9-10 Content Descriptions - Understanding language and culture
Understanding systems of language
apply features of the Turkish sound system, including tone, rhythm, stress, pronunciation and intonation, and show how these are represented in familiar and some unfamiliar contexts
- understanding and applying the principles of word stress when pronouncing unfamiliar words and phrases, for example, stressing the first syllable of each word in the sentence Atatürk, cumhuriyeti kurdu
- applying the pronunciation of ğ (silent g) letter in words
- recognising and applying the vowel elision rule to suffixes of multisyllabic words, understanding how this is related to the spelling and pronunciation of words, for example, oğul-oğlu, burun-burnu, beyin-beyni, göğüs- göğsü and karın-karnı
- using homophones such as gül, yüz, dolu, yaz, kır, ekmek, Pazar, ben, aç and çay in spoken and written texts, and learning how these affect meaning in sentences and in familiar idioms, for example, Gülü seven dikenine katlanır, Güle güle gidin and Gülmekten kırılıyordum
- varying the use of tone for emphasis during extended interactions and to contribute to the cohesion of longer spoken texts
- building fluency and accuracy in relation to pitch, stress and intonation
select and use structures and features of the Turkish grammatical and writing systems to enhance meaning and create spoken, written and multimodal texts
- learning how to use suffixes for modality, for example, -malı/-meli as in Neler yapmalıyız? Türkçe öğrenmeliyim, Büyüklerimizi saymalıyız ve sevmeliyiz.
- learning to use particles such as karşı, gibi, beri, dek, kadar, üzere and complex conjunctions such as hem ...hem de, ne ...ne, -k(i), ancak, yoksa, oysa, hatta, rağmen, yani
- learning how to use different auxiliary verbs formed by adding the verbs etmek, kılmak and olmak to nouns, for example, yardım etmek, mecbur kılmak, ayıp olmak and attaching them to single-syllable words, for example, reddetmek, affetmek, kaybolmak
- understanding verb moods, such as imperative, potential -(e) bilmek, reciprocal, causative and passive, and relevant suffixes used to create each mood, yazabilmek, koşabilmek (potential), okuyabilirim, Tayla giyindi ve süslendi (reflexive), Babası ile araba için tartıştı (reciprocal), Dün kuaförde saçını boyattı (causative), Pirinç ayıklandı ve pilav pişirildi (passive)
- understanding and using more complex verb tenses, compound and complex sentence structures and parts of speech to describe, recount, reflect, inform and express opinions, for example, Annesinin upuzun sarı saçları vardı. Sabah 8’de kalkıp okula gittim. Amcam o gün bana harçlık vermişti. Seninle tamamen aynı fikirdeyim.
- developing understanding of how a range of noun, verb and adjective endings such as -lı-lı, -lik and -cı can be used to form new words, for example, Avustralyalı, gençlik, bilgisayarcı
- understanding how a range of noun, verb and adjective endings such as -daş, -lik and -cı can be used to form new words, for example, yazıcı, yoldaş, demlik
- understanding and using the conditional marker -s(e) and/or the word eğer in compound and complex sentences to make suggestions, for example, Bence bu yöntemi izlersek daha uygun, Sen nasıl uygun görürsen öyle yapalım, Çevremizi kirletmeye devam edersek eğer gelecekte dünyamız yok olacak
- understanding and using the three types of reduplication for emphasis, for example, emphatic reduplication, kapkara, upuzun; -m reduplication, çirkin mirkin, Selma’yı Melma’yı görmedim; and doubling, as in yavaş yavaş, ikişer ikişer, koşa koşa, ağlaya ağlaya
- understanding and using different types of formal and informal honorific forms, such as Bey/Hanım, Amca/Teyze, Efendi, Ağa/Hanımağa, Sayın, Ağabey(Abi)/Abla, Hoca/Öğretmen, Bay/Bayan, in a range of contexts
reflect on and evaluate Turkish texts, using metalanguage to discuss language structures and features
- using metalanguage, in Turkish or English, to identify grammatical differences between languages, for example, word orders, tenses, verb forms, pronouns
- understanding and developing metalanguage for talking about forms and functions of language, for example, identifying and explaining different types of sentence structures relating to grammatical functions such as predicates, subjects and objects
- identifying ways that Turkish and English texts achieve cohesion, for example, explaining the effects of paragraphing or cohesive devices used to sequence and link ideas, and maintain the flow of expression, for example, konu cümlesi, giriş, gelişme ve sonuç paragrafları, ‘İlk olarak, Bununla beraber, Bu nedenle’ gibi bağlaçlar
- identifying the intended purpose and audience of texts by analysing language features and text structures, such as colourful and persuasive language in advertisements compared with economical, factual language in product labelling or signage, and applying their understanding to the composition of their own texts
- analysing the use of rhetorical devices and emotive language to engage the intended audience in texts such as slogans or speeches
Understanding the interrelationship of language and culture
reflect on and explain how identity is shaped by language(s), culture(s), attitudes, beliefs and values, and how these affect ways of communicating
- keeping a journal of memorable experiences associated with learning and using Turkish in and out of school, noting personal reactions and reflections over time and insights gained into themselves as language users, for example, how they choose to use either Turkish or English in different contexts and situations
- identifying elements of their personal worlds that contribute to their sense of community and identity, including their use of different languages and involvement in different cultural practices, for example, aile yaşamı, düğünler, futbol maçları
- identifying how language change reflects social, political and historical influences and events, for example, the change of Turkish from Arabic during the Ottoman period under the leadership of the sultans, and then to modern Turkish script under the leadership of Atatürk
- reflecting on and explaining the protocols required to authentically co-create an Acknowledgement of Country/Place with a First Nations Australian, to present in Turkish to a group of Turkish-speaking visitors at a school assembly
- comparing superstitions in Turkish and English, considering possible origins, how they reflect cultural experience and whether they stay relevant across time and cultural change, for example, evil-eye bead used to protect against the evil-eye nazar, repeating something 40 times can make the thing happen, knocking on wood protects from all evil, and breaking a mirror brings 7 years of bad luck
- recognising how cultural values are reflected in Turkish song lyrics, poems, idioms and expressions, for example, tanrı misafiri, misafir odası, kırk fırın ekmek yemen lazım, gel kim olursan ol gel
- identifying and discussing Turkish idioms or proverbs that could be applied to their experience of learning languages in school, for example, Bir lisan, bir insan. Bir elin nesi var, iki elin sesi var.
- using quotations, idiomatic expressions and proverbs, for example, Allah bir yastıkta kocatsın, darısı başına, ağaç yaşken eğilir, ayağını yorganına göre uzat
- reflecting on the influence that language can have on national behaviours and identity, for example, language used in art, graffiti, online media and political protests in public spaces
- analysing how the influence of non-verbal, visual or written language of activists, artists or authors may affect attitudes and values regarding diverse social issues
- discussing intercultural experiences and challenges, and sharing personal reactions, comparing aspects of identity that may be important, such as misafirperverlik, vatanseverlik, inançlar