Arabic Translation and Interpreting

Course Code	Course Name	Year	Period	Semester	T+A+L	Credit	ECTS
04470007	Ottoman Turkish V	4	Autumn	7	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	PATRIOT The piece from the textbook entitled "Patriot"was read in class, first by the teacher and then by the students. The text was continued until all students' mistakes were corrected. Arabic and Persian words were identified, their meanings were given, transcribed and written on the board and students were asked to write them down. The Ottoman map in the book was examined, the names of the places and countries on the map were read one by one and students were given information about the places that the Ottomans held at that time. The sentences written in rik'a script at the end of the text and the poems at the end were read and explained to the students. Homework was given to the students to prepare for the next lesson and a brief introduction of the next lesson was made.
2	DIALOGUE This lesson, which is a dialogue between the teacher and a student (Naci) and then other students about the piece on the homeland from the previous lesson, was first read in class by the teacher and then by the students in turn, and the mistakes were corrected. The words of foreign origin (Arabic and Persian) in the dialog were transcribed on the board and their meanings were given. Students were also asked to write those words in their notebooks. The rik'a text and the Ottoman poem at the end of the dialogue were read and explained first by the teacher and then by the students. The homework given the previous week was checked and mistakes were corrected. Students were given homework to prepare for the next lesson. A short explanation was made about the next lesson.
3	The text of the third lesson, titled CHILD The Child, was first read in class by the teacher and then by the students, and students' misreadings were corrected. Foreign words in the text were transcribed on the board, their meanings were given and students were asked to write them in their notebooks. At the end of the text, the sentences written in rik'a script and the Ottoman poem were read several times, first by the teacher, then by the students, and explained. The homework given in the previous lesson was revised, the mistakes made in general were shown to the students on the board and the corrected versions were written. The students were given new homework and told to prepare and bring it to the next lesson. A short information about the next lesson was given.
4	DIALOGUE The text of this lesson, which contains a dialog between a student (Kazım) and the teacher about the subject of the third lesson, was read in the classroom first by the teacher and then by the students, the mistakes of the students were corrected, the foreign words in the text were written on the board, and information about their origins, structures and meanings was given. The sentences written in rik'a script and the Ottoman poem at the end were read and explained by the students. After the reading of the text was finished, different texts from other sources were selected and read to the students. They were also advised to read more Ottoman texts. The homework given in the previous lesson was checked and mistakes were corrected. They were given homework again to bring to the next lesson, and a short explanation was given about the next lesson.
5	MEKTEP The piece titled Mektep was read in the classroom first by the teacher and then by the students, and students' misreadings were corrected. The words of foreign origin in the text were written on the board and explanations were made about their origins, structures and meanings. The sentences and the Ottoman poem at the end of the text, written in rik'a script, were read by the students and the poem was explained. Texts from other auxiliary sources were selected and read by the students. They were advised to read more Ottoman texts. The homework given the previous week was checked, mistakes were corrected, new homework was given to the students to bring to the next lesson, and a short explanation was given about the next lesson.
6	DIALOGUE This lesson, which contains a dialog between the teacher and a student (Fâzıl) about the topic of the previous lesson, was first read by the teacher and then by the students, and students' misreadings were corrected. The words of foreign origin in the text were written on the board and information was given about their origins, structures and meanings. The Ottoman sentences at the end of the text, written in rik'a script, and the Ottoman poem at the end were read and explained by the students. They were advised to select and read texts from other Ottoman sources and magazines. The homework given in the previous lesson was checked, mistakes were corrected and a new homework was given for the next lesson. Students were briefly informed about the next lesson.
7	The text of this lesson, entitled MOTHER AND FATHER, was read in class first by the teacher and then by the students, and students' mistakes were corrected. Foreign words in the text were transcribed and written on the board, their origins, structures and meanings were explained and students were asked to write them in their notebooks. The sentences written in rik'a script at the end of the text and the Ottoman poem at the end were read by the students and their meaning was explained. Then, a selection of documentary texts from different sources was selected and read in class. The document text in question was also read by the students. The homework given in the previous lesson was checked, mistakes were corrected, homework was given again to be ready for the next lesson and a brief introduction of the next lesson was made.
