2011
Slang in the Turkish Language as a Social, Linguistic, and Semiotic Phenomenon
Olga Razuvajeva
Sayfa 3 / 19120,90
Zu einigen unveröffentlichten Bo-Tafeln
Altorientalische Forschungen 40 (2013) 1 3 3′ i-iã [a- 4′ le[(-e ku-e-da)-ni-ik-ki pa-iz-zi] 6 5′ n[(a-aš-ma LÚa-r)a?- (a-aš-šu-uš)] d 6′ [utu-ŠI-ma-aš-ši (me-m)a-i?] 7′ n[a ?-(x-an-kán egir gam Ú-UL) kar-aš-zi?] 8′ n[(a-at gam NI-EŠ d)ingir-LIM gar-RU] 9′ ini[(m dutu-ŠI-iãa-aš-ma-aš me-x) … ] 10′ e[(-eš-ten ku-ku-pa-la-tar l)e-e e-eš-zi?] 11′ …
Sayfa 4 / 1974,40
Zu einigen unveröffentlichten Bo-Tafeln
4 Rukiye Akdoğan, Zu einigen unveröffentlichten Bo-Tafeln 6′ pu-nu-u[(š-šir nu-ãua-ra-aš ! me-mi-aš-pát ku-ni-iš-ta-iãa-al-li-iš)] 7′ am-mu-u[(k-ma-ãua pu-nu-uš-šir ku-it nu-ãua-ra-an me-ma-a h- hi)] ˘ ˘ 8′ zi-aš-ma [(ša-an-nu-um-mar le-e e-eš-zi)] 9′ ma-a-an-n[(a-ad-du-za dutu-ŠI ku-e-da-ni-ik me-mi-iãa-ni)] 10′ pa-ra-a [u-i-iãa-mi na-aš-ma-at…
Sayfa 15 / 1974,40
Zu einigen unveröffentlichten Bo-Tafeln
Altorientalische Forschungen 40 (2013) 1 15 8) Bo 4938 CTH 785.C Dimensionen: Höhe: 6,6 cm. Breite: 9 cm. Dicke: 4,8 cm. Vs. LÚ 1 -]x-at[(-) sa]nga[ ] 2 ]dÉ- A [ -]aš-ša-aš 3 ]MEŠ hu-u-ma-an-da-a[š LÚ s]imug.a d[a- ] ˘ –––––––––––––––––––––––––––––––––––––––––––––––––– 4 š]á.ba I udu A-[N]A d É -[A] I udu[ -]ši[ ] 5 -]x-da-aš ŠA LÚ.ME.EŠ simug.…
Sayfa 6 / 1965,10
Zu einigen unveröffentlichten Bo-Tafeln
6 Rukiye Akdoğan, Zu einigen unveröffentlichten Bo-Tafeln 5) Bo 4789 CTH 404.1.I.E Dimensionen: Höhe: 5,5 cm. Breite: 5,5 cm. Dicke: 1,9 cm. Vs. ii x+1 I-NA sag.duH˘ I.A )]-ŠU[(-NU ki-an-da)] 11 2′ ]x nu-uš- ma -aš-k[án12 3′ nu-uš-m)]a-aš-kán šu-ú-i[(-il ar- ha13 ˘ 4′ iš-na-š)]a! II šuH˘ I.A II emeH˘ I.A [14 5′ nam-ma-aš-ma-š)]a-at-kán še-er a…
Sayfa 7 / 1955,80
Zu einigen unveröffentlichten Bo-Tafeln
Altorientalische Forschungen 40 (2013) 1 7 6) Bo 4806 18 CTH 660 Dimensionen: Höhe: 11,8 cm. Breite: 7,8 cm. Dicke: 3,6 cm. Vs. ii 1 ]šu-un-na[- ] 2 ] ši-pa-an[-ti] 3 ] x[ ] ––––––– GIŠ 4 ha-at-tal-ãua-aš ]giš-i [ ] ˘ 5 ]ši-pa-a[n-ti] –––––––––––––– 6 -u]z-z[i] 7 ]QA-TAM d[a-a-i] 8 -]an [ ] 9 -t]i [ ] –––––––––– 10 -]x-na-i[ ] 11 pí-r]a-an [da-a-i] 19 …
Sayfa 10 / 1955,80
Zu einigen unveröffentlichten Bo-Tafeln
10 Rukiye Akdoğan, Zu einigen unveröffentlichten Bo-Tafeln 17′ ] zabar 18′ ]x I ki-iš-ša-ra-aš-ši-iš zabar –––––––––––––––––––––––– 19′ zaba]r 20′ tu]r zabar28 KUŠ 21′ hal-z]a-aš-ši-iš ŠA LÚašgab29 ˘ 22′ I U]RUDUšar-ta-al 30 23′ ] –––––––––––––––––––––––– 24′ -]x-uz-zi 25′ ]x I URUDUta-pu-ri-iš 26′ -]x- hu ˘ 27′ -]x-aš I URUDUše.naga 28′ ] ––…
Sayfa 9 / 1946,50
Zu einigen unveröffentlichten Bo-Tafeln
Altorientalische Forschungen 40 (2013) 1 9 11′ š]a-ra-a e-ep-zi 12′ ] lugal-i gal-ri e-ep-zi L Ú 13′ ] sagi.a-aš 14′ ] -zi ––––––––––––––––––––––––––– 15′ ] d nin.é. gal[] 16′ ] -zi 17′ -]x zi-in-ni-iz-zi 24 –––––––––––––––––––––––– 18′ ] d Ha-a-ta-ú-ri-it 25 ˘ 19′ e-ku-zi hu-up-p]a-ri ši-pa-an-ti ˘ –––––––––––––––––––– –––––––––––––––––––– 7) Bo …
Sayfa 11 / 1946,50
