turkish phonology and morphology (türkçe ses ve b‹ç‹mb‹lg‹s‹)

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8TURKISH PHONOLOGY AND MORPHOLOGY (TÜRKÇE SES VE B‹Ç‹M B‹LG‹S‹) Aims � � � � In this unit we will try to seek answers to the following questions: What is the classification of words in Turkish? What is the difference between prototypical and non-prototypical membership? How are protypes determined? What is open classes and closed classes? Key Words • word classes • prototypes vs non-prototypes • semantic criteria Contents Turkish Phonology and Morphology (Türkçe Ses ve Biçim Bilgisi) Word Classes • grammantical criteria • open classes • closed classes • INTRODUCTION • CLASSIFYING WORDS • CRITERIA FOR CLASSIFYING WORDS • WORD CLASSES • OPEN CLASSES IN TURKISH • CLOSED CLASSES IN TURKISH
Word Classes INTRODUCTION “There is a story among the Creeks that the birds once challenged the four-footed animals to a ball game. All the creatures with teeth were to be on one side, and all those with feathers were to be on the opposing team. When the designated day came, the animals separated into the two groups, but Bat came late. At first, he joined the animals with teeth, but they said: “No you have wings, you belong with the birds!” He went to the birds and they said: “No, you have teeth, you belong with the animals!” and drove him away, teasing him about his small size. He went back to the animals with teeth and begged to play with them. Finally, they agreed, saying: “You’re too small to help us, but since you have teeth, we’ll let you join our team.” The ballgame began, and soon it became clear that the birds were winning. They could catch the ball in the air where the four-footed animals couldn’t reach it. Suddenly, when all seemed lost, Bat swooped into the air and stole the ball from Crane. Again and again. Bat caught the ball, winning the game for the four-footed animals. His whole team agreed that even though he was small, he would always be classed with the animals having teeth.” (Martin, 1991: 8) Word classes are a necessary part of any description of a language. Children learning their language classify words as well as grammarians who write a description of language. This is because in order to use a word in a sentence, one should have knowledge of its part of speech or lexical category. A word stock such as ve, uçak, kald›k, ve, senden, annem, evde, oturduk, yaflad›k, ac›mas›z, soluksuz, evli, ancak, uçuk, apans›z, hep, oldukça is nothing more than a haphazard collection with no organization at all. But look at this one: uçak kald›k senden ac›mas›z hep ancak annem oturduk soluksuz oldukça ve evde yaflad›k evli uçuk apans›z By sorting the terms in this way, it is possible to see something about how the systems which organize language structure work. Deciding on the categories, and words which belong inside them is a very important part of analyzing a grammar. But how can we do it? The bat in our story was finally classed with the animals
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T.C. ANADOLU ÜN‹VERS‹TES‹ YA
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Contents Why Study Sounds?.........
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Grammatical Categories ............
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Kitapla ilgili olarak eminim hepini
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Why Study Sounds? INTRODUCTION Lang
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[s] /s/ [z] [´z] The differences i
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• Speaker-based description • A
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Summary It is through the use of la
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“ Turkish Alive Examine the follo
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Key to “It is your turn!” It is
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Turkish Consonants INTRODUCTION Why
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Unit 2 - Turkish Consonants The dif
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Unit 2 - Turkish Consonants Places
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Unit 2 - Turkish Consonants produce
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s h l tS R d Unit 2 - Turkish Conso
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The necessary condition for /n/ bec
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Summary The production of consonant
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Turkish Alive Transcribe the conson
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3TURKISH PHONOLOGY AND MORPHOLOGY (
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34 Turkish Phonology and Morphology
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It is your turn! It is your turn! 1
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38 Figure 3.4 English Vowels Turkis
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42 Summary Turkish Phonology and Mo
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44 Turkish Alive Turkish Phonology
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4TURKISH PHONOLOGY AND MORPHOLOGY (
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56 Self-test Turkish Phonology and
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Morphology: The Wordland INTRODUCTI
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When you compare the syllable and m
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Unit 5 - Morphology: The Wordland a
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white arrow. This takes us to the n
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(6) a. kitap b. kitap-l›k c. kita
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The Morpheme Marking Definite Past
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Self-test 1. Which one of the follo
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Adal›, O. (1979). Türkiye Türk
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Evidently, the morpheme /-AlA/ has
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Word-Formation Processes INTRODUCTI
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derived stem denominal nominal deve
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Page 97 and 98: Summary In this chapter we have loo
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Page 103 and 104: Grammatical Categories INTRODUCTION
Page 105 and 106: Non-Plural Functions of -lAr Unit 7
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Page 109 and 110: We know that proper nouns and prono
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Page 117 and 118: Do we always talk about facts? Past
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Page 121 and 122: -mIfl has another evidential functi
Page 123 and 124: TIME LINE X G ü n e fl d o ¤ u d
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Page 127 and 128: of appropriate adverbials: Sak›n
Page 129 and 130: Restrictions on Impersonal Passives
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Page 133 and 134: Summary 1. How many different categ
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Page 166 and 167: 160 References & Bibliography Turki
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Page 170 and 171: 164 Unit 5 Turkish Phonology and Mo
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turkish phonology and morphology (türkçe ses ve b‹ç‹mb‹lg‹s‹)

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