Arabic Translation and Interpreting

Course Code	Course Name	Year	Period	Semester	T+A+L	Credit	ECTS
04460012	Ottoman Turkish IV	3	Spring	6	2+0+0	5	5

Course Type	Elective
Course Cycle	Bachelor's (First Cycle) (TQF-HE: Level 6 / QF-EHEA: Level 1 / EQF-LLL: Level 6)
Course Language	Turkish
Methods and Techniques	-
Mode of Delivery	Face to Face
Prerequisites	-
Coordinator	-
Instructor(s)	Prof. Mahmut KAFES
Instructor Assistant(s)	-

Name and Surname	Room	E-Mail Address	Internal	Meeting Hours
Prof. Mahmut KAFES	-	[email protected]

Basic Vocational Courses
Specialization / Field Courses
Support Courses	X
Transferable Skills Courses	X
Humanities, Communication and Management Skills Courses

Relationship Levels
Lowest	Low	Medium	High	Highest
1	2	3	4	5

#	Program Learning Outcomes	Level
P3	Knowing the rules and cultures of the source and target languages ​​to be used in translation.	5

Upon the successful completion of this course, students will be able to:
No	Learning Outcomes	Outcome Relationship	Measurement Method **
O1	To understand the impact of cultural differences on language use.	P.3.2	1
O2	To be able to analyze the impact of culture on language.	P.3.4	1
** Written Exam: 1, Oral Exam: 2, Homework: 3, Lab./Exam: 4, Seminar/Presentation: 5, Term Paper: 6, Application: 7

