Arabic Translation and Interpreting

Course Code	Course Name	Year	Period	Semester	T+A+L	Credit	ECTS
04480010	Ottoman Turkish VI	4	Spring	8	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	C-Z30	[email protected]	7971

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	THE BENEFIT OF PAPER The text of this lesson, titled The Benefit of Paper, was first read in class by the teacher and then by the students, students' mistakes were corrected, foreign words in the text were transcribed and written on the board with their meanings, information about their origins (Arabic or Persian) was given and students were asked to write these words with their origins. At the end of the text, the text written in rik'a and the Ottoman poem were read, its meaning was explained and students' 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. They were advised to read Ottoman texts from auxiliary sources.
2	HOW TO MAKE PAPER The text titled "How to Make Paper"was read in the classroom, first by the teacher and then by the students, misreadings were corrected, words of foreign origin (Arabic and Persian) in the text were written on the board with transcripts, information was given about the origins and meanings of the words and students were asked to write them down. The Ottoman poem was read in the rik'a text at the end of the Ottoman text, and the reading was repeated a few times so that the students could read the rik'a text. The teacher monitored the students' reading and corrected misreadings. The texts selected from auxiliary sources were read by the students and misreadings were corrected. Students were informed about the topic of the next lesson and asked to come prepared. Texts were selected from supplementary sources and students were asked to read them at home. Homework was checked, mistakes were corrected, homework was given again for the next lesson.
3	DIALOGUE In this class, a dialog between Haydar, other students and the teacher about the topics of the previous lessons was read by Haydar, other students and a person acting as a teacher, misreadings were corrected, words of Arabic and Persian origin were written on the board with transcripts, their meanings were given, and students were asked to write them down. The Ottoman poem in rik'a on the back of the text written in Nesih was read by the students in class and misreadings were corrected. Students were advised to read more texts from auxiliary sources, especially rik'a texts. In addition, the Ottoman texts in the monthly Ottoman magazine were read. Every student in the class was encouraged to read more than one. The texts for the next lesson were given as homework and they were asked to read and return.
4	Agriculture The text titled "Agriculture"was read in the classroom first by the teacher and then by the students, and students' mistakes were corrected. The words of foreign origin (Arabic and Persian) in the text were written on the board with transcripts and the students were advised to write them. Information was given about the agricultural tools and cultivated plants whose pictures were given in the text, and what they were used for was introduced. The text was read first by the teacher and then by the students, and students' mistakes were corrected. The rik'a text and the Ottoman poem after the Nesih text were read and misreadings were corrected. In addition, the texts of the previous week were read from auxiliary sources and the Ottoman Turkish magazine, and students were asked to read more Ottoman texts. The texts to be read in the next lesson were determined and the students were told to come to class prepared and to ask the teacher in class about the sentences or words they could not read.
5	DIALOGUE In this lesson, which is a dialogue between a man and his son in relation to the previous lesson on agriculture, the father and son talk about ploughing and its season, scattering seeds, the use of oxen and plows in ploughing, and other issues related to ploughing. The text was read in class first by the teacher and then by the students, who corrected their mistakes. Then the rik'a text and the Ottoman poem at the end of the naskh text were read by the students, and care was taken to ensure that each student read it. Finally, the previously selected texts from the supplementary textbooks were read. They were given the texts as homework again to prepare and come to the next lesson. Students were advised to read more Ottoman texts, especially rik'a texts.
6	The text titled TRADE was read in the classroom first by the teacher and then by the students, and the students' mistakes were corrected. The rik'a text and the Ottoman poem following the main text were read in the same way. The words of foreign origin (Arabic and Persian) in the texts were transcribed on the board and the students were asked to write them down. The texts selected in the previous lesson from the auxiliary textbooks and the monthly periodical Ottoman Turkish were read, students' misreadings were corrected, and students were advised to read more texts. In addition, the texts in the Ottoman periodicals, which are documents, were first read carefully and slowly by the teacher and the students were asked to follow them. Texts were selected from the auxiliary textbooks and Ottoman periodicals to be read in the next lesson, and students were told to come prepared.
7	The texts of the twenty-first lesson, titled ART Art, were read in class first by the teacher and then by the students, and students' mistakes were corrected. Foreign words in the text were transcribed on the board and students were asked to write them down. The rik'a text and the Ottoman poem following the naskh text were read and corrected in the same way. The students were advised to read these texts more, especially the rik'a texts. The texts selected from other sources in the previous lesson were read by the students and misreadings were corrected. New texts were selected from auxiliary sources to be read in the next lesson and students were asked to come prepared.
