Mesut

Verbs are a basic language structure that are divided into three groups in Turkish: simple, derived, and compound. Compound verbs are widely used to form words and are also a language-enriching element in terms of Turkish sign language (TID). However, compound verbs that consist of a noun and an auxiliary verb (i.e., two separate words in Turkish) can sometimes be expressed with a single sign in TID. This situation is encountered not only when translating between the spoken and sign languages but also when translating between two different spoken languages. For example, “to smoke” is translated as sigara içmek in Turkish. The auxiliary verbs that are the subject of the research have equivalents in sign language, but under which situations they are used or not is unknown. This study presents a specific sentence universe to a group of 20 hearing impaired people through the Turkish auxiliary verbs of yapmak [to make], vermek [to give], almak [to take], olmak [to be], and etmek [to do] and attempts to evaluate their tendencies to use auxiliary verbs bases on their levels of Turkish knowledge, TID acquisition, and education, as well as their age and frequency of meeting with individuals who are able to hear and speak. Many articles are found to have been written about auxiliary verbs in regard to spoken languages; however, no study like this has been done in Türkiye with regard to sign language, especially Turkish sign language, and thus this study will also contribute to forming an idea about the frequency of auxiliary verb usage in TID. Upon considering the frequency of auxiliary verb usage in all sentences, the study has concluded the most frequently used auxiliary verb in Turkish sign language to be yapmak [to make] and the least used one to be etmek [to do]. This is to be expected, as the auxiliary verb etmek [to do] has no commonly known expression in TID, unlike the auxiliary verb yapmak [to make]. When separately taking into account the participants’ levels of Turkish knowledge, TID acquisition, and education as well as their ages and frequency of meeting with individuals who can hear and speak, the percentage differences in terms of auxiliary verb usage stand out. Participants with lower levels of Turkish knowledge used the auxiliary verbs yapmak [to make] and etmek [to do] both slightly and very closely (15% - 10%). Meanwhile, as the frequency of meeting with individuals who hear and speak increases, the rate of using auxiliary verbs generally decreases. This is a surprising result, as the study expected that the hearing impaired would use sign language in a way that is better suited to TID grammar due to having had little contact with individuals who can hear and speak. This situation can be considered as a manifestation of language interaction. People with hearing impairments who have little contact with individuals who can hear and speak may be inclined to use auxiliary verbs when considering the inadequacy of TID knowledge possessed by the people with whom they communicate (they do not know that no need exists to use auxiliary verbs). Turkish being the dominant language with regard to TID due to the number of people using the language should also not be ignored.&nbsp;

The Frequency of Compound Verb Usage with Certain Auxiliary  Verbs in Turkish Sign Language (TID)

Semra

Res. Assist.

Hasan

Assoc. Prof.