Week	Topics
1	It was explained that the letters that make up Ottoman Turkish are the letters of the Arabic alphabet, three of these letters are Persian (Pe, Çe, Je), one is Turkish (nasal nûn, nasal nûn) and four more letters were added to these letters and used in Ottoman Turkish, the words in the textbook that contain these letters were examined, examples from other words were given, students were asked to find and patch words, and the words they wrote were corrected. From the textbook titled "Guide to Ottoman Turkish", the pieces titled "What the Sofa Told Me", "Owl and Pigeon", "My Mother", "The Recapture of Bursa", "Leyla Started School", "The Good Nurse"were read first by the teacher and then by the students in the classroom, mistakes were corrected, reading pieces were given as homework to study and prepare for the next lesson, a brief introduction of the next lesson was made and students were asked to prepare for the lesson and come to class.
2	OSMANLICA TRANSCRIPTION SYSTEM The transcription system in Ottoman Turkish was explained and the letters in which it takes place were explained with examples. First, words with the letters transcribed on them were written and transcribed. Then sentences were given and transcribed. New words and sentences were given and students were asked to transcribe them. The words written by the students were checked and the mistakes were corrected. The Ottoman pieces in the textbook titled Guide to Ottoman Turkish: Hüseyin and the Balkan War, The Peasant Cottage, Saime is a Good-hearted Girl, To My Sister were read in the classroom first by the teacher and then by the students, and the mistakes of the students were corrected. Reading passages from the supplementary textbooks were assigned as homework for the next lesson, and students were asked to come prepared for the next lesson.
3	Pronouns Personal and demonstrative pronouns used in Ottoman Turkish were explained, conjugations of pronouns were made, examples of words in which pronouns were included were given and then words were given and students were asked to use them with pronouns, students were asked to use pronouns instead of different types of nouns, they were asked to find pronouns by giving word sentences with pronouns in them. Ottoman texts such as "The Book is the Best Friend", "Rain", "Tail Pain", "Creek"and "Nadir"from the textbook titled "Guide to Ottoman Turkish"were read in the classroom first by the teacher and then by the students, and students' mistakes were corrected. Students were given homework to improve their reading from supplementary textbooks. Students were also given other homework to prepare and bring to the next lesson. A brief introduction of the next lesson was given and students were asked to come prepared for the new lesson.
4	Suffixes used at the end of Turkish nouns such as -e state, -i state, -de state, -den state were explained, examples of their use were given, different words related to the subject were given and students were asked to add state suffixes to them. In addition, students were given words and asked to use them in sentences by adding case suffixes, exercises on the spelling of case suffixes were solved, students' mistakes were corrected. Ottoman texts such as Goat Shepherd, Little Rabbit, An Old Memory, Letter from Son to Father were read in the classroom first by the teacher and then by the students, and the mistakes in the students' readings were corrected. Relevant reading passages from the supplementary textbooks were assigned as homework for students to improve their reading. They were also given homework from the textbook, given a brief introduction of the next lesson and asked to come prepared for the next lesson.
5	Noun and adjective phrases The noun phrase, which means to attribute a name to another name, to make it belong, and the adjective phrase, which means to qualify a name with another name, were explained, the elements of the phrases were stated, examples of both phrases were given, transcriptions were shown on the phrases given as examples. The use of Arabic and Persian phrases in Ottoman Turkish was emphasized. The students were given different words and asked to make them noun and adjective phrases, the phrases were checked and the mistakes were corrected. The texts related to Terkibi Izafi, Terkibi Tavsifi in the textbook titled Guide to Ottoman Turkish and the text titled Mutallaka were read in the classroom first by the teacher and then by the students, the mistakes were corrected, the texts in the supplementary textbooks were given as homework. They were also given other homework to prepare for the next lesson. The next lesson was briefly introduced and the students were told to prepare for the new lesson.
6	Arabic and Persian elements in Ottoman Turkish Ways of recognizing Arabic and Persian words and phrases used in Ottoman Turkish, Ottoman pronunciations and meanings, letters specific to both languages, movements used in the pronunciation of letters (superior, esre, otre, two superior, two esre, two otre, Since Ottoman Turkish words do not have a gesture, students were made to read words, sentences and texts without gestures, and texts were read. On the other hand, the use and functions of the letters elif, vâv and yâ, which are called the letters of cause in Arabic, in Ottoman Turkish were emphasized and examples were given. The pieces titled "An Istanbul Girl in the Desert I, II, III, IV"from the textbook titled "Guide to Ottoman Turkish"were read first by the teacher and then by the students, the mistakes were corrected, and the words of Arabic and Persian origin in the text were transcribed. Homework was given to the students to prepare and bring to the next lesson.
7	INSTITUTES AND INFINITIVE SHOTS The infinitives and infinitives in Ottoman Turkish and the forms and conjugations of the words that come in infinitive structures were emphasized, how they were formed from verbs and infinitive suffixes were explained The past tense of the verbs (-di, dı... ), past perfect (-miş, mış...), present perfect (-yor...), future perfect (-ecek, acak...) and present simple (-ir, ir...) were explained separately and examples were given for each of them. Students were given verbs and asked to form infinitives and conjugate the tenses mentioned above. In addition, the spelling and usage of the imperative and imperative tenses were also explained. Texts from the textbook titled Ottoman Turkish Guide, Nutuk, Bir Dağ Muharebesi, Lüleci Yekta Efendi were read in the classroom first by the teacher and then by the students, the mistakes of the students were corrected, and the texts related to the subject from the auxiliary textbooks were given as homework. Students were also given other homework to prepare and bring to the next lesson. A brief introduction of the next lesson was given and students were asked to prepare for the lesson.
8	Formations of the infinitives of mujarret and mezit verbs The infinitives of mujarret (verbs with three or four letters in their original Arabic and used in Ottoman Turkish) and mezit (mezit verbs formed by adding letters/letters to verbs with three or four letters in their original Arabic) were explained by giving examples of verbs and their infinitives. In the classroom, students were given verbs and asked to find their infinitives and indicate in which patterns (meter) they were. They were also told to find the infinitives in the texts read and from which verbs they derived. Ottoman texts on Kara Çelebi Zâde Abdulaziz Efendi and Ulemaya from the textbook titled Guide to Ottoman Turkish were read by the students in the classroom, the mistakes were corrected, homework was given to the students to prepare and bring to the next lesson, and they were asked to improve their reading by giving Ottoman texts from auxiliary books. A brief introduction of the next lesson was made and students were asked to prepare for the lesson.
9	OSMANLICA BASIC SPELLING RULES In this course, basic spelling rules are explained and the main principles of writing Turkish words are discussed. The topics covered are the spelling of the roots of the word, the spelling rules of the suffixes added to the words, the spelling of the words with the suffixes, their pronunciation and meanings, some details in the spelling of Turkish vowels, and thick and thin letters. The texts related to the subject were read in the classroom first by the teacher and then by the students, and the students' mistakes were corrected. The exercises of the texts were solved by the students in the classroom, the solved exercises were checked and the mistakes were corrected. Relevant texts in the supplementary textbooks were given as homework to be read at home to improve students' reading. In addition, some of the exercises in the textbook were given as homework to be done and brought home. The next lesson was briefly introduced and students were told to come prepared for the next lesson.
10	Negativity in verb tenses The verbs passed from Arabic to Ottoman were first analyzed according to their tenses and then the issue of negativity in tenses was emphasized. Accordingly, how the negatives in past, future, present and present perfect tenses are made were explained with examples. Then some verbs were given to the students and they were asked to make them negative. What was written was checked and mistakes were corrected. The relevant passages in the textbook were read, the verbs in the passages were identified and the students were asked to make them negative. The sample verbs given in the book were examined and how negative structures were formed was explained. The related texts in the supplementary textbooks were given as homework to be read at home to help students improve their reading. In addition, some exercises from the textbook were given as homework to be solved and brought home. A brief introduction of the next lesson was given and students were asked to come prepared for the next lesson
11	Explanations were made that the letter Kef (? ) is used instead of the consonant letters K, G, G, G in Turkish, the subject was explained with sample words, sample words related to the places where each of them is used were examined. The texts on the subject were read in the classroom, first by the teacher and then by the students, and it was explained which letters (K, G,Ğ) were used for the kef letters in the texts. Some exercises related to the texts were solved by the students in the classroom, the exercises were checked and the mistakes were corrected. Other exercises were given as homework to be completed and ready for the next class. Texts from the supplementary textbooks were assigned as homework to help students improve their reading. The next lesson was briefly introduced and students were asked to do their homework and come prepared for the next lesson.
12	Some of the unread texts in the textbook were read in the classroom, first by the teacher and then by the students, and the mistakes in the students' readings were corrected. Some of the exercises following the texts were solved by the students in the classroom, the solved exercises were checked and the mistakes were corrected. The remaining exercises were given to the students as homework to be done and prepared at home. Some of the texts in the supplementary textbooks were made to be read by the students in the classroom, questions were asked about some of the Ottoman grammar rules in the texts, the rules that were not understood were explained again, and the related topics were explained with examples from the textbooks and other books. In order for the students to improve their reading of Ottoman texts, the texts that were difficult to read were read several times. Homework was assigned from the text readings as homework so that they could read at home and come prepared for the next lesson.
13	Some of the unread texts in the textbook were selected and read in the classroom first by the teacher and then by the students, and the mistakes in the students' readings were corrected. Explanations were made about the grammar rules in the texts and some rules were repeated. Some of the exercises that followed the texts were solved in class, the solved exercises were checked and the mistakes were corrected. The remaining exercises were given to the students as homework. Some of the texts in the supplementary textbooks were selected and read in class, and the rules in the texts were explained. The exercises were solved and checked by the students. Texts were given as homework for students to read and prepare at home in order to improve their reading of Ottoman texts. The texts to be read in the next lesson were selected and the students were told to come prepared.
14	The texts selected from the textbook were first read by the teacher and then by the students in the classroom, and the mistakes in the students' readings were corrected. Explanations were made about the grammar rules in the texts. Some of the exercises following the texts were solved by the students in the classroom and mistakes were corrected. The remaining exercises were given to the students as homework to do at home. They were also asked to repeat some important rules. In the supplementary textbooks, the texts assigned the previous week were read by the students in class and their mistakes were corrected. The texts that were difficult to read were repeated and read several times. Since it was the last lesson and no homework was assigned, students were advised to read plenty of Ottoman texts. The students said goodbye and wished them success in their exams.

