümkün görünmektedir. 89 Sancak bölgesi, Sırbıstan sınırları içerisinde kalan, yoğun olarak Boşnakların yaşadığı bölgedir. 355 �Resim 5,6. Boşnak menülerinde Türkçe. Sonuç Boşnak kimliğinin devamlılığına kişi adlarının ve günlük konuşma dilinin etkisinin oldukça fazla olduğu anlaşılmıştır. Türkçenin temel sözcük varlığı Boşnakçada yaşamaktadır. Osmanlı yaklaşık beş yüz yıl hüküm sürdüğü bu coğrafyada Türk dilinden ve kültüründen bir çok miras bırakmıştır. Boşnaklar toplumsal kimliklerini devam etirme adına bu mirasa sahip çıkmaktadır. Türkler ve Boşnaklar birbirine tarihten gelen derin bir sevgi duymaktadır. Boşnaklar, Osmanlı kültür ve medeniyetini, kimliklerinin referansı olarak görmektedirler. Bu manzara iki halkın, iki ülkenin bundan sonraki ilişkilerine de olumlu katkı sağlayacaktır. Kaynaklar: Aksan , Doğan(1995), Her Yönüyle Dil Ana Çizgileriyle Dilbilim,TDK yay Ankara 1995, s.125 Aksan, Doğan(2000), Her Yönüyle Dil(Ana Çizgileriyle Dilbilim),TDK,Ankara, 3.cilt,s.115. Aydın, Suavi (1998), Kimlik Sorunu Ulusalcılık Türk Kimliği, Öteki matbaası. Bringa, Tone (1995), Being Muslim the Bosnian Way: Identity and Communication in a Central Bosnian Village, Princeton, New Jersey: Princeton University Press. Güleç, Cengiz (1992), Türkiye’de Kültürel Kimlik Krizi, V Yayınları, Ankara. Güllüdağ, Nesrin (2002), Sarıkamış Başköy’de Kişi Adları, Fırat Üniversitesi Sosyal Bilimler Dergisi,Cilt:12, Sayı:1,s.81, Elazığ, Güvenç, Bozkurt (1993), Türk Kimliği, Kültür Bakanlığı Yayınları. Eker, Süer(2006), Bosna'da Etno-Linguistik Yapı ve Türk Dili ve Kültürü Üzerine, Milli Folklor, Yıl 18, Sayı 72. Kaplan, Mehmet(2007), Kültür ve Dil, Dergah Yayınları,Cağaloğlu-İstanbul.s.24-25. Karpuz, H. Ömer(2006), Buldan İlçesindeki Kişi Adları, Buldan sempozyumu 23-24 Kasım 2006 356 �Lisisiç, Süleyman(2006), Savremena İmena Boşnyaka, Hrvata İ Srba, Emanet, Zenica. Malcolm, Noel (1999), Bosna, İstanbul: Om Yayınevi. Türkçe Sözlük (2005),TDK, 10. baskı, Ankara. Yıldız, Süleyman (2007), Kimlik ve Ulusal Kimlik Kavramlarının Toplumsal Niteliği, Milli Folklor,yıl 19,sayı 74, s.9-10. 357 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 399 Title A name given to the resource Toplumsal Kimliğin Devamlılığına Dilin Etkisi ve Boşnakların Türkçe Tercihi Author Author ÇETİN, Mustafa Abstract A summary of the resource. Kimlik tanımı, kişisel ve toplumsal bir ihtiyaç olarak görünmektedir. Kimlikler; yaşayış ve düşünüş biçimi, dil, töre, gelenekler ve değer yargıları gibi birçok unsurun birleşmesi olarak kabul edilmektedir. Kişisel ve toplumsal kimliğin devamlılığını sağlayabilmek önemli görülmektedir. Bu tebliğde Boşnakların toplumsal kimliğinin demalılığını sağlamada dilin etkisi üzerinde durulmaktadır. Türkizm denilen, Osmanlı Türkleriyle Bosna-Hersek coğrafyasına gelen Müslüman kişi adları ve günlük diyaloglarda kullanılan Türkçe ifadeler anlatılmaktadır. Bunların, toplumsal kimliğin devamlılığına etkisi üzerinde durulmaktadır. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed L Education (General) https://omeka.ibu.edu.ba/files/original/14da713495539293b340e52c90cb2f90.pdf c39e16c8fad2d65920ed3860eaf64407 PDF Text Text PROCEEDINGS th ______ The 5 International Symposium on Sustainable Development_______ ISSD 2014 TORQUE-FLUX PLANE BASED SWITCHING TABLE IN DIRECT TORQUE CONTROL M Ozgur Kizilkaya1, Tarik Veli Mumcu2, Kayhan Gulez2 1 Electronics Engineering, Aeronautics and Space Technologies Instıtute, Turkish Air Force Academy, Istanbul, Turkey 2 Control and Automation Engineering, Faculty of Electrical and Electronics Engineering, Yildiz Technical University, Istanbul, Turkey mkizilkaya@hho.edu.tr, tmumcu@yildiz.edu.tr, gulez@yildiz.edu.tr Abstract Direct Torque Control (DTC) is a preferred method for its fast torque response and easy implementation in induction motor (IM) applications. However varying switching frequency and current harmonics are the drawbacks of the method. There are many industrial applications already using DTC. In this study, a novel switching table is proposed to reduce current harmonics based on torque-flux plane that can be applied to current motor drives with software modification, rather than a hardware advancement. The study is illustrated with Simulink model and motor output results. Keywords: Direct Torque Control, Torque-Flux Plane, Total Harmonic Distortion, Vector Selection Table. 