On the Syntax and Semantics of Depictives in Turkish

Kubra

This study examines Iraqi Turks’ language preferences regarding their children’s education using a 4-point Likert-type scale. There are questions such as “Which language would you prefer your children to be educated in?”, “Which of the following languages do you think should be the language of instruction in schools?” Among the answers preferences such as (Arabic), T (Iraqi Turkish), K (Kurdish), D (other) were given. This study uses the relational survey model design, a general survey model based on quantitative research methods, and adopted the questionnaire technique Bosnalı (2007) developed as its data collection technique. Turks are defined as the third most-populous ethnic group in Iraq today, and the research chose from among those living in the Iraqi provinces of Kirkuk, Mosul, Erbil, and Selaheddin as its universe.Based on the Iraqi population indicators from these four provinces for 2021 (Central Statistical Organization of Iraq, 2021), the total population was determined as 9,483,924. The population of the subjects was reduced by 0.00005, and a sample of 474 Turkish participants was formed. This study has preferred the random sampling method for selecting the participants, of whom 51.7% of are men and 48.3% are women. The participant group is divided into four age categories. Accordingly, the first group consists of 120 people (25.3%) between the ages of 10-19 years old, the second group consists of 119 people (25.1%) between the ages of 20-34, the third group consists of 122 people (25.7%) between the ages of 35-49, and the fourth group consists of 113 people (23.8%) aged 50 or older. The study has also divided the participants into six occupational groups, of which 3.8% are retired, 10.5% are housewives, 29.7% are students, 6.5% are unemployed, 14.8% work in the private sector, and 34.6% are government officials. The study has also considered the participants in five groups regarding education status, with 11 (2.3%) being illiterate; 28 (5.9%) being literate but didn’t finish primary school; 53 (11.2%) being primary school graduates; 120 (25.3%) being secondary school, high school, or equivalent graduates; and 262 (5.3%) being college, undergraduate, or higher-level graduates. The participants’ places of birth and places of residence have also been taken into account, the province of Saladin being represented by 85 people (18.0%), Kirkuk by 85 people (18.0%), Erbil by 100 people (21.0%), and Mosul with 204 people (43.0%). Of the participants residing in these provinces, 311 (65.5%) live in urban areas, while 163 people (34.4%) live in rural areas. All of the respondents have a Turkish ethnicity and a native language of is Iraqi Turkmen dialect of Turkish. The native languages of the participants’ mothers is Iraqi Turkmen Turkish for 95.8%, Arabic for 1.9%, and Kurdish for 2.3%, while the native language of the participants’ fathers is Iraqi Turkmen Turkish for 93.5%, Arabic for 5.1%, and Kurdish for 1.5%.In order to determine the participants’ language preferences for their children regarding education, the questions were evaluated in terms of six parameters: gender, age, occupation,&nbsp;&nbsp;educational status, place of residence, urban and rural). Statistical analysis of the data was performed using the Pearson chi-square test to determine the direction of significance.This study examines the language preferences that Iraqi Turks living in the provinces of Kirkuk, Salahaddin, Mosul, and Erbil have with regard to their children’s education. Arabic is seen to be the most preferred language. According to the chi-square test, no statistically significant relationship exists between the participants’ preferred language of education with their gender, age, occupation, educational status, or social status, while a significant relationship was found to exist between the participants’ preferred language of education and place of residence. Turkish is preferred by 49.4% of the participants living in Kirkuk, Arabic by 49.4% of the participants living in Salahaddin, and Kurdish by 3.0% of the participants living in Erbil. Multilanguage education (Turkish and Arabic) are mostly preferred in the province of Salahaddin at a rate of 28.2% of the participants. Multilingual education is preferred in Erbil by 12.0% of the participants who live there. The results also show 33.5% of the participants to prefer their children’s language of education to mostly be Arabic. The reason for this is thought to be due to the fact that the official language of the state is Arabic as well as no universities existing in Iraq that provide education in Turkish. No significant relationship was observed to be present between the preferred general language of education with the variables of gender, occupation, educational status, or social status. However, significant differences were observed when examining the categories of age and place of residence.&nbsp;

Iraqi Turks’ Language Preferences in Education

Uğur

Mehmet

This study aims to obtain instructors’ opinions about the process of online courses for teaching Turkish to foreigners using the Ankara University TÖMER model during the COVID-19 pandemic. In this context, the study has interviewed 24 instructors working at the Ankara University TÖMER’s Kadıköy and Taksim (now Beşiktaş) branches in Istanbul. The study uses the case study design, a qualitative research method. The data were obtained using a semi-structured interview form of 22 open-ended questions. Due to the pandemic, the study sent the interview forms to the participants by e-mail and WhatsApp and subjected the participants’ answers to content analysis in order to arrive at the findings. According to the study’s findings, the training the teachers had received throughout their education life was concluded to have not prepared them for online teaching, and the teachers wanted to receive further training to be given on this subject. The teachers stated having had difficulty developing writing skills for all levels of the online courses, in addition to conversation and verbal expressions at the A1 level and developing listening and speaking skills at the A2 level. No additional significant difficulties apart from writing can be said to have been experienced at the B1, B2 and C1 levels.The teachers stated having felt more comfortable in face-to-face classes, with the most important reasons for this being ease of communication, ease of using gestures, facial expressions, body language, and eye contact. However, the teachers stated that they would like to continue working online should online courses continue after the epidemic. According to the teachers, the most important advantages of online courses involve the savings with regard to time, space, and transportation; the effective use of visual materials; and accessibility. Accessibility entails the aim of enabling learners to attend classes through the internet regardless of where they are and thus the ability to reach more students. According to the teachers, some of the disadvantages of online courses involve the difficulties in developing certain skills, the difficulty in communicating with learners, a lack of focus, the length of class hours, and technical problems.The teachers stated having felt more comfortable in face-to-face classes, with the most important reasons for this being ease of communication, ease of using gestures, facial expressions, body language, and eye contact. However, the teachers stated that they would like to continue working online should online courses continue after the epidemic. According to the teachers, the most important advantages of online courses involve the savings with regard to time, space, and transportation; the effective use of visual materials; and accessibility. Accessibility entails the aim of enabling learners to attend classes through the internet regardless of where they are and thus the ability to reach more students. According to the teachers, some of the disadvantages of online courses involve the difficulties in developing certain skills, the difficulty in communicating with learners, a lack of focus, the length of class hours, and technical problems.

