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• VCNRC061

  Participate in intercultural interactions, reflecting on choices and adjustments made when communicating in the language being studied and demonstrating awareness of the importance of shared understanding

  Elaborations

  • making appropriate language choices with awareness of social situations
  • interacting with members of communities who speak the language, describing the experience and reflecting on the most appropriate ways of interacting
  • reflecting on how own cultural etiquette and behaviour may be interpreted when interacting with speakers of the language being studied

  VCNRC061 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Communicating | Reflecting

• VCNRU068

  Understand how language use reflects cultural ideas, assumptions and perspectives, and reflect on how what is considered acceptable in communication varies across cultures

  Elaborations

  • discussing ways of communicating across cultures, the significance of cultural concepts and how social conventions are reflected in language use
  • analysing the meaning and use of proverbs, idioms and sayings

  VCNRU068 | Capabilities | Personal and Social Capability | Levels 7 and 8 | Understanding | Role of language and culture

• VCNRU116

  Compare and contrast the structure and linguistic features of different types of text, developing understanding of the relationship between context, purpose and audience, and identifying culturally specific elements

  Elaborations

  • applying knowledge of the interrelationship between context, purpose and audience to identify text type and predict the meaning of unfamiliar vocabulary and expressions
  • identifying how grammatical choices, words and images combine in a text to achieve particular intentions and effects
  • comparing target language and English versions of familiar texts such as recipes and horoscopes, commenting on similarities and differences in text structure and cultural elements
  • interpreting and explaining textual conventions when using technology and social media

  VCNRU116 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCNRU118

  Understand how the language being studied has evolved, and how it continues to change over time due to processes such as globalisation, migration, and the influence of technology and popular culture

  Elaborations

  • exploring how the language has been influenced by migration
  • examining how technology has influenced the language being studied
  • discussing how changes to the language reflect changes in some cultural practices and attitudes
  • exploring the impact of globalisation on the language, such as the increased use of English words

  VCNRU118 | Languages | Non-Roman Alphabet Languages | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCNRU033

  Understand that languages may change over time and that they influence each other, recognising words in the language being studied that are derived from other languages

  Elaborations

  • recognising that the language has a history and has developed into what is the spoken language today
  • understanding that the language being studied may be spoken elsewhere in the diaspora of speakers of that language
  • noticing that languages are fluid and ever-evolving and can be incorporated into and influence other languages beyond their own

  VCNRU033 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Understanding | Language variation and change

• VCRAC061

  Participate in intercultural interactions with peers, comparing aspects of culture, monitoring how own culture impacts on language use and how this may enhance or inhibit understanding

  Elaborations

  • experimenting with gestures and body language, and considering which will or will not be incorporated into the students' own interactions
  • noticing the use of expressions such as fillers and exclamations and deciding whether or not to adopt them in own language use
  • making language choices with awareness of how these might be interpreted by speakers of the language, for example, ways to show respect
  • recognising how others’ perceptions will influence the language used in an interaction, for example, language is often slowed for a ‘foreigner’ and people may invite them to their home or ask to correspond with them
  • reflecting on how own cultural etiquette and behaviour may be interpreted when interacting with speakers of the language, noticing own body language and modifying gestures that may not be understood
  • developing language for monitoring, describing and reflecting on using the language in intercultural experiences

  VCRAC061 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCRAU030

  Develop understanding of ways to express possession and describe qualities of people and objects, and expand vocabulary and grammatical elements related to personal and social world

  Elaborations

  • describing people and animals using pronouns and adjectives of character
  • describing places and movement using prepositions and adjectives
  • referring to objects using concrete nouns related to home, school and local environment, for example, forms of transport and items such as foods
  • describing quantity using cardinal numbers, ordinal numbers, and plural forms
  • describing actions using simple verbs
  • recognising imperatives
  • seeking information using questions
  • linking ideas using conjunctions
  • locating events in time and using days of the week and months
  • understanding the rules for simple sentence construction and the use of possessive forms
  • giving praise, gratitude and encouragement
  • comparing the rules of punctuation in the language with those used in English, for example, using capital letters and full stops for sentences

  VCRAU030 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCTRC105

  Contribute to structured discussions and shared learning experiences by asking and responding to questions, clarifying statements, demonstrating understanding, expressing agreement or disagreement and reflecting on their learning

