19.2379, Diss: Discourse Analysis: T ürkk an: 'The Functions of Nominalization...'

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LINGUIST List: Vol-19-2379. Wed Jul 30 2008. ISSN: 1068 - 4875.

Subject: 19.2379, Diss: Discourse Analysis: Türkkan: 'The Functions of Nominalization...'

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1)
Date: 29-Jul-2008
From: bilge türkkan < bilge.turkkan at deu.edu.tr >
Subject: The Functions of Nominalization in Turkish Discourse of History

 

	
-------------------------Message 1 ---------------------------------- 
Date: Wed, 30 Jul 2008 22:50:37
From: bilge türkkan [bilge.turkkan at deu.edu.tr]
Subject: The Functions of Nominalization in Turkish Discourse of History
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Institution: Dokuz Eylül University 
Program: General Linguistics 
Dissertation Status: Completed 
Degree Date: 2008 

Author: Bilge Türkkan

Dissertation Title: The Functions of Nominalization in Turkish Discourse of
History 

Linguistic Field(s): Discourse Analysis

Subject Language(s): Turkish (tur)


Dissertation Director(s):
Semiramis Yagcioglu

Dissertation Abstract:

Discourse of history aiming at distancing the things people do from the
things written down, omits the human participants, turns verbs into things
and replaces time by frozen setting in time in this process. The primary
linguistic resource providing this distancing is Nominalization.

Within the framework of Systemic Functional Linguistics, this study aims at
investigating whether nominalization functions as a linguistic resource in
defining the grade level expectations in history texts used in primary and
secondary schools in Turkey. There are two primary reseach questions of
this study: 'Is it possible to determine the preferred rhetorical mode
using nominalization in the history texts used in primary and secondary
schools in Turkey?' and 'Is it possible to determine the grade level
expectations of the history texts used in primary and secondary schools in
Turkey through these preferred rhetorical modes' linguistic structure and
distribution?

As a result of the analyses conducted on a sampling of history texts chosen
from textbooks used in primary and secondary schools in Turkey it is found
out that the preferred rhetorical mode in history texts can be determined
using nominalization as a linguistic resource. Analyses conducted in order
to answer the second research question lead us to posit that nominalization
can also be used as a linguistic resource in defining the grade level
expectations of the history texts used in primary and secondary schools in
Turkey. In accordance with these findings it can be argued that the history
texts used in primary schools in Turkey are primarily concerned with
providing the students with the information of content in the field of
history. They are concerned with sequence of activities, describing and
classifying people and things. On the other hand, the texts used in
secondary schools meet the grade level expectations in exposing the
students to abstract forms of argumentation through an increased use of
nominalization as a meaning-making resource. 






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