Online Models for Teaching Turkish as a Foreign Language  Following the COVID-19 Pandemic: The Case of Ankara  University TÖMER

Anna

Öğretim Görevlisi Dr.

Learner corpora, also known as interlanguage or L2 corpora, are defined as electronic collections of authentic foreign or second language data. Learner corpora differ from other data types used in the fields of second language acquisition (SLA) and foreign language teaching (FLT) in two main ways. Firstly, they are easily analyzable using various software tools due to being computerized. Secondly, learner corpora enable learner language to be correctly described and modeled due to the large amount of data they contain. In addition to the morphological and syntactic tagging and lemmatization commonly used in other corpus types, learner corpora are usually annotated with the help of a standardized system of error tags. During the error annotation process, errors are detected by one or more annotators who assign labels indicating the error type and add examples of the correct usage next to the labels. Error tagging is performed based on the error taxonomy developed for the given corpus. Error classifications used in learner corpora today can be divided into three groups: classifications indicating the source of error (e.g., morphology, lexis, case, number), classifications based on the ordering of the units in the source text (e.g., omission, addition, improper formation, improper ordering), and classifications that take various aspects into consideration, including error domain (e.g., morphology, lexicology, pragmatics), error category (e.g., diacritic usage, inflection, gender, mood), and word category.This research discusses within its scope the process of designing an error annotation system based on the 44,000-word error-tagged component of a 274,000-word Turkish learner corpus that is comprised of Turkish examination papers written by learners from 94 different countries. The data were collected from eight Turkish teaching centers located in the Turkish provinces of Istanbul, Ankara, Sakarya, Samsun, Edirne, and Kocaeli that agreed to participate in the study. Therefore, the corpus comprises data produced by foreign students learning Turkish in an immersive language learning environment. Because the data collection phase coincided with the quarantine restrictions resulting from the COVID-19 pandemic, the study accessed the exam papers that had been stored in the archives of the Turkish teaching centers and scanned the sections on writing from the Turkish Proficiency Exam and C1 exams. The texts were manually keyboarded while retaining all errors. A tag was created containing metadata such as the nationality and gender of the student, the year of the exam, the subject, and the genre of writing was created for each text that had been saved as a separate Word file.The digitization of the data that had been obtained from universities was completed in January 2021. In the process of transferring the texts to the computer environment, personal information (e.g., first and last name, university, residence address, age) was anonymized. Real information was replaced with randomly chosen names and numerical data; however, attention was paid to ensure that an equivalent word containing the same mistake was used in cases involving orthographic mistakes. In order to ensure that the maximum variety of texts were included in the core corpus, a matrix was prepared that specified the students’ genders, nationalities, writing topics, and genres. The core corpus contains 43,518 words and 50,487 tokens.In addition to keywording the texts, the study investigated the error annotation systems developed for other corpora and identified the codes that could be used for the Turkish learner corpus. The preliminary error tags were divided into five categories: spelling, punctuation, morphology, syntax, and vocabulary. As the study progressed, it added other categories to these five, bringing the total number of error labels to 58. The majority of codes are based on a three- or four-letter system in which the first letter represents the error domain and the following letters identify the error category, as well as the word class where relevant.The designed error tagging system can be used to assess Turkish learners’ linguistic competence or to build other error-annotated Turkish learner corpora. In addition to the present study’s contributions to the field, it also has some limitations. The research mostly focused on error labels related to the linguistic competence of Turkish learners, leaving discourse errors beyond the scope of the paper.&nbsp;

An Error Coding System for the Turkish Learner Corpus

Ahmed

Hind

Mis/disinformation on COVID-19 in Social Media  Narratives in Nigeria and Iraq: An Exploratory  Investigation of their Linguistic Features from  Pragmatic Perspectives