8	DIALOGUE The text of this lesson, which is based on a conversation between the teacher and a student (Zeki) about the previous lesson (Mother and Father), was first read in class by the teacher and then by the students, and students' mistakes were corrected. Foreign words in the text were transcribed and written on the board, their origins, structures and meanings were explained, and students were asked to write these words in their notebooks. Texts written in nesih and rik'a were selected from other Ottoman sources and read by the students in class, their mistakes were pointed out and they were advised to read more Ottoman texts. The homework of the previous lesson was checked, mistakes were corrected, homework was given again to prepare and bring to the next lesson, and a brief information about the next lesson was given.
9	The Ottoman text was read in class first by the teacher and then by the students, the mistakes of the students were corrected, the words of foreign origin were written on the board with transcripts, their origins were explained and their meanings were explained. The sentences written in rik'a script and the Ottoman poem at the end of the text were repeatedly read by the students until they were able to read them without any mistakes. Ottoman texts were selected from other auxiliary sources and students were encouraged to read them without any mistakes. The homework given in the previous lesson was checked and mistakes were corrected. They were given homework again to bring to the next lesson. A brief information about the next lesson was given. Students were advised to read more Ottoman texts from different sources.
10	DIALOGUE This lesson, which contains a dialog between a student (Veli) and the teacher about the topic of the previous lesson (God), was read in class first by the teacher and then by the students, and students' mistakes were corrected. The foreign words mentioned in the dialog were transcribed and written on the board, the language (Arabic or Persian) they came from was explained and their meanings were explained. Students were asked to write these words in their notebooks. Then, Ottoman texts selected from auxiliary sources were read several times, first by the teacher and then by the students, and the meanings of the foreign words were given. Students were advised to read more Ottoman texts from different sources. They were advised to learn the words they had difficulty in reading and understanding by looking at the Ottoman dictionary. The homework given in the previous lesson was checked, mistakes were corrected, homework was given again for the next lesson, and a short explanation was given about the next lesson.
11	This lesson, titled SOLDIER Soldier, was first read in class by the teacher and then by the students, who corrected their mistakes. Foreign words in the text were transcribed and written on the board, and their origins and meanings were explained. Sentences written in rik'a script and Ottoman poems were read and explained several times. Ottoman texts selected from other sources were read and students were advised to read more Ottoman texts. The homework given the previous week was checked, the wrong ones were corrected, the homework was given again to bring to the next lesson, and a brief introduction of the next lesson was made.
12	DIALOGUE This lesson, which contains a dialog between a student (Fatin) and his father (Fatin) in relation to the previous lesson (Asker), was first read in class by the teacher and then by the students, and students' mistakes were corrected. Foreign words in the passage were transcribed on the board, their meanings and origins were explained, and students were asked to write them in their notebooks. The texts selected from other sources were read by the students in class, and misreadings were corrected. Students were asked to read more texts. The homework given in the previous lesson was checked, mistakes were corrected, students were given homework to bring to the next lesson, and a short introduction about the next lesson was given.
13	The text of this lesson, titled HUMAN HUMAN, was first read in class by the teacher and then by the students, students' mistakes were corrected, foreign words in the text were written on the board with transcripts, their meanings and origins were explained and students were asked to write them down. At the end of the text, the sentences written in rik'a script and the Ottoman poem were read by the students, their meanings were explained and mistakes were corrected. Ottoman texts selected from auxiliary sources were read by the students in class. The students' readings were followed by the teacher and the wrong readings were corrected. A brief information about the next lesson was given. The homework given in the previous lesson was corrected and homework was given again to prepare and bring to the next lesson. Students were advised to read more texts from the recommended sources.
14	DIALOGUE This lesson, which includes a dialog between a student (Faruk) and the teacher about the previous lesson (Human), was first read in class by the teacher and a few students, then read by other students and reading mistakes were corrected. The foreign words in the text were transcribed and written on the board, their origins and meanings were explained and students were asked to write them down. Texts from supplementary sources were selected and read in class. Students' mistakes were corrected. They were advised to read more Ottoman texts from the recommended sources. The homework given in the previous lesson was checked and mistakes were corrected. The students were advised to read texts on different subjects from different sources in order to improve their Ottoman language, they were told not to forget that Ottoman is also a language and they were wished success in the exams.

Resources	Birinci Kıraat Kitabı, Yazar: Ali İrfan
	Osmanlı Türkçesi Metinleri, Yazar: Prof. Dr. Faruk K. Timurtaş
	Osmanlıca Dergi - a monthly periodical magazine
	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