Tag: Learn Turkish

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  • Do – Yap

    Do – Yap

    Geniş Zaman

    ben yaparım

    sen yaparsın

    o yapar

    biz yaparız

    siz yaparsınız

    onlar yaparlar

  • Go – Git

    Go – Git

    Geniş Zaman

    ben giderim

    sen gidersin

    o gider

    biz gideriz

    siz gidersiniz

    onlar giderler

  • The Güzel but Zor Turkish Language

    The Güzel but Zor Turkish Language

    Editor’s Note: Happy to post the following travelogue from our well-traveled Senior Lutheran Correspondent Jon Pahl, whose book Empires of Sacrifice: The Religious Origins of American Violence, recently published by NYU Press, was the subject of discussion and an interview on our blog.

    Over the past several months Jon has been spanning the globe from Indonesia to Turkey, perhaps still licking his wounds from the suffering I administered to him on the basketball courts of Valparaiso, Indiana back in the early 90s. He sends along the following reflections on his experiences in Istanbul. This is a little bit off the usual topics for our blog, but consider this some lazy summer blog reading, like a Calvin Trillin essay in the New Yorker.

    by Jon Pahl, in Istanbul

    SAM 1511

    In 1880, Mark Twain published an essay destined to be famous. “The Awful German Language,” in A Tramp Abroad, lampooned the difficulty Twain experienced learning German. It is very funny. I remember laughing out loud to the point of tears the first time I read it, at Regenstein Library of The University of Chicago.

    Twain’s essay comes to mind because I have been living in Istanbul for two weeks trying to learn some Turkish. In Turkish, as in German, verbs come at the end of sentences, and word order is generally reversed from English. This makes Turkish difficult (zor). But the language is also beautiful (güzel). Twain hit more than a few ethnocentric notes in his piece, and it clearly reflects, in retrospect, the stereotype that eventually became “the ugly American.” The essay’s humor mutes its xenophobia, but “The Awful German Language” also reveals a moment in time when America’s empire began to swing into power.

    My own take on Turkish, as a twenty-first century American, is quite different from Twain’s take on German in the nineteenth century—and not only because I lack his satirical gifts. I am studying the language as I begin research for an English language biography of the influential but controversial Turkish imam Fethullah Gülen. My experience of the language invariably is filtered through my reading of Gülen’s Sufi-inspired thought.

    Contemporary Turkish is a modern creation. It emerged along with the Republic in the early twentieth-century, and it was a cornerstone in Ataturk’s attempt to unify (and imagine) a new nation as the Ottoman Empire crumbled. I have argued elsewhere (in a review of Orhan Pamuk’s The Museum of Innocence—see that Turkey’s post-imperial reality offers many lessons for Americans. Some of the most profound of the things we might learn from Turkey may be revealed in the structure and harmonies of the language. I make no claim that these structures are unique to Turkish, but they can help me articulate six insights I have noted in the course of living here in Istanbul for a brief stretch.

    First, in Turkish, relationships trump subjective assertions. Subjects and objects are juxtaposed in most sentences. This makes the relationship between subject and object primary, and the action of an individual secondary. The subject of a sentence, such as “I,” is often dropped completely and embedded within a verb. For instance, take the verb sevmek, “to love.” To say “I love you” one can say “Ben seni seviyorum” (literally, “I you love”). But more frequently one would hear simply: “Seni Seviyorum.” Here, the “I” doing the loving is not the primary thing; the “I” is embedded within the love (as the ending, “um.”) Despite Atatürk’s attempt to extinguish Sufism in Turkey, I am willing to wager that this linguistic structure reveals the deep influence of Sufi Islam—historically important across Turkey. For Sufis, the ego is illusion. There is no “you and me,” but there are moments in time marked by relationships, and, ideally, by love.