Merve

This research takes as its subject the English preparatory classes that use content-based instruction, a method that combines language and content, where the content is used as a tool for learning the language without focusing too much on the form of the language. In general, this method also uses authentic materials suitable to the students’ level and is applicable for students of all ages and levels. Different opinions are found on what the chosen content should be and whether content or language should be prioritized. For this reason, Met’s (1999) content-based instruction is divided into six different topics: bilingual education, partially bilingual education, sheltered courses, adjunct models, theme-based courses, and language courses that focus more on the content.This study aims to measure students’ attitudes and motivation toward the content-based English courses that are integrated into the preparatory year program of a foundation university in Istanbul, Türkiye. The study uses the mixed-methods research design, and 27 students from 16 different departments participated in the study. First, a questionnaire was applied to the students to measure their attitudes and motivation. This part constitutes the quantitative section of the research. The qualitative section of the study conducted semi-structured interviews with the students. Descriptive analyses of the students’ responses to the attitude and motivation scale was analyzed using SPSS. T-tests were implemented to see if a significant difference occurs between the male and female students in terms of attitudes and motivation. Additionally, one-way analysis of variance (ANOVA) was applied to see if a significant difference occurs in the students’ attitudes and motivation in terms of department. The situational data analysis of the semi-structured interviews was conducted using MAXQDA.The results show more than half the students (55.5%) to have positive attitudes toward this course. The mean score from the attitude scale was 3.48, and the students can thus be said to have partially positive attitudes. While the mean score from the intrinsic motivation scale was 3.51, the mean score from the instrumental motivation scale was slightly higher (M = 3.72). As a result of the t-tests performed regarding the students’ scores from the attitude and motivation scales, no significant difference was found to have occurred between the female and male students, while the results from the one-way ANOVA also found no significant difference among the scores in terms of department. As a result of situational data analysis, six themes emerged that are shown to affect students’ attitudes and motivation: interest in the content, contribution to developing language skills, contribution to lexicon, the effect of inclass activities, the effect of the course material, and the teachers’ effect.&nbsp;

Multiple Case Study on University Students’ Motivation and  Attitudes toward the Content-Based English Teaching Method in  English Preparatory Year Program

Kemal

Book Review of Theoretical and Applied Phonology

Hayati

Prof. Dr.

@JOURNAL_BOX_CURRENT

@JOURNAL_BOX_EARLYVIEW

Denis

Prof.

Sémantique structurale et poétique du sens

@JOURNAL_BOX_FEATURED

Pierre

De la structure élémentaire à la structure translative

@JOURNAL_BOX_MOSTREAD

Journal of Linguistics which is the official publication of Istanbul University, Faculty of Letters is an open access, peer-reviewed, multilingual, scholarly and international journal published biannually in April and October. It was founded in 1976.

Journal of Linguistics provides a forum for studies exploring issues related to linguistics in the fields of social sciences and humanities. Journal aims to contribute to the scientific knowledge in linguistics by publishing high quality articles. The target group of the Journal consists of academicians, researchers, professionals, students, related professional and academic bodies, and institutions.

The scope of Journal of Linguistics includes linguistics, semiotics, literature, translation studies and learning sciences.

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The Journal of Linguistics

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Editor in Chief

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Journal of Linguistics provides a forum for studies exploring issues related to linguistics in the fields of social sciences and humanities. Journal aims to contribute to the scientific knowledge in linguistics by publishing high quality articles. The target group of the Journal consists of academicians, researchers, professionals, students, related professional and academic bodies, and institutions. The scope of Journal of Linguistics includes linguistics, semiotics, literature, translation studies and learning sciences.

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Journal of Linguistics –Dilbilim Dergisi is committed to upholding the highest standards of publication ethics and pays regard to Principles of Transparency and Best Practice in Scholarly Publishing published by the Committee on Publication Ethics (COPE), the Directory of Open Access Journals (DOAJ), to access the Open Access Scholarly Publishers Association (OASPA), and the World Association of Medical Editors (WAME) on <a href="https://publicationethics.org/resources/guidelinesnew/principles-transparency-and-best-practice-scholarly-publishing" target="_blank">https://publicationethics.org/resources/guidelinesnew/principles-transparency-and-best-practice-scholarly-publishing</a>All parties involved in the publishing process (Editors, Reviewers, Authors and Publisher) are expected to agree on the following ethical principles.All submissions must be original, unpublished (including as full text in conference proceedings), and not under the review of any other publication synchronously. Each manuscript is reviewed by one of the editors and at least two referees under double-blind peer review process. Plagiarism, duplication, fraud authorship/denied authorship, research/data fabrication, salami slicing/salami publication, breaching of copyrights, prevailing conflict of interest are unnethical behaviors.All manuscripts not in accordance with the accepted ethical standards will be removed from the publication. This also contains any possible malpractice discovered after the publication. In accordance with the code of conduct we will report any cases of suspected plagiarism or duplicate publishing.