165 | P a g e �ISSD 2014 th The 5 International Symposium on Sustainable Development_______ PROCEEDINGS INTRODUCTION Today Field Oriented Control (FOC) and Direct Torque Control (DTC) are the preferred vector control method to drive Induction motor (IM) among industrial applications (Farid, Sebti, Mebarka, & Tayeb 2007; Mumcu, Aliskan, Gülez, & Tuna, 2013). The most wellknown superiority of DTC over FOC is, it has fast torque and flux control property even with its simplicity. Other advantages of DTC are being precise and free from rotor parameters. The basic DTC algorithm aims to control both torque and stator flux linkage of motor by selecting appropriate voltage vector and use stator resistance as motor parameter, voltage and current measurement as feedback, that’s how it works independent of rotor parameters and without need for speed or position feedback. (Takahashi, & Noguchi, 1986, Depenbrock, M. 1988). One disadvantage of this method is high harmonic distortion causing acoustic noise and EMI interference. In order to enhance DTC method, there are several methods proposed in the literature. Kenny & Lorenz (2003) used deadbeat control, Ahammad, Beig & Al-Hosani (2013) preferred sliding mode control, Kumar, Gupta, Bhangale and Gothwal (2007) studied neural network based DTC. Hafeez, Uddin, Rahim & Hew (2013) used self-tuned neuro-fuzzy control. While, all these methods improves side effects of the DTC, they also lead the control technique become more complicated and cause a longer adaptation time delay to adopt to the current motor drive systems. Some of the developed control methods can be expressed with switching tables with the purpose of easy implementation (Casadei, Serra, Tani, & Zarri, 2013; Ludtke, & Jayne, 1995; Gulez, Adam, & Pastaci, 2007). Switching table based DTC (ST-DTC) is not complicated to apply which leads less application time delay on motor drive systems. Regarding the phase of developing new algorithms for DTC, induction motor voltage vectors, which are in three phase system, is transformed to α, β plane as in Fig. 1, so as to illustrate the voltage vector selection in a two dimensional plane. In this plane, the stator flux linkage is defined as a vector and the variation of it is defined as the flux ripple. And, the torque is visualized with the magnitude of both rotor and stator flux vector and the angle between them. In order to decrease the torque ripple, it is aimed to move the stator and rotor flux vector more harmoniously and smoother. Fig. 1 Voltage vector representation on α-β plane (Buja, & Kazmierkowski. 2004). 166 | P a g e �PROCEEDINGS th ______ The 5 International Symposium on Sustainable Development_______ ISSD 2014 The existing voltage vectors, which are necessary to drive the inverter in DTC algorithm, can be seen in α-β plane in Fig.1. In this study, the main focus is to define motor operating point on torque-flux plane, instead of α-β plane, which gives the designer a different perspective in order to develop/consider different design options for a control concept. In the following sections, ST-DTC algorithm and our proposed method which is basically a new interpretation of the switching table will be compared; the simulations and the comparison of the simulation results will be discussed respectively. BASIC ST-DTC SCHEME DTC is a feedback control method where the voltage vectors and phase currents applied to the induction motor are required as feedback signals. Stator flux linkage and motor torque are calculated so that they can be applied in the next time interval to the motor in algorithm. Voltage vector selection as the stator flux linkage