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• Turkish - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use spoken and written Turkish to interact by sharing ideas and experiences, for example, 23 Nisan Ulusal Egemenlik ve Çocuk Bayramında ben şiir okudum. Ramazan Bayramında dedem bana harçlık verdi. When interacting, they show interest and respect for...

  Level description | Languages | Turkish | F–10 Sequence | Levels 5 and 6

• VCTRU013

  Recognise parts of speech and frequently used words in familiar contexts and understand the basic rules of word order in simple sentences

  Elaborations

  • recognising the basic word order, subject–object–verb, and applying it in simple statements, imperatives and questions, for example, Ali gel. Ali okula gel. Ali okula geldi. Ali okula geldi mi?
  • describing colour (mavi), size (büyük/küçük) and shape (üçgen), and recognising that adjectives come before nouns
  • describing quantity, using cardinal numbers such as bir-yüz and ordinal numbers such as birinci, ikinci
  • using the ending -ler/-lar to express plurality, mainly with countable nouns, such as çocuklar, ördekler
  • recognising question words and anticipating likely answers, for example, Kim? Ne? Nerede? Nereye? Kimle? Ne kadar? Ne zaman? Nasıl? Hangisi?
  • expressing affirmative and negative responses, such as evet, hayır, değil, doğru, yanlış
  • learning how to use simple suffixes and subject and possessive pronouns, for example, ben/benim, sen/senin, o/onun and evim/evimiz, evin/eviniz, evi/evleri
  • building vocabulary related to familiar environments, such as anne, kitap, kedi, and using cognates, such as ev, okul, aile, hayvanlar
  • using prepositions to specify locations, for example, üstünde, altında, yanında, arkasında, önünde, arasında, sağında, solunda
  • describing actions using imperatives and simple verbs, such as otur, kalk, elini kaldır, koş, yürü, gel, git, oku, yaz
  • linking ideas using simple conjunctions, for example, ve, ile, ama

  VCTRU013 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCTRU047

  Recognise and apply grammatical features of spoken and written language, such as verbal conjugations and nominal declensions and modifications, negative and interrogative sentence structures and subject–verb agreements

  Elaborations

  • recognising and using verb conjugations for example, ‘oku-mak’: oku-r-um, oku-r-sun, oku-r oku-r-uz, oku-r-sunuz, oku-r-lar; And oku-yor-um, oku-yor-sun, oku-yor, oku-yor-uz, oku-yor-sunuz, oku-yor-lar
  • recognising and using nominal conjugations through adjective- and noun-making suffixes such as (-lı, -li, -lu, -lü) as in kar-lı, kir-li, toz-lu..; (-lik, -lık, -luk, -lük) as in yaz-lık, göz-lük…; (-cı, -ci, -cu, -cü/-çı, -çi, -çu, -çü) as in gemi-ci, kira-cı, su-cu, çiçek-çi..; (-gı, -gi, -gu, -gü) as in sar-gı, sil-gi,..; (-sız, -siz, -suz, -süz) as in ev-siz…
  • applying the rule of great vowel harmony when adding nominal case endings -(e), -(i), -d(e), -d(e)n to different nouns, such as ev-e, ev-i, ev-de, ev-den, ev-in
  • learning the correct written form of suffixes, for example, instead of using spoken/colloquial predicates such as gelcem or alcan, using the written form, geleceğim and alacaksın; instead of using geliyom, using the correct spelling geliyorum
  • using the conditional marker -s(e) and/or the word eğer in compound sentences, for example, (Eğer) yağmur yağarsa geziye gitmeyeceğiz, comparing this with conditional verb forms in English
  • using interrogative word endings in different tenses and personal prounouns, for example, Geliyor musun? Gelecek misiniz?
  • using the negative marker - m(a), as in Ramazan Bayramı’nda tüm okullar tatile girmeyecek, and the adverb for negation -değil to negate any sentences without a verb, and using appropriate suffixes as in değil-im, değil-sin – Ramazan Bayramı’nda tüm okullar tatile girmeyecek değil mi?
  • using appropriate endings for subject–verb agreements in simple and compound sentences
  • recognising different types of formal and informal honorific forms such as Efendi, Sayın, Bey/Hanım, Amca,Teyze
  • using conjunctions and comparatives to evaluate and express opinion, for example, -a göre, sence, hiç/çok uzun değil
  • recognising and using compound and some complex sentences
  • learning basıc metaphors, similes such as aslan gibi and common idiomatic expressions and proverbs, for example, Damlaya damlaya göl olur, ateş pahası, nazar değmesin
  • building metalanguage to talk about grammar, using terms such as bağlaçlar, Özne ile yüklem uyumu, -de/-da ekler, ilgi zamiri –ki, edatlar

  VCTRU047 | Languages | Turkish | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCTRU098

  Recognise and use key elements of Turkish grammar, such as word order, positions of adjectives, adverbs and postpositions and sentence structures, recognising how grammatical forms and functions are represented through agglutination

