7-8 Content Descriptions - Understanding language and culture
Understanding systems of language
recognise and use features of the Turkish sound system, including pitch, rhythm, stress, pronunciation and intonation, and demonstrate understanding of how these are represented in familiar contexts
- identifying and using the sounds and spelling of letters ı-I, o-ö, u-ü, ş, ç, ğ in spoken and written Turkish
- learning about strong/back (a,ı,o,u) and weak/front (e,i,ö,ü) vowels in Turkish and applying the vowel harmony rule to high-frequency words
- recognising the use of yumuşak g (soft g) ğ only in the middle and end of words
- recognising different stress, intonation patterns and rhythms, as in statements, questions or exclamations, and understanding how these affect meaning, for example, İnanmıyorum!, Gerçekten mi? Bana hediye esuti. Hediyeyi bana esuti.
- understanding the pronunciation of long and short vowels with and without the accent and how the length of the vowel and the accent can change the meaning of words, as in adet-âdet x and hala-hâlâ, and palatalises the previous consonant as in kar-kâr
- applying principles of vowel harmony, sound assimilation of consonants and grammatical knowledge to spelling and writing unfamiliar words, for example, suffixes such as -cı, kapkaç çı, banka cı, yol cu, odun cu, sound assimilation such as sokak+- d a = sokak t a, süt+- d e = süt t e, kebap+- c ı = kebap ç ı, simit+- c i = simit ç i, ağaç+-ı = ağac ıx
- understanding and applying language used in social interactions such as greetings, apologies, farewells and good wishes in relation to social relationships, age or backgrounds of speakers, for example, Merhaba Leman Teyze, nasılsın? Selam Zeynep, Ne haber Suzan? Hoşça kal, Allahaısmarladık, Yine görüşmek dileğiyle
develop knowledge of, and use structures and features of, the Turkish grammatical and writing systems to understand and create spoken, written and multimodal texts
- understanding that Turkish uses the Roman alphabet with diacritic marks on some of the letters
- recognising spelling patterns such as softening p, ç, t, k before suffixes starting with a vowel, and understanding how these affect meaning, for example, kitap-kitabı, ağaç-ağacı, kağıt-kağıdı, kapak-kapağı
- understanding and responding to instructions by learning the subject+object+verb word order in simple statements, imperatives and questions, such as Ali topu attı, Ali topu al ve at! and Ali topu bana atar mısın?
- learning to apply the familiar and formal second-person singular forms -n and -n(ı)z, for example, kalemini verir misin? Kaleminizi verir misiniz? and second-person pronouns, sen and siz
- using subject pronouns and possessive pronouns, for example, ben, sen, o, bizim, sizin, onların
- using a range of common interrogative word endings and pronouns, for example, Haftada kaç kez … yapıyorsun? … seviyor musun? Lütfen kendinizi bize tanıtır mısınız? Pencereyi açar mısın? Kapıyı kapatır mısın? Bunu nasıl yapacağız? Tekrar eder misiniz?
- using interrogative pronouns ‘who’ and ‘what‘, for example, kim, ne Pencereyi kim açtı? Bu ne?
- recognising and using a range of common compounds such as özür dilerim, geç kalmak, ders çalışmak, iş adamı, inşaat mühendisi, lise öğrencisi, Türk halısı
- applying the rule of major vowel harmony when adding nominal case endings –I), -(i), -d(e), -d(e)n to different nouns, such as ev-e, ev-i, ev-de, ev-den
- applying simple verb tenses, using affirmation and negation and suffixes to form simple and compound sentences, for example, biliyorum/bilmiyorum, okur/okumaz, uyudu/uyumadı, geleceğim/gelmeyeceğim, gitmiş/gitmemiş
- recognising and using appropriate endings and sentence structures for subject+verb agreement in simple and compound sentences, for example, Taylan yemeğini yedi, Onlar eve gelecekler. Defne yemekten sonra ödevini yaptı ve uyudu.