is determined by the equation (1). In DTC algorithm, defining inverter control signals is basically the main core in order to keep the motor torque and the flux linkage around the control reference points given by the user. d  s  Vs  rs I s (1) dt Rotor and stator flux vectors are interrelated in induction motor, that a change in stator flux is followed with a delay by the rotor flux, both are crucial to control motor torque. Thus, torque at the induction motor output is determined as a function of both flux magnitudes in equation (2). Te  L 3 P m  s r sin  2  Ls Lr (2) In equation (2) the terms are expressed as: Te: the induction motor output torque, ψS: stator flux magnitude, ψr: rotor flux magnitude, γ: torque angle between stator and rotor flux, P: Number of poles, Ls: Stator inductance, Lr: Rotor inductance, Lm: Mutual inductance, σ: leakage factor. Conventional ST-DTC scheme is depicted in Fig.2. In this method, the difference between reference and calculated flux linkage are processed by a two level hysteresis comparator. Similarly, the difference between reference torque and the calculated torque values are processed by a three level comparator. The outcomes of these are inputs for voltage vector selection function. In conventional ST-DTC method, voltage vector selection is determined by table I on which present stator flux linkage sector (Fig.1), digitized torque and stator flux linkage error are the inputs. As the vector selection table I denotes, when torque values reach to hysteresis comparator set values, in order to keep torque and flux around the reference points and to prevent violation of limits, voltage vectors are changed between V0 and V7. Thus, all possible voltage vectors regarding DTC algorithm can be seen on Fig. 1. 167 | P a g e �ISSD 2014 th The 5 International Symposium on Sustainable Development_______ PROCEEDINGS Fig. 2 Conventional ST-DTC scheme. TABLE 1. DTC VOLTAGE VECTOR SELECTION TABLE [12] dDψ dTe 1 -1 S1 S2 S3 S4 S5 S6 1 V2 V3 V4 V5 V6 V1 0 V7 V0 V7 V0 V7 V0 -1 V6 V1 V2 V3 V4 V5 1 V3 V4 V5 V6 V1 V2 0 V0 V7 V0 V7 V0 V7 -1 V5 V6 V1 V2 V3 V4 To understand the conventional ST-DTC algorithm, table I can be explained in detail. S1-S6 determines the sector number of the stator flux linkage. Likely, V0-7 determines the voltage vector numbers which are needed to bring the motor outputs around the reference point. V0 and V7 are zero voltage vectors. dψ and dTe defines the digitized flux and the torque errors on controller side. ‘+1’ illustrates that torque or flux parameter need to be increased, ‘-1’ illustrates the parameters which are processed by the controller need to be decreased and ‘0’ is to define the control parameters are already around the reference point. NOVEL ST-DTC SCHEME The proposed method does not use hysteresis controller as depicted in Fig.3. Instead, stator flux linkage and torque output is traced and compared with the reference magnitudes continuously instead of using hysteresis controller. Motor stator flux linkage and torque outputs are defined as an operating point in torque-flux plane. Voltage vector selection is done in order to move the operating point of motor inside a hypothetical region in torque-flux plane. In this study, It is aimed to keep the motor operating point in rectangular shaped region, that size of the rectangular is defined as allowed torque and stator flux linkage error as in Fig.4. In that manner, torque-flux plane is divided into nine zones. Selected voltage vector forces the motor operating point to a different direction as in Fig.4. For instance, if motor torque and flux linkage values are both below the defined error limit, this express that motor is operating in zone 7. Similarly, if both values are in limits, 168 | P a g e �PROCEEDINGS th ______ The 5 International Symposium on Sustainable Development_______ ISSD 2014 motor is operating in zone 5. When the motor is in zone 7, and if the stator flux linkage sector number is `k`, then `k+1`th voltage vector