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- Turkish - Australian Curriculum
- Turkish - Australia Curriculum
- Turkish - Foundation to Year 10
- Years 5-6 Turkish Syllabus
- 5-6 Content Descriptions - Understanding language and culture
- 5-6 Strand Understanding language and culture
5-6 Strand Understanding language and culture
Understanding systems of language
apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases
- recognising differences in the pronunciation of long and short vowels with and without accents
- understanding that the length of a vowel and accent can change meaning, as in hala-hâlâ, and can palatalise the previous consonant, as in kar-kâr
- understanding sound assimilation, for example, how in words ending in k, the k softens to become yumuşak g (soft g), ğ before suffixes starting with a vowel, for example, kulak – kulağıma, küçük-küçüğüm
- understanding how to use emphasis to enhance meaning, for example, using high-pitch tone and primary stress at the end of words, as in gel′dim ya!
- understanding how stress is usually placed on the last syllable in Turkish, except in the case of some question words, compounds and placenames, such as Ankara, Türkiye, Bulgaristan, Gürcis′tan, hangi, niçin
- applying the principles of vowel harmony and sound assimilation of consonants and grammatical knowledge to the spelling and writing of unfamiliar words, for example, suffixes such as -cı arabacı, -ci tamirci, -cu basketbolcu, -cü yüzücü, -çı, aşçı, -çi çiftçi, -çu topçu, -çü çöpçü, -da tabakta, -ta kitapta, -ta ağaçta, -te sepette
- understanding the pronunciation of loan words, including vowels and consonant clusters, for example, plaj, spor, tren, traş, kravat
- recognising the effect of non-verbal language and tone in reinforcing meaning in spoken Turkish, for example, when expressing Buyurun! Vay be! Bittim ya! İnanmıyorum! Git yaa! Eeee, başka? Hadi be! Öf ya!
- recognising how variations in language use reflect different feelings, moods or attitudes, for example, the respectful tone of devotional texts compared with the liveliness, humour and colour of Nasrettin Hoca fıkraları, Temel fıkraları, Çizgi filmler, fabllar
- adapting modelled examples of tongue twisters such as Al Şu Taka Tukaları Taka Tukacıya Götür to experiment with a range of letter combinations and sounds
use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts, using appropriate punctuation and textual conventions
- recognising and using verb conjugations, for example, ‘oku-mak’ in simple present tense: oku-r-um, oku-r-sun, oku-r, oku-r-uz, oku-r-sunuz, oku-r-lar and in present continuous tense: oku-yor-um, oku-yor-sun, oku-yor, oku-yor-uz, oku-yor-sunuz, oku-yor-lar
- recognising and using nominal conjugations through adjective- and noun-making suffixes such as -lı, -li, -lu, -lü as in kar-lı, kir-li, toz-lu…; -lik, -lık, -luk, -lük as in yaz-lık, göz-lük…; -cı, -ci, -cu, -cü/-çı, -çi, -çu, -çü as in gemi-ci, kira-cı, su-cu, ekmek-çi..; -gı, -gi, -gu, -gü as in sar-gı, sil-gi,..; -sız, -siz, -suz, -süz as in ev-siz, tuz-suz
- applying the rule of major vowel harmony when adding nominal case endings -(e), -(i), -d(e), -d(e)n to different nouns, such as ev-e, ev-i, ev-de, ev-den, ev-in
- learning the correct written form of suffixes, for example, instead of using spoken/colloquial predicates such as gelcem or alcan, using the written form, geleceğim and alacaksın; instead of using geliyom, using the correct spelling geliyorum
- using interrogative word endings in different tenses depending on personal pronouns, for example, Geliyor musun? Gelecek misiniz?
- using the negative marker -m(a), as in Bayramda tüm okullar tatile girmeyecek. and the adverb for negation, değil, to negate any sentences without a verb, and using appropriate suffixes, değil-im, değil-sin, as in Bayramda tüm okullar tatile girmeyecek değil mi?
- using conjunctions and comparatives to evaluate and express opinion, for example, -a göre, sence, hiç/çok uzun değil
- using appropriate endings for subject+verb agreements in simple and compound sentences, for example, Herkes onu çok seviyor, hiçkimse ona kızamıyor.