  Elaborations

  • asking and responding to questions, expressing opinions and clarifying statements in structured discussions or debates, for example, bana göre, şöyle ki, seninle aynı fikirde değilim
  • using evaluative language to acknowledge strengths in others’ arguments or challenge views in a courteous manner, for example, İnanıyorum ki …, Görüşünü destekleyecek kanıtın var mı? Haklısın ama bence …, Seninle tamamen aynı fikirdeyim, hemfikiriz
  • using metalanguage to discuss language, culture and language-learning and to engage in peer- and self-reflection, for example, şimdi daha rahat Türkçe konuşabiliyorum, Türkçe TV programlarını daha iyi anlayabiliyorum, Evde Türkçeyi daha rahat konuşuyorum ama okulda zorlanıyorum
  • comparing their reflections on the experience of learning Turkish in school, identifying personal learning strategies and preferred learning modes, using statements such as Ben çok sık tekrar yapıyorum, Yeni öğrendiğim kelimeleri cümle içinde kullanıyorum, Ben görerek daha iyi öğreniyorum, Benim ezberim çok iyi, Benim ezberim iyi değil

  VCTRC105 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCTRC059

  Translate and interpret short texts from Turkish into English and vice versa, comparing versions and considering how to explain elements that involve cultural knowledge or understanding

  Elaborations

  • identifying language associated with cultural categories such as aile hayatı, kıyafetler or batıl inançlar encountered when translating short texts from Turkish into English, noticing when expressions require explanation as well as translation
  • paraphrasing words or expressions that require cultural knowledge of events such as bayram or personal celebrations, such as sünnet and kına gecesi, noting the dangers of literal translation, for example, çay, kahve alır mısın? instead of çay, kahve içer misin?
  • translating short excerpts of folktales, stories, songs or plays into English, demonstrating how cultural elements cannot be translated literally, for example, the opening rhymes of Bir varmış, bir yokmuş; vocabulary such as Evvel zaman içinde, kalbur saman içinde, pireler berber, develer tellâl iken ben anamın beşiğini tıngır mıngır sallar iken; or the closing ryhmes of stories such as Gökten üç elma düşmüş, biri masalı anlatana, biri dinleyene, biri de bütün iyi insanlara
  • comparing translations of fairytales such as Snow White, Little Red Riding Hood and Cinderella into Turkish, noticing challenges related to the use of tenses, such as -miş’li Geçmiş Zaman, to vocabulary equivalence and to the translation of cultural elements
  • comparing their own translations of short texts with those of their classmates, then comparing both to versions produced by digital or electronic translators, discussing reasons for variations and discrepancies
  • interpreting for a guest speaker to their class or wider school community, explaining cultural references and reflecting on their significance in terms of effective intercultural communication
  • identifying and interpreting examples of colloquialisms, slang and idioms typically used by young people, such as fırça çekmek, tuzlu, kafa ütülemek, cebi delik

  VCTRC059 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCTRC054

  Interact with peers and teachers to complete learning activities and to support their own and others’ learning, by managing debate and discussion, checking understanding and reflecting on their learning

  Elaborations

  • contributing to discussion and debate by expressing opinions, listening to alternative perspectives and responding appropriately, for example, inanıyorum ki, bana kalsa, anlıyorum ama katılmıyorum, bence, aynı fikirde değilim
  • interacting constructively at different stages of collaborative learning, for example, by asking for clarification, açıklar mısınız? Tekrar eder misiniz? Ne demek istiyorsun?, providing feedback, çok güzel, çok iyi çalıştık and reflecting on completion of the task, Bir dahaki sefere böyle yapalım, Bitti, çok rahatladık
  • managing interactions with peers in activities such as games, tasks or competitions by taking turns, adopting different roles or responsibilities and providing encouragement or feedback
  • using language of comparison, reflection and evaluation in relation to their individual or shared learning experiences, for example, Türkçe öğrenmek İngilizce öğrenmekten daha kolay. Bu sorularda çok zorlandım. Hem tekrar ederek hem yazarak öğreniyorum.