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Only those manuscripts approved by its every individual author and that were not published before in or sent to another journal, are accepted for evaluation.Submitted manuscripts that pass preliminary control are scanned for plagiarism using iThenticate software. After plagiarism check, the eligible ones are evaluated by editor-in-chief for their originality, methodology, the importance of the subject covered and compliance with the journal scope.The editor hands over the papers matching the formal rules to at least two national/international referees for double-blind peer review evaluation and gives green light for publication upon modification by the authors in accordance with the referees’ claims.

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Only those manuscripts approved by its every individual author and that were not published before in or sent to another journal, are accepted for evaluation.Submitted manuscripts that pass preliminary control are scanned for plagiarism using iThenticate software. After plagiarism check, the eligible ones are evaluated by Editor-in-Chief for their originality, methodology, the importance of the subject covered and compliance with the journal scope. Editor-inChief evaluates manuscripts for their scientific content without regard to ethnic origin, gender, citizenship, religious belief or political philosophy of the authors and ensures a fair double-blind peer review of the selected manuscripts.The selected manuscripts are sent to at least two national/international referees for evaluation and publication decision is given by Editor-in-Chief upon modification by the authors in accordance with the referees’ claims.Editor-in-Chief does not allow any conflicts of interest between the authors, editors and reviewers and is responsible for final decision for publication of the manuscripts in the journal.Reviewers’ judgments must be objective. Reviewers’ comments on the following aspects are expected while conducting the review.- Does the manuscript contain new and significant information?- Does the abstract clearly and accurately describe the content of the manuscript?- Is the problem significant and concisely stated?- Are the methods described comprehensively?- Are the interpretations and consclusions justified by the results?- Is adequate references made to other Works in the field?- Is the language acceptable?Reviewers must ensure that all the information related to submitted manuscripts is kept as confidential and must report to the editor if they are aware of copyright infringement and plagiarism on the author’s side.A reviewer who feels unqualified to review the topic of a manuscript or knows that its prompt review will be impossible should notify the editor and excuse himself from the review process.The editor informs the reviewers that the manuscripts are confidential information and that this is a privileged interaction. The reviewers and editorial board cannot discuss the manuscripts with other persons. The anonymity of the referees is important.

Language Articles in Turkish, English and French are published. Submitted manuscript must include an abstract both in the article language and in English, and an extended abstract in English is prefered for articles in Turkish and French.Manuscript Organization and Submission All correspondence will be sent to the first-named author unless otherwise specified. Manuscpript is to be submitted online via <a href="http://dergipark.gov.tr/login" target="_blank">http://dergipark.gov.tr/login</a> that can be accessed at <a href="https://dergipark.org.tr/tr/pub/iudilbilim" target="_blank">https://dergipark.org.tr/tr/pub/iudilbilim</a> and it must be accompanied by a <a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/970A72183439415ABF8E74C0483A7B4B" target="_blank">Title Page</a> specifying the article category (i.e. research article, review etc.) and including information about the manuscript (see the Submission Checklist). Manuscripts should be prepared in Microsoft Word 2003 and upper versions. In addition, <a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/9DEE427D05694919AB13FE558474BD1E" target="_blank">Copyright Agreement Form</a> that has to be signed by all authors must be submitted. 1. Manuscripts should be prepared using the Article Template. Due to double blind peer review, manuscript file must not include any information about the author.2. A <a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/970A72183439415ABF8E74C0483A7B4B" target="_blank">title page</a> including author information must be submitted together with the manuscript. The title page is to include fully descriptive title of the manuscript and, affiliation, title, e-mail address, ORCID, postal address, phone, mobile phone and fax number of the author(s) (see The Submission Checklist).3. Before the introduction part, there should be an abstract of 180-200 words both in the language of the article and in English. An extended abstract in English between 600-800 words, summarizing the scope, the purpose, the results of the study and the methodology used is prefered to be included following the abstracts for articles in Turkish and French. If the manuscript is in English, extended abstract is not required. Underneath the abstracts, 5 keywords that inform the reader about the content of the study should be specified in the language of the article and in English.4. The manuscripts should contain mainly these components: title, abstract and keywords; extended abstract, sections, references, tables and figures.5. Article Types Research Article: Original research articles report substantial and original scientific results within the journal scope. Original research articles are comprised of Abstract, Key Words, Introduction, Methods, Results, Discussion, Conclusion, References and Figures, Tables and Graphics. Abstract: The abstracts in the language of the article and in English must be between 180- 200 words and state aim, method, result and conclusions of the study. If the article is in Turkish or French an extended abstract of 600-800 words in English is preferred to be included as well following the abstracts. Introduction: This section must contain a clear statement of the general and specific objectives as well as the hypotheses which the work is designed to test. It should also give a brief account of the reported literature. It should clearly state the primary and secondary purposes of the article. Only, the actual references related with the issues have to be indicated and data or findings related with the current study must not be included in this section. Methods: This section must contain explicit, concise descriptions of all procedures, materials and methods (i.e. data sources, participants, scales, interviews/reviews, basic measurements, applications, statistical methods) used in the investigation to enable the reader to judge their accuracy, reproducibility, etc. This section should include the known findings at the beginning of the study and the findings during the study must be reported in results section. Results: The results should be presented in logical sequence in the text, tables, and figures, giving the main or most important findings first. The all the data in the tables or figures should not be repeated in the text; only the most important observations must be emphasized or summarized. Discussion: The findings of the study, the findings and results which support or do not support the hypothesis of the study should be discussed, results should be compared and contrasted with findings of other studies in the literature and the different findings from other studies should be explained. The new and important aspects of the study and the conclusions that follow from them should be emphasized. The data or other information given in the Introduction or the Results section should not be repeated in detail. Conclusions: Conclusions derived from the study should be stated.. The conclusions should be linked with the goals of the study but unqualified statements and conclusions not adequately supported by the data should be avoided. New hypotheses should be stated when warranted, but should be labeled clearly as such. Figures, Tables and Graphics: Figures, tables and graphics materials should be “.jpg, .tiff or .jpeg” format and they should be submitted with the article. These materials should be min. 300 pixels and they must not be bigger than page size. The illustrations should not exceed 10 pages. All illustrations should be labelled and a list of figures with captions, legends, and credits should be provided on a separate page. Review Article: Reviews prepared by authors who have extensive knowledge on a particular field and whose scientific background has been translated into a high volume of publications with a high citation potential are welcomed. These authors may even be invited by the journal. Review article should contain title, abstract and keywords; body text with sections, and references. 6. References should be in accordance with American Psychological Association (APA) style 6th Edition. 7. Authors are responsible for all statements made in their work submitted to the journal for publication.