    Secondly, there is a poetic rhythm to Turkish that reflects what I have taken to calling “oral mimesis,” and in which I find a sign of the famous Turkish hospitality that I have experienced on all four of my visits here. The most evident form of this feature of Turkish is called “vowel harmony.” Endings to adjectives and verbs that convey the nature of a relationship (like that “um” in seviyor) vary depending upon the last vowel in a word. Thus, to add an “I” to a transitive verb might mean adding um, im (eem), üm (yewm), or ım (uhm), depending on the last verb preceding the ending. I’m barely beginning to figure this out after two weeks of study, but what it produces is a rhyming quality to the language that means sounds mirror each other. Thus, for example, the adjective “güzel” takes “i” (pronounced like the long English “-e”) for its endings. This means that if I wanted to say “You are beautiful” (something I’ve often thought here in Istanbul!) I might say: “Sen güzelsin” (phonetically—“sen gew-sel-seen”). I think that has a very nice ring to it. Such oral (and aural) mimesis is common throughout the language, in manifold everyday exchanges and encounters. It’s like a smile returning a smile, linguistically, and builds into ordinary language a verbal form of hospitality.

    Thirdly, assigning of gender is not primary in Turkish. Unlike in German, nouns don’t take genders, and the third person singular pronoun “o” can mean either “he, she, or it.” I know that for some Turkish feminists there is a sense that masculine is the default gender. For instance, Mustafa Kemal is honored with the name “Atatürk” (“Father of the Turks”). There is not, so far as I know, a similar equivalent for women (the “Mother of the Turks?”) But in the structure of the language, identity is grounded in something other than in gender. This lack of gender differentiation was clearly part of Atatürk’s modernization project—which might explain in part why issues such as veiling continue to be so contested in contemporary Turkish society, as Pamuk’s novel Snow vividly explores. One of my American Muslim students explained to me that she wore the hijab because “I want people to see me as a Muslim before they see me as a woman.” But in Turkey, wearing the veil has actually become an assertion of gender differentiation—and hence, a counter-cultural statement. The language, at least as I understand it so far, however, implies structural equality.

    Fourthly, Turkish operates by what one of my teachers (a Ukrainian named Tarkan) called “mathematical logic,” but in which I see a military precision that produces a guarded (if not conspiratorial) mentalité that competes with the hospitality I alluded to earlier. My brain hurts after three hours of Turkish class, not only because I have little skill at mathematics, but also because the calculus is so complex that my efforts to intuit “the answers” are frustrated by the intensity of the process. Such intensity, and a less-than-transparent set of rules to govern it, marks one of the challenges contemporary Turkey faces in its efforts to “democratize.” The military is often described as the “guardian” of modern Turkey. Some people here are worried about how religion (notoriously NOT mathematically precise) might undermine this custodial responsibility. Whether a balance can be struck between the poetic intuitions and revelations of, say, The Holy Qur’an, and the guarded, militarily precise structures that are embedded in modern Turkish may hold the key to the most hotly debated questions in the country today. The optimistic answer is that the debates are underway. But recent imprisonments of military leaders and journalists, and recurrent brutal (and covert) military coups over the course of the twentieth-century, suggest that a balance between poetic trust and military security will not be easy to achieve. If, however, Turkey effectively forges a new Constitution (as is proposed under the current government), and if a way is found to welcome Turkey into the European Union as its first majority Muslim nation, then the case for Turkey as a model for the kind of societies that might emerge from “the Muslim Spring” will surely be strengthened.

    Fifth, as the tension between hospitable and conspiratorial mentalities might suggest, Turkish seems to me to embrace opposites in often paradoxical ways. As someone who has written a book with the word paradox in its title (Paradox Lost), I might rightly be accused on this point of reading something into the language that’s not there. But I don’t think this is merely a projection. In a review session with another one of our beloved teachers, named Musa, we spent nearly an hour tracing the various opposites we had learned together over two weeks: burada-şurada, “here-there;” sıcak-soğuk, “hot-cold;” sol-sağ, “left-right,” and so forth.