  VCTRC054 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCTRU067

  Understand how their own use of Turkish in social, school and community contexts has changed over time, discussing reasons for changes or adaptations

  Elaborations

  • identifying changes in their ways of communicating in Turkish as a result of influences such as social media, popular culture, technology and intercultural experience, for example, the use of acronyms, emoticons, ‘selfies’ in text messaging, and of abbreviations such as nbr (ne haber), tmm (tamam), slm (selam), kib (kendine iyi bak), bye (güle güle) and aeo (Allaha emanet ol)
  • reflecting on how their use of language develops as they grow older and as they communicate in different contexts, with different people, for different purposes, discussing how speaking more than one language provides additional resources for making meaning
  • monitoring their own and others’ use of new forms of language, behaviour and self-expression across different contexts such as school and social worlds, including virtual forms of communication
  • investigating changes in their use of Turkish in wider contexts, for example, as a result of increased exposure to Turkish-language media in Australia, comparing the language used in various television dramas to their own use of the language in daily life

  VCTRU067 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCTRU080

  Understand regular and irregular elements of spoken and written Turkish, and use elements such as affixation and compound patterns to produce complex phrases and elaborated texts and to participate in extended interactions

  Elaborations

  • understanding the use of lexical stress in Turkish, and the relation between morphemes and stress, where usually the left-most morpheme is the one that determines the stress, as in a range of compounds such as atlıkarınca, kadınbudu, imambayıldı, akşamüstü, güneydoğu, Fenerbahçe, and depremzede
  • experimenting with different registers and vocal and stylistic effects in creating specific emphases in different types of spoken and written texts, for example, speeches, songs, letters to the editor
  • using elision in informal interactions, for example, napcaz? gelcen mi? naber?
  • knowing when to pause and what tone to use for required effects, such as emphasis or persuasion
  • recognising ways in which written language differs from spoken language, such as being more crafted, precise, elaborated or complex, for example, the use of subordinate clauses and support details, Cumartesi günkü maçta Atatürk Kupası’nı kazanan takım, Galatasaray’ı 89’uncu dakikada Mehmet’in attığı golle 1-0 yenerek kupayı 5’inci kez evine götüren Beşiktaş oldu
  • recognising the impermanent and fluid nature of spoken language, identifying features such as interactivity and turn-taking, the use of repetition, pauses, interruptions and contractions, inverted syntax, such as ben de isterim gelmeyi and the use of non-verbal language and vocal effects
  • using challenging word combinations in written and spoken Turkish tongue twisters

  VCTRU080 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCTRU030

  Understand and use key grammatical forms and structures, such as simple verb tenses, recognising how grammatical forms and functions are represented through suffixation

  Elaborations

  • describing quantity using cardinal numbers, yüz, iki yüz, üç yüz, bin, and ordinal numbers using the -inci suffix and its variations, birinci, ikinci, üçüncü
  • understanding the function of verb moods, for example, by recognising and using questions to seek information, such as Olay ne? Nerede geçti? Neler oldu? Neden oldu? Ne zaman oldu? Kahramanlar kimdi? and imperative forms such as başla! Başlayabilirsin, Kalk! Kalkabilirsin! Çabuk gel!
  • using a range of verbs, adjectives and adverbs to describe and elaborate on action, time, places and people, for example, mavi köşkte, Kısa saçlı biriydi, Çok dikkatli yürü and Dün sabah geldi
  • using a range of simple conjunctions to link basic ideas and action, for example, -den önce, -den sonra, ile/-(y)le, ama, çünkü
  • using simple and compound sentences
  • using comparatives and superlatives such as en and daha plus çok/az in order to talk about likes, dislikes and interests
  • understanding and using -(i)r, -(u)r, -(a)r simple present tense suffixes to express habitual actions and facts, for example, Güneş doğudan doğar, batıdan batar and Dişlerimi fırçalarım, Erken yatarım, Erken kalkarım
  • recognising and using simple verb tenses with negation and affirmation suffixes to form sentences such as biliyorum/bilmiyorum, okur/okumaz, uyudu/uyumadı, geleceğim/gelmeyeceğim, gitmiş/gitmemiş
  • understanding and using common interrogative pronouns such as kim, hangi, ne, neden, kaç, Bu akşam bize saat kaçta geliyor? Doğum günü davetiyesini kim yazacak?
  • identifying exclamations and exploring the range of emotions they express and the contexts in which they are used, for example, Eyvah! Ya! Öf be!
  • understanding and using the simple past tense suffix -d(i), for example, Annem çarşıdan ekmek aldı
  • understanding and using prepositions to indicate direction, for example, ileride, ortasında, üzerinde, köşesinde, aşağıda, yukarıda, doğu, batı, kuzey, güney
  • developing metalanguage for talking about language, using terms such as isimler, fiiller, sıfatlar, zarflar, ekler- ismin halleri, zamirler
  • using honorifics, such as Yaşar Amca, Ayşe Teyze

