Hacettepe Üniversitesi Açık Erişim Sistemi (HÜAES)
- HÜAES, Hacettepe Üniversitesi bünyesinde üretilen kitap, makale, tez, bildiri, rapor gibi tüm akademik kaynakları uluslararası standartlarda dijital ortamda depolar, etkisini artırmak için telif haklarına uygun olarak Açık Erişime sunar.
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JAPON MİTOLOJİSİNDEKİ KAMİ İLE TÜRK MİTOLOJİSİNDEKİ İYE KAVRAMLARININ MUKAYESESİ
(2025-10-20) Hamiyet ÖZCAN; Türkiyat Araştırmaları
Mythology has held a significant place in the socio-cultural and religious life of humanity from the past to the present. The motifs and cults found in myths often exhibit similarities. In this context, societies living in different geographies have developed either similar or unique mythological narratives. This study aims to examine these similarities and differences through a comparative analysis of the concepts of iye and kami. The primary objective is to reveal the meanings and functions of these two concepts within their respective belief systems and to contribute to the field of comparative mythology. The study is divided into three main sections. The first section defines the concepts of deity and mythology, focusing on the relationship between myths and other literary genres, as well as their distinctions. This section also touches upon similar protective spirits found in various cultures. The second section presents the historical backgrounds of Turkish and Japanese mythologies, explaining the meanings and functions of the concepts iye and kami. In the third and final section, common elements identified in both traditions are evaluated comparatively. During the analysis, the concept of iye in Turkish mythology will be examined within the framework of pre-Islamic belief systems, specifically shamanism and the belief in the Tengri. Japanese mythology, on the other hand, will be analyzed within the framework of the Shinto belief system. Accordingly, the meanings attributed to protective spirits, their relationship with nature, and their reflections in daily life will be explored in both mythological traditions.
ÇEVRİM İÇİ YABANCILARA TÜRKÇE ÖĞRETİMİ ETKİLEŞİMİNDE GÜLMECENİN İŞLEVİ
(Türkiyat Araştırmaları Enstitüsü, 2025) Sumruk, Hatice; Durmuş, Mustafa; Yabancı Dil Olarak Türkçe Öğretimi
This study examines the pedagogical and interactional functions of humor in synchronous online Turkish as a foreign language (TFL) classrooms through the lens of multimodal conversation analysis (CA). Using data from a B2-level preparatory class recorded in Türkiye, the research shows how humor is used in teacher- and student-initiated interactions, revealing how these exchanges signal the existence of, and contribute to, the development of online classroom interactional competence (e-CIC). Synchronous online language classrooms are environments rich in interactional opportunities, and humor can boost learning by enhancing learner engagement, expanding the interactional space, and maximizing lesson efficiency. In this context, the current study leverages the analytical power of multimodal CA (Mondada, 2018; Sert, 2015) to examine interactional details, investigating how teachers and students initiate humor in online TFL interactions. In line with the relevant literature, the study seeks to concretely demonstrate the interactional architecture and pedagogical achievements of humor in this setting. The research data consist of 75 hours of screen-recorded interactions from a Turkish preparatory class in a state university in Türkiye in the 2021-2022 academic year, with 11 hours of detailed video analysis comprising the core dataset. The findings indicate that humorous interactions enhance learning opportunities and sustain classroom talk. Additionally, they reveal teacher strategies that elicit and expand student responses within an interactional framework. The study demonstrates that humor facilitates spontaneous vocabulary teaching and topicalization, offering natural language use opportunities. Both instructors and students employ humor as a mitigation strategy, encouraging individual and collective participation while boosting linguistic production. Moreover, humorous interactions, when integrated with comprehension checks and response-shaping strategies, lead to extended and creative learner responses. These interactions foster a safe environment where learner contributions flourish, promoting risk-taking and autonomy in learning processes. Despite the challenges of online teaching and learning, humor strengthens rapport and solidarity among participants, augmenting the classroom through the use of multimodal resources (verbal, embodied, prosodic, screen-oriented). The findings have implications for teacher education, material design, curriculum development, classroom management practices, and online language classroom interaction. The study contends that humor should not be treated solely as an entertaining element, but as a strategic pedagogical tool, offering salient contributions to teacher competencies in TTFL. Additionally, this study is the first to systematically investigate humor interactions in synchronous online TFL settings using multimodal CA, thus, introducing an innovative perspective to the field.
Yabancılara Türkçe Öğretiminde Öğretici ve Öğrencilerin Kültürel İçeriğin Seçimi Ve Sunumu Konusundaki Görüşlerinin Analizi
(Türkiyat Araştırmaları Enstitüsü, 2025-05) Kaya, Sezin; Özdemir, Nebi; Yabancı Dil Olarak Türkçe Öğretimi
This research aimed to examine the opinions of teachers and students on the selection and presentation of cultural content in teaching Turkish to foreigners according to the dimensions of cultural content (i) Big C and small c, (ii) target culture, source culture, international culture and cultural neutrality. In this context, the research was designed in accordance with the phenomenological pattern, one of the qualitative research methods. Since data is generally collected through interviews in phenomenological studies, in this study the data were collected through semi-structured interview forms developed by the researcher. Since it was thought that the main factor that would affect the participants' opinions in the selection and presentation of cultural content would be the place where the language is taught/learned and would affect their needs, the participants were selected only from those who were actively teaching Turkish in Türkiye and those who were actively learning Turkish at C1 level in Türkiye. The participant group consists of a total of 20 people, including Hacettepe University TÖMER, Gazi University TÖMER and Bursa Uludağ University TÖMER. Content analysis was used to present the participants' views holistically in the analysis of the data. The coding list developed by the researcher based on the literature was used in the analysis of the data.