Resources	Osmanlı Türkçesi Metinleri, Yazar: Prof. Dr. Faruk K. Timurtaş.
	Osmanlı Türkçesi Rehberi (Yazar: Orhan Sakin)
	Osmanlıca Dersleri, Yazar: Dr. Refet Yalçın Balata
	Osmanlıca Sarf ve Nahiv Dersleri. Yazar: el-Hâc Hâfız Ali

In-Term Studies	Quantity	Percentage
Attendance	-	-
Laboratory	-	-
Practice	-	-
Field Study	-	-
Course Specific Internship (If Any)	-	-
Homework	-	-
Presentation	-	-
Projects	-	-
Quiz	-	-
Listening	-	-
Midterms	1	40 (%)
Final Exam	1	60 (%)
Total		100 (%)

	Quantity	Duration	Total Work Load
Course Week Number and Time	14	2	28
Out-of-Class Study Time (Pre-study, Library, Reinforcement)	14	7	98
Midterms	1	12	12
Quiz	0	0	0
Homework	0	0	0
Practice	0	0	0
Laboratory	0	0	0
Project	0	0	0
Workshop	0	0	0
Presentation/Seminar Preparation	0	0	0
Fieldwork	0	0	0
Final Exam	1	12	12
Other	0	0	0
Total Work Load:			150
Total Work Load / 30			5
Course ECTS Credits:			5

Relationship Levels
Lowest	Low	Medium	High	Highest
1	2	3	4	5

#	Learning Outcomes	P3
O1	To understand the impact of cultural differences on language use.	5
O2	To be able to analyze the impact of culture on language.	5