- using the conditional marker (suffix) -s(e) and/or the word eğer in compound sentences, for example, (Eğer) yağmur yağarsa geziye gitmeyeceğiz.
- recognising and using compound and some complex sentences, for example, Akşam erken yatmama rağmen sabah uyuyakaldım. Sınavdan düşük not aldım çünkü hiç çalışmadım.
- recognising different types of formal and informal honorific forms such as Sayın, Bey/Hanım, amca, teyze
compare some Turkish language structures and features with those of English, using some familiar metalanguage
- comparing language used in texts, for example, descriptive language in recounts or narratives, humorous language in comics and verse, persuasive language in advertisements, instructional language in recipes and manuals, expository language in news reports
- analysing characteristic features of texts, for example, the use of abbreviations and emoticons in texting, rhetorical questions in advertisements, numerical terms in recipes and receipts, emotive and rhyming words in song lyrics, headings in secure blogs and on websites
- discussing the use of imagery in different kinds of creative texts, identifying how this helps to convey meaning and engage/entertain the audience in Turkish and English
- discussing how poems or song lyrics, such as Bir başkadır benim memleketim and Çanakkale Türküsü create moods such as özlem ve acıma and tap into particular emotions by using techniques such as repetition, rhyme and direct forms of address and compare with techniques used in English poems and song lyrics
- building metalanguage to talk about grammar, using terms such as bağlaçlar, özne ile yüklem uyumu, -de/-da ekler, ilgi zamiri -ki, edatlar
- learning basic metaphors, similes such as çantanın gözü, aslan gibi, and common idiomatic expressions and proverbs, for example, Damlaya damlaya göl olur. Ateş pahası! Nazar değmesin!; and comparing these figures of speech with usage in English
Understanding the interrelationship of language and culture
recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal, spoken and written communication
- understanding that the use of honorifics such as Ali ağabey (Abi), Fatma abla, Mehmet amca, Mustafa dayı, Ahmet bey, Nazmiye hanım can be varied when speaking to an older person who is less familiar, depending on their age and degree of closeness
- identifying adjustments, they make when moving between Turkish and English at school and at home, such as using different forms of address to show respect or affection, for example, in Turkish classrooms, teachers are addressed as öğretmenim/hocam whereas in English classrooms, teachers are called by their title and last names, and discussing why these adjustments are necessary
- reflecting on how interacting in Turkish feels different from interacting in English and identifying elements that feel culturally specific
- exploring, in Turkish or English, how language and culture are expressed through First Nations Australians’ song, dance or artworks, considering similarities and differences within an aspect of the cultural expressions of Turkish-speaking people or communities
- understanding that people interpret and respond to intercultural experiences in different ways depending on their own cultural perspectives, recognising the validity of different perspectives and questioning notions of ‘right’ or ‘wrong’ ideas or behaviours
- noticing ways in which the Turkish language reflects values and traditions of Turkish communities, for example, Nazar değmesin! Güle güle kullanın!
- comparing superstitions across cultures, for example, Yerde uzanan çocukların üzerinden atlama. Geceleyin tırnak kesilmez. tahtaya vurmak, yıldız kayarken dilek tutmak compared with ‘breaking a mirror will bring you 7 years of bad luck’, researching their origins and considering their relevance today
- considering how Turkish interactions such as mealtimes reflect cultural practices and values associated with family life, food and social relationships, for example, greetings, mealtimes, table manners
- identifying examples of values and traditions that may not be familiar to members of other language communities, for example, ways of addressing people, behaviour and interactions around mealtimes
- understanding the cultural significance of features of types of texts such as anonymous or Anatolian stories in the lyrics of türkü, the use of oaths in Andımız, characterisation in Turkish Nasrettin Hoca ve diğer fıkralar, Karagöz ve Hacıvat gölge/kukla oyunu and masallar, the use of deyimler ve atasözleri in destanlar
- exploring the meaning of ‘culture’, how it involves visible elements, such as ways of dressing, eating and dancing, and less visible elements, such as ways of thinking and valuing