  VCTRU030 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCTRU117

  Understand that variations in the use of spoken and written Turkish relate to roles, relationships and contexts, and consider how and why these differ from similar interactions in English

  Elaborations

  • demonstrating the use of different language styles, features and levels of formality that characterise different types of spoken and written texts, for example, futbol maçındaki tezahürat: En büyük Fener, başka büyük yok! compared to Okul karnesi: Murat ödevlerini hep zamanında tamamladı
  • identifying variations in the use of both Turkish and English according to context, purpose and intended audience, for example, considering differences in exchanges such as ‘apologies for any convenience caused’, ‘I am so sorry’; ‘sorry mate –no worries!’ and kusurumuza bakmayın lütfen, çok özür dilerim anneciğim, rica ederim, lafı mı olur!, ne olur affedin beni
  • identifying features of spoken and written language that reflect the purpose of the interaction and the nature of the relationship between the people involved, for example, tercih etmiyorum-hiç beğenmedim, bana göre değil- bana yaramaz, Daha iyi olabilirdi-Ay, çok iğrenç! Bunları niye yıkamadın oğlum? Şunu da alır mısın yavrucuğum?
  • recognising differences in the use of quotations, proverbs and idioms in different text genres or modes of delivery, for example, fıkralar, masallar, öyküler, resmi veya okul konuşmaları, mektuplar
  • analysing the use of appropriate language in different contexts and situations, for example, using rica ederim, başka bir arzunuz var mı at a shop or restaurant as opposed to başımızın üstünde yeriniz var, ne zahmeti canım!
  • recognising characteristic differences between spoken and written forms of Turkish, for example, by identifying colloquialisms and expressions used mainly in spoken conversation, for example, the non-standard abi in place of the more formal ağabey, or the use of ya at the beginning of spoken utterances

  VCTRU117 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCTRU102

  Understand the relationship between language and culture, reflecting on how language reflects personal and community experience and values, and may be differently interpreted by speakers of other languages

  Elaborations

  • discussing how values, such as politeness, affection or respect, are conveyed in Turkish, for example, by comparing interactions in their family with interactions they observe in non-Turkish speaking families, for example, the use of terms of affection, such as güzelim, hayatım, kuzum, canım, or terms of politeness, such as lütfen, rica ederim
  • understanding that people respond to intercultural experiences in different ways depending on their own cultural perspectives and recognising the validity of different perspectives and questioning notions of ‘right’ or ‘wrong’ ideas
  • identifying interaction patterns around familiar routines, such as meal times or welcoming guests, which reflect cultural values associated with family life and social relationships, for example, Afiyet olsun!, Elinize sağlık! Buyurun! Hoş geldiniz! Hoşça kal! Güle güle!
  • drawing on their own experience of using Turkish, English and other languages in different contexts to consider how language can be both empowering and disempowering and inclusive and exclusive, for example, the use of expressions such as Sen benim kim olduğumu biliyor musun?
  • noticing how choice of language when communicating with different people, such as forms of address, choice of adjectives, nouns or pronouns, reflects relationships, attitudes and values
  • experimenting with ‘reading between the lines’ of unfamiliar texts, such as an editorial, news report or advertisement, to identify cultural references, values or perspectives that reflect the intention of the text and the context in which it was produced
  • identifying changes in contemporary ways of communicating in Turkish that reflect changes in cultural and social practices, for example, Hayırlı sabahlar/günaydın, sohbet etmek/iki lafin belini kırmak

  VCTRU102 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCTRU064

  Understand and use grammatical forms and structures such as reduplication, auxiliary verbs, particles and honorific forms, using metalanguage to identify or explain forms, structures and parts of speech

  Elaborations

  • recognising and using reflexive, reciprocal, causative and passive verbal mood suffixes in simple sentences, for example, Ozan yıkandı ve sonra giyindi (reflexive), Maçtan sonra arkadaşı ile buluştu (reciprocal), Dün kuaförde saçını kestirdi (causative), Bugün işten kovuldu (passive)
  • using verb conjugation in different tenses to form new words and phrases, for example, açıkladım, açıklayacaklar, iyi açıklıyor
  • learning the conditions that apply to using familiar and formal second person singular forms -n and -n(ı)z, for example, yemeğin hazır, yemeğiniz hazır and second person pronouns, sen and siz
  • understanding and using the three types of reduplication for emphasis, for example, emphatic reduplication, kapkara, upuzun, -m reduplication, çirkin mirkin, Selma’yı Melma’yı görmedim and doubling, as in yavaş yavaş, ikişer ikişer, koşa koşa, ağlaya ağlaya
  • learning to use more complex conjunctions, such as hem... hem de, ne... ne, ki, ancak, yoksa, oysa, hatta, rağmen, yani, -e göre
  • using different types of formal and informal honorific forms, such as Bey/Hanım, Amca/Teyze, Efendi, Ağa/Hanımağa, Sayın, abi/ağabey/abla, hoca/öğretmen, bay/bayan
  • using a range of interrogative word endings and more complex interrogative pronouns, for example, Babam kahveyi yapacak mı? Sunumu beraber yapıyor muyuz? Ne kadar uzun olsun? Yaklaşık otuz santim
  • using compound and complex sentences, for example, Ayşe telefonda konuşur ve bilgisayarda oyun oynar, Ama Zeynep ne telefonda konuşmaktan ne de bilgisayarda oyun oynamaktan hoşlanır
  • recognising a wider range of idiomatic expressions and using a variety of phrases to discuss opinions
  • developing metalanguage for identifying and explaining different types of adverbs, adjectives and sentence structures relating to grammatical functions, such as predicates, subjects and objects
  • learning how to use different auxiliary verbs formed by adding verbs such as etmek, kılmak, kalmak and olmak to nouns and attaching them to single-syllable words, for example, reddetmek, affetmek, kaybolmak but yardım etmek, namaz kılmak, geç kalmak

  VCTRU064 | Languages | Turkish | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCTRU115

  Understand and use grammatical forms such as verb moods, auxiliary verbs, particles and honorific forms, and use metalanguage to identify or explain language forms, structures and conventions

  Elaborations

  • understanding and using different types of formal and informal honorific forms, such as Bey/Hanım, Amca/Teyze, Efendi, Ağa/Hanımağa, Sayın, Ağabey(Abi)/Abla, Hoca/Öğretmen, Bay/Bayan in a range of contexts
  • learning how to use different auxiliary verbs formed by adding the verbs etmek, kılmak and olmak to nouns, for example, yardım etmek, namaz kılmak, ayıp olmak and attaching them to single-syllable words, for example, reddetmek, affetmek, kaybolmak, as well as suffixes for modality such as -malı/-meli as in Neler yapmalıyız? Türkçe öğrenmeliyim, Büyüklerimizi saymalıyız ve sevmeliyiz
  • understanding verb moods, such as imperative, potential -(e)bilmek, reciprocal, causative and passive, and relevant suffixes used to create each mood, yazabilmek, koşabilmek (potential), okuyabilirim, Tayla giyindi ve süslendi (reflexive), Babası ile araba için tartıştı (reciprocal), Dün kuaförde saçını boyattı (causative), Pirinç ayıklandı ve pilav pişirildi (passive)
  • learning to use particles such as karşı, gibi, beri, dek, kadar, üzere and complex conjunctions such as hem...hem de, ne...ne, -k(i), ancak, yoksa, oysa, hatta, rağmen, yani
  • understanding and using more complex verb tenses, compound and complex sentence structures and parts of speech to describe, recount, reflect, inform and express opinions, as in İnanıyorum ki, Seninle tamamen aynı fikirdeyim
  • understanding and using the conditional marker -s(e) and/or the word eğer in compound and complex sentences to make suggestions, for example, Bence bu yöntemi izlersek daha uygun, Sen nasıl uygun görürsen öyle yapalım, Çevremizi kirletmeye devam edersek eğer gelecekte dünyamız yok olacak
  • using quotations, idiomatic expressions and proverbs, for example, Onlar, bu toprakta canlarını verdikten sonra, artık bizim evlâtlarımız olmuşlardır, Allah bir yastıkta kocatsın, darısı başına, ağaç yaşken eğilir, ayağını yorganına göre uzat
  • understanding how a range of noun, verb and adjective endings such as -daş, -lik and -cı can be used to form new words, for example, yazıcı, yoldaş, demlik
  • understanding and using the three types of reduplication for emphasis, for example, emphatic reduplication, kapkara, upuzun; -m reduplication, çirkin mirkin, Selma’yı Melma’yı görmedim; and doubling, as in yavaş yavaş, ikişer ikişer, koşa koşa, ağlaya ağlaya
  • understanding and developing metalanguage for talking about forms and functions of language, for example, by identifying and explaining different types of adverbs, adjectives and sentence structures relating to grammatical functions such as predicates, subjects and objects

  VCTRU115 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCTRU084

  Understand that Turkish and other languages and cultures continuously change over time, identifying influences such as education, changing values, new technologies and intercultural exchange

  Elaborations

  • identifying key factors in the ongoing process of change that characterises all languages and cultures, for example, teknoloji, küreselleşme, iletişim, sosyal medya ve popüler kültür, providing examples of how the Turkish language continues to grow, change and adapt in response to these influences, for example, yazıcı, fare, genel ağ, klavye, ekran
  • exploring how the use of Turkish language and the representation of Turkish culture in different media have changed over time, for example, by comparing old Turkish films and commercials in historical and traditional settings with contemporary films or news channels
  • identifying differences in interaction patterns and forms of expression and cultural representation that suggest shifts in cultural values and practices, for example, nesiller arası ilişkiler, kadın-erkek eşitliği, sınıf ayrımı
  • identifying changes to language that reflect changes in social relationships and community attitudes, for example, the use of the word eş, Müdüre Hanım to reflect women’s rights, and engelli instead of özürlü, which reflects changing attitudes towards people with disability
  • identifying how political leaders and language policies can change or promote particular values and beliefs, for example, the change of Turkish script first to Arabic during the Ottoman period under the leadership of the sultans and then to modern Turkish script under the leadership of Atatürk
  • understanding different ways of forming new words, phrases and expressions in Turkish, for example, tarayıcı, yoldaş and demlik through the use of suffixes -daş, -lik and -cı

  VCTRU084 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCTRU097

  Understand the relationship between the sounds, rhythms, stress and intonation patterns of spoken Turkish, and recognise elements of the written language, such as spelling patterns, agglutination, vowel harmony and symbols

  Elaborations

  • identifying and using the sounds and spelling of letters ı-i, o-ö, u-ü, ş, ç, ğ in spoken and written Turkish
  • recognising the use of yumuşak g (soft g) ğ only in the middle and end of words
  • recognising different stress, intonation patterns and rhythms, as in statements, questions or exclamations, and understanding how these affect meaning, for example, kapı açık kaldı, inanmıyorum, gerçekten mi, onun yalanlarına inanmıyorum, bana eposta yazdı, Türkiye’ye gittiğimde yazdı
  • recognising spelling patterns such as softening p, ç, t, k before suffixes starting with a vowel, and understanding how these affect meaning, for example, kitap-kitabı, ağaç-ağacı, kağıt-kağıdı, kapak-kapağı
  • learning about the pronunciation of long and short vowels with and without the accent and understanding how the length of the vowel and the accent can change the meaning of words, as in murâdına-Murat and hala-hâlâ, and palatalise the previous consonant, as in kar-kâr
  • applying principles of vowel harmony, sound assimilation of consonants and grammatical knowledge to spelling and writing unfamiliar words, for example, suffixes such as -cı, kapkaççı, bankacı, yolcu, oduncu, sound assimilation such as sokak+-da = sokakta, süt+-de = sütte, kebap+-cı = kebapçı, simit+-ci = simitçi

  VCTRU097 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCTRU114

  Understand and apply features of the Turkish sound and writing systems, including pronunciation and spelling patterns, to produce different types of texts and to participate in extended interactions

  Elaborations

  • recognising and applying the vowel elision rule to suffixes of multisyllabic words, understanding how this is related to the spelling and pronunciation of words, for example, oğul-oğlu, burun-burnu, beyin-beyni, göğüs- göğsü and karın-karnı
  • using homophones such as gül, yüz, dolu, yaz, kır, ekmek, Pazar, ben, aç and çay in spoken and written texts, and learning how homophones affect meaning in sentences and in familiar idioms, for example, Gülü seven dikenine katlanır, Güle güle gidin and Gülmekten kırılıyordum
  • developing understanding of and applying the principles of word stress when pronouncing unfamiliar words and phrases, for example, stressing the first syllable of each word in the sentence Atatürk, cumhuriyeti kurdu
  • developing a glossary of ICT terms and meanings, and using these in their own sentences and texts, for example, bilgisayar, fare, yükleme/indirme, ağ, e-posta, biligisayar korsanı, yazıcı and aktarma
  • varying the use of tone for emphasis during extended interactions and to contribute to the cohesion of longer spoken texts

  VCTRU114 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language