    As it happens, in my spare time I’m reading a novel by the Turkish feminist author Elif Shafak. The book is entitled The Forty Rules of Love: A Novel of Rumi. It’s a fabulous read. The evening after our review of opposites in the classroom, I came across the following passage, which Shafak places in the mouth of Rumi, the 13th century Sufi: “’God created suffering so that joy might appear through its opposite,’ Rumi said. ‘Things become manifest through opposites. Since God has no opposite, He remains hidden.’” Here, the “natural” human tendency to frame opposites (joy-suffering, friend-enemy, Christian-Muslim) gives way to a Turkish Sufi tendency to transcend them.

    For one last way to clarify this point, consider the poem Bedava, by the early twentieth-century Istanbul poet Orhan Veli. I was taught the poem by a group of Polish students who were studying with me (our class is a veritable United Nations—with students from Italy, Spain, Nigeria, Kenya, Cameroon, Syria, Singapore, Serbia, and Poland—among others). Everyone I’ve asked in Istanbul knows Bedava, including the cleaning ladies in my hotel. I’ll include the Turkish first, then offer a translation:

    Bedava yaşıyoruz, bedava;

    Hava bedava, bulut bedava;
    Dere tepe bedava;
    Yağmur çamur bedava;
    Otomobillerin dışı,
    Sinamaların kapısı,
    Camekânlar bedava;
    Peynir ekmek değil ama
    Acı su bedava;
    Kelle fiyatına hürriyet,
    Esirlik bedava;
    Bedava yaşıyoruz, bedava.

    For free we live, for free;
    The air is for free, the clouds are for free;
    Valleys and hills for free;
    The rain, the mud, for free;
    The outside of cars,
    The doors of the cinemas
    The shop windows for free;
    Bread and butter aren’t free but still water is for free;
    Freedom can cost your head,
    Imprisoned for free;
    For free we live, for free.

    The lines just before the end are the paradoxical kicker. What seems to be a nice, romantic ode to the cliché that “the best things in life are free” in fact embraces a somber warning. Freedom might cost us our “heads.” We could be imprisoned, “for free.” The affirmations of the opening lines gradually give way, as modern consumerism and (implicitly) the State takeover, to a fatalistic prospect that is only redeemed with hope in the last line.

    Bedava, then, does not simply mean “freedom” in a political sense (the Turkish word for that is Hürriyet). And, in the context of the poem, I am tempted to translate Bedava as something like “bound free,” “captive free,” or a similar paradox. It is this conjunction of hope and fatalism that I find intriguing and promising both in the structure of the language, and in Turkish culture.

    Finally, then, what I have learned so far is that Turkey might be a budding model of the post-modern reconciliation of secularity and religion. It is too simple to call this simply “Sufism;” Turkey’s economic growth of 11% in the last quarter depended on some quite secular practices. Yet the practices of hizmet (service) among those inspired by Fethullah Gülen bridge secular and sacred modes of life. For example, Turks inspired by Gülen have built schools in more than eighty countries, including in some of the poorest places on earth. These schools follow the secular curricula of their host countries and embrace both scientific education and interreligious dialogue (I have visited such schools in Africa, Europe, Asia, and North America). What we’re dealing with here is Greg Mortensen’s Thirty Cups of Tea without the administrative incompetence (and without the publisher’s marketing budget). Such a capacity to juxtapose secularity and spirituality—perhaps woven into the very fabric of contemporary Turkish language and culture—is an important if not vital lesson for Americans, and probably for many others around the world.

    One last set of experiences might clarify the possibilities. Not far from the hotel where I am staying in the borough of Şişli is the local shopping mall—Istanbul Cevahir. Naturally, given my earlier work on malls as modern “sacred places,” I had to visit. When I did, I found what I expected: a fountain out front; trees, a bright skylight, and neon inside; and a six-story labyrinthine design with two levels of food courts that quickly got me lost. My disorientation triggered the desire to acquire that malls exist to inspire wherever they are built. I spent way more than I expected in the bookstore.