8	MEMURİYET The twenty-second lesson in the textbook, titled Memuriyet (Civil Service), was read first by the teacher and then by the students in class, and students' mistakes were corrected. Foreign words in the text were transcribed on the board and students were asked to write them down. The rik'a text and the Ottoman poem following the naskh text were read and corrected in the same way. Students were advised to read more of these texts, especially the rik'a texts. The texts selected from other sources in the previous lesson were read by the students in class and misreadings were corrected. New texts were selected from auxiliary sources to be read in the next lesson and students were asked to read these texts at home and come prepared.
9	A Pair of Pigeons The twenty-third lesson in the textbook, titled A Pair of Pigeons, was read first by the teacher and then by the students in the classroom and students' mistakes were corrected. The words of foreign origin in the text were transcribed and written on the board and then the students were asked to write them down. The rik'a text and the Ottoman poem following the naskh text were read and corrected in the same way. Students were advised to read Ottoman texts, especially rik'a texts. The texts selected from the auxiliary sources the previous week were read by the students in class and misreadings were corrected. New texts were again selected from the auxiliary sources to be read in the next lesson and students were asked to read these texts at home and come prepared.
10	A Pair of Lambs The twenty-fourth lesson in the textbook, titled A Pair of Lambs, 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, and then the students were asked to write them down. The rik'a text and the Ottoman poem following the Nesih text were read in the same way, the students' readings were monitored by the teacher and their mistakes were corrected. Students were advised to read more Ottoman texts, especially rik'a texts. From the auxiliary sources, the texts selected the previous week were read by the students in class and the mistakes were corrected. New texts were again selected from the auxiliary sources to be read in the next lesson and students were asked to read these texts several times at home and come prepared.
11	MIDILLI The twenty-fifth lesson in the textbook, titled Midilli, was read first by the teacher and then by the students in the classroom and the students' mistakes were corrected. The words of foreign origin in the text were transcribed and written on the board, and then the students were asked to write these words. After the Nesih text, the rik'a text and the Ottoman poem were read by the students in the same way, the teacher monitored the students' reading and corrected the mistakes. Students were advised to read more Ottoman texts, especially rik'a texts. The texts selected from the auxiliary sources the previous week were read by the students in class and the mistakes were corrected. New texts were selected from the auxiliary sources to be read in the next lesson and the students were asked to read these texts a few times at home and come prepared.
12	TURKISH YOUTH AND LEAVE IT TO THE TURKISH YOUTH and LEAVE IT TO THE TURKISH YOUTH and LEAVE IT TO THE TURKISH YOUTH The two texts with the titles Turkish Youth and Leave It To The Turkish Youth and Leave It To The Turkish Youth were first read in class by the teacher and then by the students, and the students' mistakes were corrected. Foreign words in the texts were transcribed and written on the board and students were asked to write these words in their notebooks. The rik'a texts and Ottoman poems following the Nesih texts were read by the students in the same way, the teacher monitored the students' reading and corrected the mistakes. Students were advised to read more Ottoman texts, especially rik'a texts. The texts selected from the auxiliary sources and assigned as homework the previous week were read by the students in class and their mistakes were corrected. New texts were selected from auxiliary sources to be read in the next lesson, and students were asked to read these texts at home a few times and come prepared.
13	Let's Think About Our Villagers and Money Two texts titled Let's Think About Our Villagers and Money were read in class first by the teacher and then by the students, and students' mistakes were corrected. After the foreign words in the texts were transcribed and written on the board, students were asked to write these words in their notebooks. After the Nesih texts, rik'a texts and Ottoman poems were also read by the students, the teacher carefully monitored the students' reading and corrected the mistakes. Students were advised to read more Ottoman texts, especially rik'a texts. The texts selected from the auxiliary sources and given as homework the previous week were read by the students in class and their mistakes were corrected. New texts were selected from auxiliary sources to be read in the next lesson, and students were asked to read these texts at home a few times and come prepared.
14	Let's Work and At the Head of My Writing Desk The texts titled Let's Work and At the Head of My Writing Desk were read in class first by the teacher and then by the students, and students' mistakes were corrected. Foreign words in the texts were transcribed and written on the blackboard and students were asked to write these words in their notebooks. After the Nesih texts, the rik'a texts and Ottoman poems were also read by the students, the teacher carefully monitored the students' reading and corrected the mistakes. Students were advised to read more Ottoman texts, especially rik'a texts. The texts selected from the auxiliary sources and given as homework the previous week were read by the students in class and their mistakes were corrected. Since this was the last lesson of the semester, the students were wished success in their exams and said goodbye to them.

Resources	Birinci Kıraat Kitabı, Yazar: Ali İrfan
	Osmanlıca Sarf ve Nahiv Dersleri. Yazar: el-Hâc Hâfız Ali
	Osmanlıca Dersleri, Yazar: Dr. Refet Yalçın Balata
	Osmanlı Türkçesi Metinleri, Yazar: Prof. Dr. Faruk K. Timurtaş
	Osmanlıca adlı aylık periyodik dergi

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