Author Guidelines

The Journal of Information and Documentation Studies complies with APA (American Psychological Association) style 6th Edition for referencing and quoting. For more information:-    American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: APA.-    <a href="http://www.apastyle.org/" target="_blank">http://www.apastyle.org</a>Accuracy of citation is the author’s responsibility. All references should be cited in text. Reference list must be in alphabetical order. Type references in the style shown below.Citations in the TextCitations must be indicated with the author surname and publication year within the parenthesis.If more than one citation is made within the same paranthesis, separate them with (;).Samples:More than one citation;(Esin et al., 2002; Karasar, 1995)Citation with one author;(Akyolcu, 2007)Citation with two authors;(Sayıner &amp; Demirci, 2007)Citation with three, four, five authors;First citation in the text: (Ailen, Ciambrune, &amp; Welch, 2000) Subsequent citations in the text: (Ailen et al., 2000)Citations with more than six authors;(Çavdar et al., 2003)Citations in the ReferenceAll the citations done in the text should be listed in the References section in alphabetical order of author surname without numbering. Below given examples should be considered in citing the references.Basic Reference TypesBooka) Turkish BookKarasar, N. (1995). Araştırmalarda rapor hazırlama (8th ed.) [Preparing research reports]. Ankara, Turkey: 3A Eğitim Danışmanlık Ltd.b) Book Translated into TurkishMucchielli, A. (1991). Zihniyetler [Mindsets] (A. Kotil, Trans.). İstanbul, Turkey: İletişim Yayınları.c) Edited BookÖren, T., Üney, T., &amp; Çölkesen, R. (Eds.). (2006). Türkiye bilişim ansiklopedisi [Turkish encyclopedia of informatics]. İstanbul, Turkey: Papatya Yayıncılık.d) Turkish Book with Multiple AuthorsTonta, Y., Bitirim, Y., &amp; Sever, H. (2002). Türkçe arama motorlarında performans değerlendirme [Performance evaluation in Turkish search engines]. Ankara, Turkey: Total Bilişim.e) Book in EnglishKamien R., &amp; Kamien A. (2014). Music: An appreciation. New York, NY: McGraw-Hill Education.f) Chapter in an Edited BookBassett, C. (2006). Cultural studies and new media. In G. Hall &amp; C. Birchall (Eds.), New cultural studies: Adventures in theory (pp. 220–237). Edinburgh, UK: Edinburgh University Press.g) Chapter in an Edited Book in TurkishErkmen, T. (2012). Örgüt kültürü: Fonksiyonları, öğeleri, işletme yönetimi ve liderlikteki önemi [Organization culture: Its functions, elements and importance in leadership and business management]. In M. Zencirkıran (Ed.), Örgüt sosyolojisi [Organization sociology] (pp. 233–263). Bursa, Turkey: Dora Basım Yayın.h) Book with the same organization as author and publisherAmerican Psychological Association. (2009). Publication manual of the American psychological association (6th ed.). Washington, DC: Author.Articlea) Turkish ArticleMutlu, B., &amp; Savaşer, S. (2007). Çocuğu ameliyat sonrası yoğun bakımda olan ebeveynlerde stres nedenleri ve azaltma girişimleri [Source and intervention reduction of stress for parents whose children are in intensive care unit after surgery]. Istanbul University Florence Nightingale Journal of Nursing, 15(60), 179–182.b) English Articlede Cillia, R., Reisigl, M., &amp; Wodak, R. (1999). The discursive construction of national identity. Discourse and Society, 10(2), 149–173. http://dx.doi.org/10.1177/0957926599010002002c) Journal Article with DOI and More Than Seven AuthorsLal, H., Cunningham, A. L., Godeaux, O., Chlibek, R., Diez-Domingo, J., Hwang, S.-J. ... Heineman, T. C. (2015). Efficacy of an adjuvanted herpes zoster subunit vaccine in older adults. New England Journal of Medicine, 372, 2087–2096. http://dx.doi.org/10.1056/NEJMoa1501184d) Journal Article from Web, without DOISidani, S. (2003). Enhancing the evaluation of nursing care effectiveness. Canadian Journal of Nursing Research, 35(3), 26–38. Retrieved from http://cjnr.mcgill.cae) Journal Article wih DOITurner, S. J. (2010). Website statistics 2.0: Using Google Analytics to measure library website effectiveness. Technical Services Quarterly, 27, 261–278. http://dx.doi.org/10.1080/07317131003765910f) Advance Online PublicationSmith, J. A. (2010). Citing