    And yet, barely a block away from the Cevahir is the Şişli Cami (mosque). It’s a lovely, serene place—in stark contrast to the mall. When I attended early afternoon prayer last Sunday (since my plans to attend a local church fell through), well over a hundred brothers participated. As is customary, we washed at the ablution fountain just outside the mosque, and removed our shoes to go inside. After the prayer ended, I walked out into the mosque courtyard where as I wandered about I noticed a casket shrouded in black cloth laying on a table under a canopy. I had stumbled onto a funeral. Gradually men gathered in lines under the canopy; women stood behind. We were still; silent in respect for one who had died. After a few minutes, and a few prayers, people began to drift away, and I joined them.

    The coexistence of these two places—of bumptious commerce that invites unlimited desire and quiet prayer that acknowledges the limit of death—signals a juxtaposition of the secular and sacred that all humans struggle to negotiate. How these two places co-exist in Istanbul became somewhat clearer to me one day last week. After our three hour morning class, with my brain still throbbing, I set out for Ayasofya (Hagia Sophia). As I walked through the massive gates, onto the ancient stone floors, under the stunning dome, I imagined the prayers of my ancestors in the Christian faith rising like incense for well over a millennium in this very spot.

    Then, that night I attended a concert at Istanbul Open Air Theater. This performance space is built like a Roman amphitheater into the side of a hill, with a lovely view over the Bosphorus. It was a beautiful night with almost a full moon. The concert was sold out, and I couldn’t afford tickets anyway, so I stood on a terrace with a great view overlooking the theater, for free. I could hear fine. I was joined by the four Polish students from my class, and there we met a fascinating architect and Istanbul resident who described himself as a pagan Communist Muslim environmentalist.

    The evening’s concert—part of the 2011 Istanbul Jazz Festival–culminated in a 90 minute set by Natalie Cole, who sang one of my favorite songs: “This Will Be.” By then, I was in the theater—having walked in, for free, and under the guidance of my new friend, to a seat about 20 rows from the front. I sang along with Natalie Cole, as did many of the three thousand who were in attendance, perhaps in a language they understood no more than I understand Turkish: “This will be, an everlasting love. . . .” It was, in the words of another song Cole performed, unforgettable.

    Somehow, between the mall and the mosque and Ayasofya and “This Will Be” in a Roman-like amphitheater in the ancient city of Istanbul, it all seemed to come together. Maybe it was just the nearly full moon, and the great music, and the beer a friendly vendor sold to us while standing on the terrace. But I couldn’t help but think that somehow in this fascinating conjunction of experiences lay the possibilities for much of the rest of the world, even as I continue to struggle to learn the güzel, but zor, Turkish language.

    Posted by Paul Harvey

    http://usreligion.blogspot.com/2011/07/guzel-but-zor-turkish-language.html

  • Turkish Lesson 31

    Turkish Lesson 31

    Lesson 31

    -li and –siz suffixes

    Şekersiz çay içerim.

    Adnan: Merhaba Sinan, hoşgeldin. Ne içmek istersin?.

    Sinan: Merhaba Adnan, ben bir şekersiz çay alayım.

    Adnan: Şekersiz çay, anladım. Hemen getiriyorum. Sen ne içmek istersin Ceyda?

    Ceyda: Ben de sütlü bir kahve alayım, teşekkürler.

    -li and –siz suffixes

    1. –li means with

    – siz means without

    Elmalı pastayı çek severim. ( I like apple pie very much.)

    Sevgisiz bir hayat istemiyorum. ( I don’t want a life without love.)

    Klimalı ofisler çok pahalı. (Offices with air conditioner are very expensive.)

    Çok şekerli tatlılardan uzak durunuz. (Please stay away from sweets with a lot of sugar.)

    Deniz manzaralı bir oda istiyorum. (I want a room with a sea view.)

    Çocuksuz okul olur mu? (Can there be a school without children?)

    Onsuz bir hayat düşünemiyorum. (I can’t think of a life without her/him.)

    Ceketsiz evden sakın dışarı çıkma. (Do not leave the house without a jacket.)

    Simitsiz çay içmem. (I don’t drink tea without simit.)

    More examples: yağsız peynir, sütsüz kahve, aşksız yuva, sosissiz omlet, reklamsız film.

    tokalı ayakkabı, danalı inek, üzümlü kek, çok kazançlı iş, iyi kalpli kız

    2. –li is also used to form nationalities. Simply add –li at the end of the country name.