According to the findings obtained from the instructors and students; It was concluded that when cultural content is mentioned, mostly small c culture elements are understood, small c contents should be included at the beginning levels and Big C culture contents should be included gradually from the intermediate level (B1-B2-C1-C2), the textbooks support intercultural interaction but give more place to Turkish culture, cultural neutrality contents that do not create controversy should be included at the beginning levels, and source cultures can be included gradually from the intermediate level (B1-B2-C1-C2).
In addition, it was concluded that the textbooks were inadequate in supporting interculturality and creative cultural interaction, that this interaction was provided by the
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instructors through in-class practices, and that the students learned the target culture mostly from daily life and Turkish TV series/movies.
When the findings are evaluated in general, it has been concluded that the factor that should be taken into account in the selection of cultural content is student needs, that content that does not reflect real life or does not facilitate the adaptation of students to daily life in Türkiye should not be included, that the individual preferences of publishing institutions and author teams are effective in the selection of content, and thus, there is no standard.
Emine Işınsu'nun Romanlarındaki Karakterlerin Freudyen Yaklaşımla Değerlendirilmesi
(Türkiyat Araştırmaları Enstitüsü, 2025-06-04) Dıvarcı, İremgül; Yalçın Çelik, Sıddıka Dilek; Türkiyat Araştırmaları
This thesis aims to analyze the characters in the novels of Emine Işınsu, one of the prominent figures in Turkish literature, within the framework of Freud's psychoanalytic theories. Accordingly, the life, literary persona, and works of Emine Işınsu are first introduced to evaluate her approach to the novel genre and her place in Turkish literature. Subsequently, the study explores the foundational concepts of psychoanalytic criticism, including Freud's topographical theory (conscious, subconscious, and unconscious), structural personality theory (id, ego, superego), psychosexual development theory (oral, anal, phallic, latent, genital stages), the Oedipus complex, instincts, dreams, defense mechanisms, neurosis, and psychosis.
In this study, to facilitate the Freudian analysis of psychological elements observed in Emine Işınsu's novels, the significance of characterization in the novel genre and the contributions of psychoanalysis in this context are emphasized. The psychological structures of characters depicted in the novels are primarily evaluated within three main categories of disorders: affective, neurotic, and psychotic, following their childhood periods and relationships with parents. This classification enables a more concrete analysis of the fluctuations in characters' emotional worlds, their unconscious conflicts, and deviations in their perception of reality.
The findings reveal that Emine Işınsu's novels vividly portray, sometimes explicitly and sometimes symbolically, the repressed desires, childhood traumas, familial relationships, subconscious worlds, and tensions arising from social norms experienced by the characters. Particularly, the influences of psychosexual stages and the Oedipus complex are distinctly observed in psychopathological disorders such as melancholy, addiction, obsession, narcissism, masochism, paranoia, and schizophrenia exhibited by the characters. These findings substantiate that Emine Işınsu is not merely reflecting historical or social events but also profoundly delving into the individual's inner world.
Freud's theories have been preferred in this thesis due to their methodological integrity and comprehensive explanatory power, thus adopting the Freudian method rather than theories of other psychoanalysts such as Jung, Fromm, Lacan, and Adler. The outcomes of this research underline the significance of psychoanalytic criticism in Turkish literature and highlight the abundant psychoanalytic material offered by Emine Işınsu's works. Furthermore, the study provides a perspective for future comparative analyses or investigations incorporating other theoretical frameworks.
Yabancı Dil Olarak Türkçe Öğretiminde Uygur Türklerinin Yazma Becerilerinin Hata Analizi
(Türkiyat Araştırmaları Enstitüsü, 2025-06-04) Taşpazar, Zeliha; Demir, Nurettin; Türkiyat Araştırmaları
ABSTRACT
When it comes to learning a new language, it is impossible not to mention learner errors. Writing skills, in particular, are an area where even native speakers make mistakes. Therefore, it is quite natural for learners who acquire Turkish as a foreign or second language to make errors in this area.
In this study, it has been determined that Uyghur learners, whose composition papers were examined, also made various errors in the field of writing skills. Among the aims of error analysis is to categorize errors accurately and propose the most appropriate solutions for them. In this regard, this study aims to analyze the errors of Uyghur learners in writing skills in Turkey Turkish, categorize them, and offer possible solutions.
The data for this study was collected by obtaining composition papers from 38 Uyghur learners at the B1.2 level who were studying at the Elit Uyghur Foundation, Satuk Buğra Han ve Milliyet Foundation during the 2024-2025 academic year. The students watched a silent film and then were asked to write their opinions about it. The analysis of these papers was conducted using the content analysis method, one of the qualitative research techniques.
The errors made by Uyghur learners were evaluated in five main categories: lexical-logical errors, morphological errors, spelling and punctuation errors, syntactic errors, and phonological errors. According to the findings it has been observed that, Uyghur learners made 73 spelling and punctuation errors, 23 phonological errors, 13 syntactic errors, 11 lexical-logical errors, and 7 morphological errors.