advance online publication: A review. Journal of Psychology. Advance online publication. http://dx.doi.org/10.1037/a45d7867g) Article in a MagazineHenry, W. A., III. (1990, April 9). Making the grade in today’s schools. Time, 135, 28–31.Doctoral Dissertation, Master’s Thesis, Presentation, Proceedinga) Dissertation/Thesis from a Commercial DatabaseVan Brunt, D. (1997). Networked consumer health information systems (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 9943436)b) Dissertation/Thesis from an Institutional DatabaseYaylalı-Yıldız, B. (2014). University campuses as places of potential publicness: Exploring the politicals, social and cultural practices in Ege University (Doctoral dissertation). Retrieved from http://library.iyte.edu.tr/tr/hizli-erisim/iyte-tez-portalic) Dissertation/Thesis from WebTonta, Y. A. (1992). An analysis of search failures in online library catalogs (Doctoral dissertation, University of California, Berkeley). Retrieved from http://yunus.hacettepe.edu.tr/~tonta/yayinlar /phd/ickapak.htmld) Dissertation/Thesis abstracted in Dissertations Abstracts InternationalAppelbaum, L. G. (2005). Three studies of human information processing: Texture amplifica&#173;tion, motion representation, and figure-ground segregation. Dissertation Abstracts International: Section B. Sciences and Engineering, 65(10), 5428.e) Symposium ContributionKrinsky-McHale, S. J., Zigman, W. B., &amp; Silverman, W. (2012, August). Are neuropsychiatric symptoms markers of prodromal Alzheimer’s disease in adults with Down syndrome? In W. B. Zigman (Chair), Predictors of mild cognitive impairment, dementia, and mortality in adults with Down syndrome. Symposium conducted at the meeting of the American Psychological Association, Orlando, FL.f) Conference Paper Abstract Retrieved OnlineLiu, S. (2005, May). Defending against business crises with the help of intelligent agent based early warning solutions. Paper presented at the Seventh International Conference on Enterprise Information Systems, Miami, FL. Abstract retrieved from http://www.iceis.org/iceis2005/abstracts_2005.htmg) Conference Paper - In Regularly Published Proceedings and Retrieved OnlineHerculano-Houzel, S., Collins, C. E., Wong, P., Kaas, J. H., &amp; Lent, R. (2008). The basic nonuniformity of the cerebral cortex. Proceedings of the National Academy of Sciences, 105, 12593–12598. http://dx.doi.org/10.1073/pnas.0805417105h) Proceeding in Book FormParsons, O. A., Pryzwansky, W. B., Weinstein, D. J., &amp; Wiens, A. N. (1995). Taxonomy for psychology. In J. N. Reich, H. Sands, &amp; A. N. Wiens (Eds.), Education and training beyond the doctoral degree: Proceedings of the American Psychological Association National Conference on Postdoctoral Education and Training in Psychology (pp. 45–50). Washington, DC: American Psychological Association.i) Paper PresentationNguyen, C. A. (2012, August). Humor and deception in advertising: When laughter may not be the best medicine. Paper presented at the meeting of the American Psychological Association, Orlando, FL.Other Sourcesa) Newspaper ArticleBrowne, R. (2010, March 21). This brainless patient is no dummy. Sydney Morning Herald, 45.b) Newspaper Article with no AuthorNew drug appears to sharply cut risk of death from heart failure. (1993, July 15). The Washington Post, p. A12.c) Web Page/Blog PostBordwell, D. (2013, June 18). David Koepp: Making the world movie-sized [Web log post]. Retrieved from http://www.davidbordwell.net/blog/page/27/d) Online Encyclopedia/DictionaryIgnition. (1989). In Oxford English online dictionary (2nd ed.). Retrieved from http://dictionary.oed. comMarcoux, A. (2008). Business ethics. In E. N. Zalta (Ed.). The Stanford encyclopedia of philosophy. Retrieved from http://plato.stanford.edu/entries/ethics-business/e) PodcastDunning, B. (Producer). (2011, January 12). inFact: Conspiracy theories [Video podcast]. Retrieved from http://itunes.apple.com/f) Single Episode in a Television SeriesEgan, D. (Writer), &amp; Alexander, J. (Director). (2005). Failure to communicate. [Television series episode]. In D. Shore (Executive producer), House; New York, NY: Fox Broadcasting.g) MusicFuchs, G. (2004). Light the menorah. On Eight nights of Hanukkah [CD]. Brick, NJ: Kid Kosher.