needs to be applied so that motor operating point can be forced towards zone 5. Fig. 3 Proposed ST-DTC scheme. Fig. 4 Effect of voltage vectors to operating point in torque flux plane. THE PROPOSED VECTOR SELECTION TABLE The basis of this study is to reduce current harmonic distortion without any lack of control for an induction motor output parameters such as torque and flux linkage errors. For this purpose, an implementation of a new vector selection table based DTC algorithm is designed based on torque flux plane to define the selection of the voltage vectors which will be applied to. After the torque and flux hysteresis band are determined as shown in Fig.4, one has to decide the related action for the nine zones in the torque-flux plane. After trails among different choices, the vector selection table in Table II is determined so as to decrease the phase current harmonics. TABLE 2. VOLTAGE VECTOR SELECTION TABLE Zone Vector 1 k+2 2 0/7 3 0/7 4 k+1 5 NC 6 0/7 7 k+1 8 k+1 9 k-1 169 | P a g e �ISSD 2014 th The 5 International Symposium on Sustainable Development_______ PROCEEDINGS Table II can be explained in detail as, if the motor is operating in zone 1 and the stator flux linkage is in sector ‘k’ apply ‘k+2th’ voltage vector till motor operating point moves to a different zone. When the motor comes to zone 5, do not change the voltage vector as NC states ‘No Change’. For zones 2/3 and 6 apply zero voltage, V0 or V7 in a manner to keep the switching frequency lower. In the simulation, while using the texture in Fig.4, one problem with the method is high frequency swinging of motor operating point between zone 4 and 2, and between zone 8 and 6, Thus, the result is inevitable with high frequency switching while still keeping the torque and flux linkage in the limit. To overcome this issue, texture is adjusted to avoid swinging while keeping the motor in zone 5. The texture after adjustment is as shown in Fig.5. Zone 1 is expanded as 0.8 times flux band by experience. Mathematical expressions for torque flux plane are a future work. Fig. 5 Modified motor operating zones in torque flux plane. This adjustment is an example to show how the design can be visualized clearly. SIMULATION RESULTS To show the effectiveness of the proposed method, a test scheme is constructed using a predetermined induction motor model in the Simulink environment using the motor parameters below. 4kW, 50 Hz, 1430 Rpm, Squirrel Cage IM Stator Resistance : 1.405 Ohm Stator Inductance : 0.005839 H Rotor Resistance : 1.395 Ohm Rotor Inductance : 0.005839 H Mutual Inductance : 0.1722 H Pole Pair :2 170 | P a g e �PROCEEDINGS th ______ The 5 International Symposium on Sustainable Development_______ ISSD 2014 To compare the both method, control parameters and input voltage are assigned same. Simulation parameters are: DC link Voltage Torque error limit Flux error limit Torque reference Flux linkage reference : 400 Volt : ±0.5Nm : ±0.01 Wb : 10 Nm : 0.5 Wb. Then, a model is formed for induction motor drive system with the principle of conventional ST-DTC scheme by Matlab/Simulink. The conventional ST-DTC algorithm is compared with the proposed algorithm for new voltage vector selection table. The simulation results shows lower phase current harmonics, lower total harmonic distortion (THD), better flux trajectory follow as compared to the conventional ST-DTC scheme. Fig. 6 Conventional ST-DTC Stator flux linkage variation in time. Fig. 7 Proposed ST-DTC Stator flux linkage variation in time. When the two method is compared by means of flux linkage, both method achieves to keep the flux linkage in the set band at the steady state. However at the start up, the fluxlinkage of the conventional ST-DTC needed more duration to settle in the band than proposed method as shown in Fig. 6 and Fig 7. That is because conventinal DTC aims to keep the torque in the band as a priority, while the proposed method does not assign a priority between torque and flux linkage determined by the proposed switching table. 