    İsveç (Sweden)                 İsveçli (Swedish)

    İrlanda (Ireland)                               İrlandalı (Irish)

    Avusturya (Austria)         Avusturyalı (Austrian)

    Avusturalya (Australia)  Avusturalyalı (Australian)

    Kore (Korea)                      Koreli (Korean)

    Belçika (Belgium)             Belçikalı (Belgian)

    Brezilya (Brazil)                 Brezilyalı (Brazilian)

    İsrail (Israel)                       İsrailli (Israeli)

    Not all nationalities are formed using –li. Here are some exceptions.

    İskoçya                 İskoç

    Arnavutluk          Arnavut

    Bulgaristan          Bulgar

    Fransa                   Fransız

    Almanya              Alman

    Japonya               Japon

    İtalya                     İtalyan

    Yunanistan          Yunan

    Rusya                    Rus

    İspanya                                İspanyol

    3. –li can be sued after city names to tell about where the person is from.

    İzmirli                    a person from İzmir

    Parisli                    a person from Paris

    Ankaralı                a person from Ankara

     

  • Turkish Lesson 30

    Turkish Lesson 30

    Lesson 30

    Türkçe Öğrenmek İstiyorum

    Türkçe kursunda Sharon ve Keigan beraber otururlar. Öğretmen sınıfa gelmeden önce sohbet etmeye başlarlar.

    Sharon: Keigan, sen neden Türkçe öğrenmek istiyorsun?

    Keigan: Ben Türkçe öğrenmek istiyorum çünkü; ben ve eşim bu yaz Türkiye’ye taşınmak istiyoruz. Orada güzel bir yazlık alacağız.

    Sharon: Çok güzel bir haber bu. Peki nerede yazlık alacaksnız?

    Keigan: Henüz karar vermedik. Eşim İzmir ya da Kuşadası diyor. Bense Antalya’da ev almak istiyorum. Ben Akdeniz’e hayranım. Eşim ise Ege Denizi’ni seviyor.

    Sharon: Umarım yakında karar verirsiniz. Ben de Akdenizi’i çok seviyorum.

    Keigan: Peki Sharon sen neden Türkçe öğrenmek istiyorsun?

    Sharon: Ben Türkçe öğrenmek istiyorum çünkü; ben Türkleri ve Türkiye’yi çok seviyorum. Benim anneannem Türk. Artık anneannem ile sohbet etmek istiyorum. O çok yaşlı bir kadın. O yüzden İngilizce öğrenemez.

    Keigan: Anladım.

     

    yapmak istiyorum = want to do

    Ben koşmak istiyorum.                       Biz koşmak istiyoruz.

    Sen koşmak istiyorsun.                        Siz koşmak istiyorsunuz.

    O koşmak istiyor.                                Onlar koşmak istiyorlar.

     

    Örnekler:

    Ben bugün yüzmek istiyorum. (I want to swim today)

    Ayşe kendine bir elbise almak istiyor. (Ayşe wants to buy a dress for herself)

    Annem beni yarın görmek istiyor. (My mother wants to see me tomorrow)

    Biz biftek yemek istiyoruz. (We want to eat steak)

    Ben bu yaz tatilinde İsviçre’ye gitmek istiyorum. (I want to go to Switzerland this summer holiday)

    Okul müdürü babamla görüşmek istiyor. (The head teacher want to talk to my father)

     

    Negative form:

    yapmak istemiyorum = don’t want to do

    Ben Ahmet ile konuşmak istemiyorum.                     Biz Ahmet ile konuşmak istemiyoruz.

    Sen Ahmet ile konuşmak istemiyorsun.                      Siz Ahmet ile konuşmak istemiyorsunuz.

    Çağla Ahmet ile konuşmak istemiyor.                        Çağla ve İlker Ahmet ile konuşmak istemiyor.