<a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/9DEE427D05694919AB13FE558474BD1E" target="_blank">Copyright Agreement Form</a><a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/D4C72E9298044DB3B55420C3EEF48585" target="_blank">Title page</a><a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/38652964614A4B53A686B7502C9439F5" target="_blank">Author Form</a>

Ensure that the following items are present: <ul><li>Confirm that the category of the manuscript is specifed.</li><li>Confirm that “the paper is not under consideration for publication in another journal”.</li><li>Confirm that disclosure of any commercial or financial involvement is provided.</li><li>Confirm that last control for fluent English was done.</li><li>Confirm that journal policies detailed in Information for Authors have been reviewed.</li><li>Confirm that the references cited in the text and listed in the references section are in with APA 6th.</li></ul>● <a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/9DEE427D05694919AB13FE558474BD1E" target="_blank">Copyright Agreement Form</a>● Permission of previous published material if used in the present manuscript● <a href="https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/7F32A1CE7A004001962D7EA9762EB6FF" target="_blank">Title page</a><ul><li>The category of the manuscript</li><li>The title of the manuscript both in the language of the article and in English</li><li>All authors’ names and affiliations (institution, faculty/department, city, country), e-mail addresses</li><li>Corresponding author’s email address, full postal address, telephone and fax number</li><li>ORCIDs of all authors.</li><li>Grant support (if exists)</li><li>Conflict of interest (if exists)</li><li>Acknowledgement (if exists)</li></ul>● Main Manuscript Document<ul><li>Important: Please avoid mentioning the the author (s) names in the manuscript</li><li>The title of the manuscript both in the language of the article and in English</li><li>Abstract (180-200 words)</li><li>Key words: 5 words</li><li>Body text sections</li><li>References</li><li>All tables, illustrations (figures) (including title, explanation, captions)</li></ul>

Issue Type	Regular
Editor(s)	Hayati Develi
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The Journal of Linguistics

ISSUE 39, 2022

The Frequency of Compound Verb Usage with Certain Auxiliary Verbs in Turkish Sign Language (TID)

On the Syntax and Semantics of Depictives in Turkish

Iraqi Turks’ Language Preferences in Education

Online Models for Teaching Turkish as a Foreign Language Following the COVID-19 Pandemic: The Case of Ankara University TÖMER

An Error Coding System for the Turkish Learner Corpus

Mis/disinformation on COVID-19 in Social Media Narratives in Nigeria and Iraq: An Exploratory Investigation of their Linguistic Features from Pragmatic Perspectives

Multiple Case Study on University Students’ Motivation and Attitudes toward the Content-Based English Teaching Method in English Preparatory Year Program

Book Review of Theoretical and Applied Phonology

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