171 | P a g e �ISSD 2014 th The 5 International Symposium on Sustainable Development_______ PROCEEDINGS Fig. 8 Conventional ST-DTC phase current and phase current THD. Fig. 9 Proposed ST-DTC phase current and phase current THD. The flux linkage of the motor is controlled with lower distortion than conventional ST-DTC thus leading a better total harmonic distortion in phase current. THD value for the conventional method is %6.17 as in Fig. 8 while it is %5.31 for the proposed method as in Fig 9. Fig. 10 Conventional ST-DTC torque variation in time 172 | P a g e �PROCEEDINGS th ______ The 5 International Symposium on Sustainable Development_______ ISSD 2014 Fig. 11 Proposed ST-DTC torque variation in time. The torque response of the both method are similar. The proposed method achieved a better flux linkage results while preserving torque response characteristic of the motor as can be depicted in Fig 10 and Fig 11 respectively. CONCLUSION In this study, the switching table based DTC application of Induction motor in torque-flux plane is explained. The proposed torque-flux plane achieved a visual platform to construct a switching table which is defined by the operation point of induction motor. Motor fluxlinkage and torque output is traced continuously, instead of using flux and torque controller in a hysteresis band manner. An improvement in the phase current total harmonic distortion is achieved without any degradation in the torque and flux band. The proposed method can be applied to the current motor drives by software upgrade. The study is carried on rectangular shaped torque and flux band, thus different band approaches can be investigated for improved THD values and reduced switching frequency as a future work. REFERENCES Ahammad, T., Beig, A.R. & Al-Hosani, K. (2013) “An improved direct torque control of induction motor with modified sliding mode control approach, IEEE International Electric Machines & Drives Conference (IEMDC), 166-171, doi: 10.1109/IEMDC.2013.6556249 Buja, G.S. & M.P. Kazmierkowski M.P. (2004). Direct torque control of PWM inverter-fed AC motors - a survey. IEEE Transactions on Industrial Electronics. 51, 4,744-757. Casadei, D., Serra, G., Tani, A. & Zarri, L. (2013). Direct Torque Control for induction machines: A technology status review. IEEE Workshop on Electrical Machines Design Control and Diagnosis (WEMDCD). 117-129, Depenbrock, M. (1988). “Direct Self-Control (DSC) of Inverter-Fed Induction Machine”, IEEE Transactions on Power Electronics, 3,. 4, 420-429 Farid, N., Sebti, B., Mebarka, K. & Tayeb, B. (2007). Performance analysis of field-oriented control and direct torque control for sensorless induction motor drives. in Proc. IEEE, Mediterranean Conference on Control & Automation, 1-6 Gulez, K., Adam, A.A., & Pastaci, H. (2007). A Novel Direct Torque Control Algorithm for IPMSM With Minimum Harmonics and Torque Ripples" IEEE/ASME Transactions on Mechatronics, 12,.2, 223-227 173 | P a g e �ISSD 2014 th The 5 International Symposium on Sustainable Development_______ PROCEEDINGS Hafeez, M., Uddin, M.N., Rahim N.A &, Hew W.P. (2013). Self-Tuned NFC and Adaptive Torque Hysteresis based DTC Scheme for IM Drive, IEEE Transactions on Industry Applications,99. Kenny B. & Lorenz, R. (2003). Stator- and rotor-flux-based deadbeat direct torque control of induction machines. IEEE Trans. Ind. Appl., 39, 4, 1093–1101. Kumar, R., Gupta, R.A., Bhangale, S.V. & Gothwal, H. (2007). Artificial neural network based direct Torque Control of Induction Motor drives," IET-UK International Conference on Information and Communication Technology in Electrical Sciences, 361-367 Ludtke, I. & Jayne, M.G (1995). A new direct torque control strategy. IEE Colloquium on Advances in Control Systems for Electric Drives,5/1-5/4,Available: 0.1049/ic:19950758 Mumcu T.V., Aliskan I., Gülez, K. & Tuna, G. (2013). Reducing Current and Moment Fluctuations of Induction Motor System of Electrical Vehicles by Using Adaptive Field