    Örnekler:

    Kardeşim Fransızca öğrenmek istemiyor. (My brother doesn’t want to learn French)

    Fatmagül işinde başarılı olmak istemiyor. (Fatmagül doesn’t want to be succesful at work)

    Ben artık bu yemekleri yemek istemiyorum. (I don’t want to eat these meals anymore)

    Onlar o filmi görmek istemiyorlar. (They don’t want to see that film)

    Kevin Mersin’e trenle gitmek istemiyor. (Kevin doesn’t want to go to Mersin by train)

    Sinem artık ailesine yalan söylemek istemiyor. (Sinem doesn’t want to lie to her family anymore)

     

  • Turkish Lesson 29

    Turkish Lesson 29

    Lesson 29:

    Revision of Gelecek Zaman

    A-   Make sentences by putting them in the correct order and adding the right suffixes. (Make sure the tense is the future tense)

    Clue: In order for you identify the verb, – used after the verbs.

    1-    Sen / gel- / bu yaz / Ankara’ya

    2-    Alican / nerede/ otur-?

    3-    Saat kaçta / başla- / film?

    4-    Londra maratonunda / Madonna / koş- / on mil.

    5-    Ne zaman/ bu evler/ boya-?

    6-    Yeni yılda / git- / bara / biz.

    7-    Oy kullan- / İngilizler / yerel seçimlerde.

    8-    Her acı/ bite-/ bir gün.

    9-    Eninde sonunda / ehliyet sınavını/ geç- / Alison.

    10-   Sinem ve ablası / burada / çalış- / bizimle.

     

    B-   Read the dialogue and answer the questions.

    Sharon: Merhaba Taylor. Seni görmek ne güzel.  Şurada bir çay içip, sohbet edelim mi?

    Taylor:   Çok iyi bir fikir. Anlat bakalım, yarın ne yapacaksın?

    Sharon: Yarın annemle birlikte alışverişe gideceğiz. Cumartesi günü kız kardeşimin doğum günü. Ona güzel bir hediye alacağız, pasta alacağız. Sonra da ben erkek arkadaşımla sinemaya gideceğim.

    Taylor: Sinemaya mı? Hangi filmi izleyeceksiniz? Ben de çoktandır sinemaya gitmedim.

    Sharon: Ejderha dövmeli kız’ı izleyeceğiz. Başrollerde Michael Nyqvist ve Noomi Rapace oynuyor. Korku filmi galiba.

    Taylor: Evet duydum o filmi. Haftasonu bende izleyeceğim. Ama yanlız olacağım maalesef.

    Sharon: Umarım güzel bir filmdir de gittiğimize değer. Peki sen yarın ne yapacaksın?

    Taylor: Ben ilk olarak evi temizleyeceğim, sonra da boğazda arkadaşlarımla buluşacağım. Akşam da amcamlara yemeğe gideceğim. Bütün aile orada toplanacak. Anlayacağın bayağı yoğun bir gün olacak.

    Sharon: Evet çok yoğun olacaksın. Neyse ben artık gideyim. Çay için çok teşekkür ederim.

    Taylor: Rica ederim. Kız kardeşinin doğum günü kutlu olsun.

    1-    Sharon Taylor’ı çay içmeye davet ediyor mu?

    2-    Sharon yarın ne yapacak?

    3-    Cumartesi günü kimin doğum günü var?

    4-    Sharon alışverişe kiminle gidecek?

    5-    Sharon ve Taylor sinemaya beraber mi gidecek?

    6-    Taylor sinemaya hangi gün gidecek?

    7-    Hangi filmi izleyecek?

    8-    Filmin oyuncuları kim?

    9-    Taylor yarın ne yapacak?

    10-  Taylor’ın ailesi nerede toplanacak?

    ang=EN-US style=’font-size:12.0pt;line-height:115%’>ex; Müdür Bey saat 3’te gelecek. (The manager will come at 3 o’clock)

     

    Ben öğleden sonra seni arayacağım. ( I will phone you in the afternoon)

    Kızım ödevlerini haftasonu yapacak. (My daughter will do her homework at the weekend)