- recognising and using verbal conjugations and nominal declensions through common noun and adjective forming suffixes, such –I-(c)a as in çocuk-ça, binler-ce, İngiliz-ce, güzel-ce, -(h)ane as in hast–-haIe -(ç)ı as in Iebap ç ı, simit ç i, eskici
- using a range of adjectives, adverbs and postpositions to describe actions, places and people, for example, hızlı yürü, güzel ev, çalışkan öğrenci, kısa saçlı bir çocuk
- learning the correct written form of suffixes, for example, using the written form geleceğim and alacaksın instead of the spoken and colloquial use of predicates gelcem, alcan; using the correct spelling geliyorum instead of geliyom
- using demonstratives such as bu, şu, o, bunlar, şunlar, onlar
- understanding and using pluralisation of nouns in Turkish, for example, suffixes -ler, -lar
- applying the use of apostrophe for separating proper nouns from their inflectional suffixes, for example, Arda’nın, İstanbul’un, İzmir’in
compare Turkish language structures and features with English, using familiar metalanguage
- comparing features of different types of texts encountered in and out of school, considering differences in structure, layout, language features and register, for example, the use of imperatives and instructional language in recipes or direction
- identifying characteristic elements of texts associated with national, religious or cultural events, such as festivals or weddings, for example, formulaic and respectful language such as bayramınız kutlu olsun, Allah analı babalı büyütsü esutlah mesut etsin, Allah kavuştursun, and comparing with typical elements or features of equivalent texts in English
- identifying differences between spoken and written forms of familiar text types, such as invitations, apologies or greetings, noticing variations in grammar, structure and cohesion, for example, sizleri de aramızda görmekten mutluluk duyarız, mutlaka gelin, affınızı rica ederim, çok üzgünüm
- building knowledge about grammar in Turkish and English such as bağlaçlar, özne ve yüklem uyumu, -de/-da ekler, ilgi zamiri -ki, edatlar
- using metalanguage to talk about texts, for example, by referring to textual elements such as structure, mood, register, and by identifying features of text types, for example, mektuba hitap ile başlanır, elektronik mesajda kısaltmalar kullanılır
- identifying examples of Turkish word-borrowings from other languages, noticing groups of words or expressions in particular categories or areas of interest, such as food, music and sport, for example, hamburger, nota, gitar and Avustralya futbolu
- recognising the influence of Turkish on English, for example, by identifying words commonly used in Australian English, such as yoghurt – yoğurt, coffee – kahve, horde – ordu, kiosk – köşk, kebab – kebap, turquoise – turkuaz
- classifying loan words from English used in Turkish in terms of domains of language use, for example, technological words such as televizyon, radyo, internet, video, cd
Understanding the interrelationship of language and culture
recognise how identity is shaped by language(s), culture(s), attitudes, beliefs and values
- recognising that language is used differently to reflect levels of politeness and formality, for example, the use of the pronoun siz instead of sen and the second plural indicator -iz, and the use of professional titles or honorifics with elders and strangers, instead of their names, Seren Teyze/Seren Hanım gelir misiniz lütfen? compared with Mustafa gelir misin lütfen? Melek gelsene! Hale buraya gel! Doktor Hanım, Müdür Bey
- discussing how values, such as politeness, affection or respect, are conveyed in Turkish, for example, by comparing interactions in their family with interactions they observe in non-Turkish-speaking families, for example, the use of terms of affection, such as güzelim, hayatım, kuzum, canım, or terms of politeness such as lütfen, rica ederim
- explaining protocols associated with the use of body language and gestures that reflect cultural values or traditions in Turkish-speaking interactions, such as kissing hands, standing up to greet or farewell, avoiding crossing of the legs or placing hands in pockets, to show respect
- examining, in Turkish or English, how First Nations Australians’ languages have strong connections to Country/Place and how these can be compared with language variation across Turkish-speaking communities
- investigating the influence of different languages on Turkish through different periods, such as the influence of Persian and Arabic after the adoption of the religion of Islam, and of French during the 19th century following reforms in the Ottoman Empire
- understanding reasons for historical developments and reforms in relation to the Turkish language such as changes implemented under the leadership of Atatürk, for example, changing the script from the Arabic to the Latin alphabet in 1928
- understanding that Turkish culture and language constantly change due to contact with other cultures and languages and in response to developments in communications, popular culture and technology, for example, through the adoption and adaptation of new words and expressions, such as e-posta, yazıcı, tarayıcı, genel ağ, fare, tıklamak, sanal âlemde gezmek, sanal gerçek
- discussing how values, such as politeness, affection or respect are conveyed in Turkish, for example, terms of affection such as Ayşeciğim, tatlım, kuzum, canım, or terms of politeness, such as lütfen, rica ederim
- understanding the use of set phrases related to cultural and religious customs such as nazar değmesin, çok yaşa, afiyet olsun.
- discussing different ways of celebrating national or religious festivals by the cultures represented in the class and the values that underpin them, Ramazan Bayrami, 30 Ağustos Zafer Bayramı.
- listening to songs and acknowledging how aspects of language, culture, attitudes, beliefs and values are represented
- researching how cultural expectations for travellers vary between Türkiye and Australia