Oriented Control. Elektronika Ir Elektrotechnika, 19, 2, 21-24, http://dx.doi.org/10.5755/j01.eee.19.2.3464 Takahashi, I. & Noguchi, T. (1986). A New Quick-Response and High-Efficiency Control Strategy of Induction Motor, IEEE Transaction on Industrial Applications, 22, 5, 820-827. M. Ozgur KIZILKAYA was born in Burdur, Turkey. He received his B.S. degree from Gazi university in 1998, M.S degree from Middle East Technical Universtiy in 2002. He is currently PhD candidate in Turkish Air Force Academy, both in electronics engineering. He is interested in nonlinear control of electrical machines. Traık V. MUMCU was born in Ankara, Turkey. He received his B.S. and M.S. degrees in Electrical engineering in 2002 and 2005 respectively, Ph.D. in Control and Automation Engineering in 2013 all from Yıldız Technical University. He is interested in control of UAVs. Kayhan GULEZ was born in İstanbul, Turkey. He is an Associate Professor of Control and Automation Engineering at the Yıldız Technical University. He received his B.S., M.S., and Ph.D. degrees all in Electrical Engineering from Yıldız Technical University. His major research interests are Electrical Vehicle and Unmanned Air Vehicle Applications, Intelligent based Control Systems, Sensor Network Control Problems, EMC and EMI Control Methods, Active, Passive and EMI Filter Design Methods and Applications for EMI Noise and Harmonic Problems on which he has over 200 scientific papers and technical reports in various journals and conference proceedings. 174 | P a g e � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2524 Title A name given to the resource TORQUE-FLUX PLANE BASED SWITCHING TABLE IN DIRECT TORQUE CONTROL Author Author KIZILKAYA, M Ozgur MUMCU, Tarik Veli GULEZ , Kayhan Abstract A summary of the resource. Direct Torque Control (DTC) is a preferred method for its fast torque response and easy implementation in induction motor (IM) applications. However varying switching frequency and current harmonics are the drawbacks of the method. There are many industrial applications already using DTC. In this study, a novel switching table is proposed to reduce current harmonics based on torque-flux plane that can be applied to current motor drives with software modification, rather than a hardware advancement. The study is illustrated with Simulink model and motor output results. Keywords: Direct Torque Control, Torque-Flux Plane, Total Harmonic Distortion, Vector Selection Table. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2014-05-15 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 978-9958-834-36-3 Q Science (General),QH301 Biology,QH426 Genetics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 804 Title A name given to the resource Total Physical Response in Young Learners’ Classroom Author Author Elmedin, Zubovic Abstract A summary of the resource. This work aims at presenting major advantages and limitations of Total Physical Response as a method of teaching English language in young learners’ classroom. We will also give a discussion on the suitability of this method for different levels of English language acquisition and proficiency. Focus of the work is on a research carried out with two groups: elementary school teachers with three or more years of working experience, and young teachers just beginning their TEFL experience in canton 7 in Bosnia and Herzegovina. The research will show how present and popular TPR is with teachers of English language and if the use of TPR in the classroom is limited with the curriculum. We will try to prove the link between Gardner’s theory of multiple intelligences, different brain functions, language acquisition and TPR. In doing so, we will research the evolution of TPR and growingly popular TPR storytelling in an early level of English learning along with current misconceptions regarding the level of TPR students, and its limitation with different English learning skills. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics