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The Language of Hunter-Gatherers

Edited by Tom Güldemann, Patrick McConvell, Richard A. Rhodes

The Language of Hunter-Gatherers "With its worldwide coverage, this volume serves as a report on the state of hunter-gatherer societies at the beginning of the twenty-first century, and readers in all geographical areas will find arguments of relevance here."


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The Oxford Handbook of Negation

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The Oxford Handbook of Negation "In this volume, international experts in negation provide a comprehensive overview of cross-linguistic and philosophical research in the field, as well as accounts of more recent results from experimental linguistics, psycholinguistics, and neuroscience."



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Dissertation Information


Title: The Functions of Nominalization in Turkish Discourse of History Add Dissertation
Author: Bilge Türkkan Update Dissertation
Email: click here to access email
Institution: Dokuz Eylül University, General Linguistics
Completed in: 2008
Linguistic Subfield(s): Discourse Analysis;
Subject Language(s): Turkish
Director(s): Semiramis Yagcioglu

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.