Zu einigen unveröffentlichten Bo-Tafeln
Altorientalische Forschungen 40 (2013) 1 11 14 da-ga-an-zi-pa-aš-ša n[e- 15 en.sískur-ma-ãua pár-ku-iš e-e[š- –––––––––––––––––––––––––––––––––––––––– 16 egir-an-da-ma-aš-ša-an LÚazu n[inda.sig 17 an-da pí-iš-ši-iz-zi nam-ma LÚ[ 18 A-NA dingirMEŠ A-NA en.sískur pa-ra-a[ 19 te-pu da-a-i na-at LÚazu A-NA [ 20 pé-eš-ši-iz-zi nu kiš-an te-ez-zi [ 21 …
Sayfa 14 / 1946,50
Zu einigen unveröffentlichten Bo-Tafeln
14 Rukiye Akdoğan, Zu einigen unveröffentlichten Bo-Tafeln 11′ nu-ãua-ra-at zi[- 12′ IŠ -TU izi x[ 13′ pár-ku-iš nam-ma [e-eš-du –––––––––––––––––––– 14′ egir-an-da-ma [ 15′ an-da-ma-ká[n –––––––––––––––– 16′ nam-ma L[Ú 17′ da-a-i[ 18′ x[- Rs. iv x+1 ]x[ -]ãua-an[ ] 2′ -]x-at-za LÚazu da-a -[i] –––––––––––––––––––––––––––––––– 3′ ]I? MUŠENHUR-RI hu-…
Sayfa 5 / 1937,20
Zu einigen unveröffentlichten Bo-Tafeln
Altorientalische Forschungen 40 (2013) 1 5 4) Bo 4772 CTH 530 Dimensionen: Höhe: 9,5 cm. Breite: 6,6 cm. Dicke: 2,3 cm. x+1 ]x-x[ 2′ ]x ezen4 DI12[-ŠI-iãa-kán?9 ME.EŠ URU 3′ ] Aš-da![-nu-u-ãua?10 N A4 4′ ] zi.kin[ 5′ ]I? PA zì.da I DU[G NA4 6′ z]i.kin ŠA d[ 7′ ]x-x ezen4 [ Abb. 4: Bo 4772 9 Vgl. KUB 38.19+IBoT 2.102 für eine gleichzeitige Erwähnung v…
Sayfa 18 / 1933,95
SOSYAL GİRİŞİMCİLERİN ETİK VE HİZMETKÂR LİDERLİK DAVRANIŞLARININ CİNSİYET BAĞLAMINDA KARŞILAŞTIRMALI ANALİZİ
Extended Abstract As we encounter many social, economic and environmental problems in the world, we observe from previous studies that there are just as many ways to combat these problems. The concept of work has differentiated depending on the period of change of societies; it has ranged from the pre-industrial era to the present post-industrial era. The ev…
Sayfa 1 / 1332,95
Kıbrıs Ağzında Argo
Uluslararası Türklük Bilgisi Sempozyumu, 25-27 Nisan 2007, Erzurum, Türkiye. KIBRIS AĞZINDA ARGO Şirvan KALSIN1 Ahmet PEHLİVAN Özet Bilindiği gibi argo ortak dilden ayrı olarak aynı meslek veya topluluktaki insanların kullandıkları özel dil ve söz dağarcığıdır. Dilin yaratıcı ve dinamik bir alanı olarak kabul edilebilecek olan argo Türk kültüründe de oldukça…
Sayfa 2 / 1432,69
Göstergebilim ve Nesnelerin Hafızası: Serdar Somuncu’nun Getrennte Rechnungen (Ayrı Hesaplar) Adlı Eserinin Yananlam Gösterenleri Bağlamında Değerlendirimi
Solaker, A.A., Göstergebilim ve Nesnelerin Hafızası: Serdar Somuncu’nun Getrennte Rechnungen... ABSTRACT (ENGLISH) Objects, as signs, are included in the set of signifiers and carry meaning. Signs can convey their own meaning, but sometimes they also have a deeper meaning waiting to be interpreted. The meaning that the subject attributes to the object that s…
Sayfa 1 / 1630,78
Dede Korkut Kitabı’nda Ağaç Kavramının Semiyotik ve Semantik Açılımı
International Journal of Languages’ Education and Teaching ISSN: 2198 – 4999 April 2016, Volume 4, Issue 1, p. 144-159 SEMIOTIC AND SEMANTIC ANALYSIS OF TREE CONCEPT IN DEDE KORKUT BOOK DEDE KORKUT KİTABI’NDA AĞAÇ KAVRAMININ SEMİYOTİK VE SEMANTİK AÇILIMI1 Servet KARÇIĞA2 ABSTRACT The study of semiotics and semantics in Linguistic starts with Ferdinand de Sau…
Sayfa 11 / 3327,90
Ahmed Râşid'in Pendnâme-i Lokman Hekim Terceme-i Manzumesi Adlı Mesnevisi
AHMED RÂŞİD’İN PEND-NÂME-İ LOKMAN HEKİM TERCEME-İ MANZUMESİ ADLI MESNEVİSİ– İlyas KAYAOKAY ‘amelen ve i‘tiḳâden şâh-râh-ı şerî‘at-ı ġarrâya be-ḥaḳkı salîk olmaları maḳṣad-ı ḫayr-ı mirṣadına mübtenî ve âs̱ âr-ı merġûbe-i meẕkûreniň cedden müṭâla‘âtı daḫı tehẕîb-i aḫlâḳa bâ‘is̱ ü bâdî olmaġla bu ‘abd-ı ‘adîmü‘l-biḍa‘a Âstâneli Ahmed Râşid ‘afâ ‘anhü ve ‘an ebe…
Sayfa 4 / 3024,78
ÖĞRETMENLERİN BİLİMSEL ARAŞTIRMA YAPABİLME BECERİLERİ: KARMA YÖNTEM ARAŞTIRMASI
Öğretmenlerin Bilimsel Araştırma Yapabilme Becerileri: Karma Yöntem Araştırması research problem to develop a scale to measure the level of scientific research skills of teachers, and later on to examine in depth the levels determined by the application of this scale, was considered to be the explanatory sequential design. The first step in this design is to…
Sayfa 1 / 1122,20
Dil Eğitiminde ve Öğretiminde Kavram Alanı Sözlüklerinin Önemi
International Journal of Languages’ Education and Teaching ISSN: 2198 – 4999, Mannheim – GERMANY UDES 2015 p. 2514-2524 THE IMPORTANCE OF CONCEPTUAL FIELD DICTIONARIES IN LANGUAGE TEACHING AND TRAINING DİL EĞİTİMİNDE VE ÖĞRETİMİNDE KAVRAM ALANI SÖZLÜKLERİNİN ÖNEMİ 1 Servet KARÇIĞA 2 ABSTRACT Linguistic studies in modern sense start with Ferdinand de Saussere…
Sayfa 2 / 4221,54
Hangisi Önce Yazıldı: Esrârü’l-belâga mı yoksa Delâilü’li‘câz mı? İki Eserin Yazım Tarihinin Tespiti Üzerine Bir İnceleme
Hangisi Önce Yazıldı: Esrârü’l-belâga mı yoksa Delâilü’l-i‘câz mı? İki Eserin Yazım Tarihinin Tespiti Üzerine Bir... contrast, this study is grounded in a manuscript that provides crucial insights into the timing of Dalāil’s composition. The study begins by presenting the perspectives of researchers on this topic and subsequently conducts a thorough analysis…
Sayfa 6 / 621,14
The Relationship between Anxiety and Attitude of Students Learning Turkish as a Foreign Language and Their Achievement on Target Language
884 Educ. Res. Rev. Exam; TİKA: Turkish Cooperation and Development Gülsün R (1997). An Analysis of The Relationship between Learner’s Foreign Language Classroom Anxiety and Achievement in Learning Agency; TÖMER: Turkish Education, Research and English as a Language in the Freshman Classes at the University of Application Center; YÖS: The Examination for For…
Sayfa 2 / 619,81
The Relationship between Anxiety and Attitude of Students Learning Turkish as a Foreign Language and Their Achievement on Target Language
880 Educ. Res. Rev. or indirect factors affecting foreign language learning/ could not express themselves well enough, think well, teaching are anxiety and attitudes. Many studies have and lack the real intelligence. This kind of anxiety been done on the effects of anxiety and attitudes on obstructs the right to use the target language by students language l…