  Elaborations

  • understanding and responding to instructions by learning the subject–object–verb word order in simple and complex statements, imperatives and questions, such as Ali topu attı, Ali topu al ve at! and Ali topu Tarkan dan sonra bana atar mısın?
  • learning the conditions that apply to the use of 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 as well as different honorifics, such as Teyze/Amca, Hanım/Bey, as in Serren Teyze and Doktor Hanım
  • using a range of common interrogative word endings and pronouns, for example, Haftada kaç kez … yapıyorsun? … hakkında ne düşünüyorsun? Lütfen kendinizi bize tanıtır mısınız? Bu sayfayı mı okuyacaktık? Bunu nasıl yapacağız? Tekrar eder misiniz?
  • recognising and using a range of common compounds such as çevre kirliliği, geri dönüşüm, Türk halıları in different sentences
  • recognising common idiomatic expressions and proverbs, for example, samanlıkta iğne aramak, kulak misafiri olmak, Bir lisan, bir insan, Bir elin nesi var, iki elin sesi var
  • recognising passive voice endings in simple instructions, for example, mektuba hitap ile başlanır, elektronik mesajda kısaltmalar kullanılır
  • applying the rule of great vowel harmony when adding nominal case endings -(e), -(i), -d(e), -d(e)n to different nouns, such as ev-e, ev-i, ev-de, ev-den
  • understanding and recognising simple verb tenses, using negation and affirmation and suffixes to form simple and compound sentences, for example, biliyorum/bilmiyorum, okur/okumaz, uyudu/uyumadı, geleceğim/gelmeyeceğim, gitmiş/gitmemiş
  • recognising and using appropriate endings and sentence structures for subject–verb agreement in simple and compound sentences, for example, Taylan yemeğini yedi, Defne yemekten sonra ödevini yaptı ve uyudu
  • recognising and using verbal conjugations and nominal declensions through common noun- and adjective-forming suffixes, such as -(a)l as in san-al, -(a)y as in dene-y, -(a)k as in sol-ak and kur-ak, -(c)a as in çocuk-ça, binler-ce, İngiliz-ce, güzel-ce, -(d)aş / (d)eş as in kar-deş, -(h)ane as in hasta-hane -(ç)ı as in kebapçı, simitçi, eskici
  • using a range of adjectives, adverbs and postpositions to describe actions, places and people, for example, mavi köşkte, Kısa saçlı biriydi, Çok dikkatli yürü, Dün sabah geldi, learning the correct written form of suffixes, for example, using the written form geleceğim and alacaksın instead of the spoken and colloquial use of predicates gelcem, alcan; using the correct spelling geliyorum instead of geliyom
  • building metalanguage to talk about grammar, using terms such as bağlaçlar, özne ve yüklem uyumu, -de/-da ekler, ilgi zamiri -ki, edatlar
  • understanding and using the conditional marker -s(e) and/or the word eğer in compound sentences, for example, Eğer kitap okursan hayal gücün gelişir

  VCTRU098 | Languages | Turkish | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• Turkish - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students interact in written and spoken Turkish to exchange and compare views and experiences on personal, local and global issues, for example, liseyi bitirince Türkiye’de üniversiteye gitmek istiyorum, okulu bitirdikten sonra seyahat etmek istiyorum. They us...

  Level description | Languages | Turkish | 7–10 Sequence | Levels 9 and 10

• Turkish - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students interact with the teacher and peers to share information about themselves and to exchange greetings, for example, Merhaba! Günaydın! Tünaydın! İyi günler! İyi akşamlar! İyi geceler! Hoşça kal! Güle güle! Hoş geldiniz! Hoş bulduk! They d...

  Level description | Languages | Turkish | F–10 Sequence | Foundation to Level 2

• Turkish - F–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use spoken and written Turkish to initiate and sustain social interactions and to reflect on their experiences. They exchange ideas on topics such as Türkiye’ye ilk ziyaret, Avustralya’ya ilk geliş and offer and justify opinions, for example, Sana kat...

  Level description | Languages | Turkish | F–10 Sequence | Levels 7 and 8

• Turkish - 7–10 Sequence: Levels 7 and 8 description

  Students recognise and use key elements of Turkish grammar, such as word order, positions of adjectives, adverbs and postpositions, and recognise how grammatical forms and functions are represented through agglutination. They apply the principles of vowel harmony, for example, when adding nominal...

  Level description | Languages | Turkish | 7–10 Sequence

• 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

• Turkish - F–10 Sequence: Foundation to Level 2 description

  Students' familiarity with the spoken form of Turkish supports their introduction to the written form of the language. They become familiar with the Turkish alphabet and writing conventions, and are introduced to the sound–letter correspondence of the 21 consonants and eight vowels that...

  Level description | Languages | Turkish | F–10 Sequence

• Turkish - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use spoken and written Turkish to initiate, sustain and extend interactions with peers, teachers and others in a range of contexts and for a range of purposes. They exchange ideas, opinions and aspirations, for example, Türkçe öğretmeni olmak istiyorum.

  Level description | Languages | Turkish | F–10 Sequence | Levels 9 and 10

• Turkish - F–10 Sequence: Levels 9 and 10 description

  Students extend their grammatical knowledge to a range of forms and functions that give them control of more complex elements of text construction and word formation. They analyse functions of affixation through the identification of adverbial, adjectival and noun phrases, for example, by recognising...

  Level description | Languages | Turkish | F–10 Sequence

• Turkish - F–10 Sequence: Levels 3 and 4 achievement standards

  By the end of Level 4, students interact with the teacher and peers to exchange information about themselves and others, everyday routines and events at school and in their local Turkish and multilingual communities. They ask and respond to questions to elicit information about each other, for example,

  Level description | Languages | Turkish | F–10 Sequence | Levels 3 and 4

• 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

• VCTRC004

  Locate key phrases and points of information in simple texts such as messages, announcements, charts, lists or illustrated reference materials, and use the information to complete guided oral and written tasks

  Elaborations

  • demonstrating comprehension of individual words, phrases and sentences in simple spoken, written and digital texts, for example, by labelling, drawing, miming or onscreen pointing, clicking or dragging
  • locating specific details about places, events or objects featured in picture books, charts or posters, for example, by responding to questions such as, Masaldaki kişiler kimler? Nerede yaşıyorlar? Neyi kutluyorlar? Bu masal bize ne anlatmak istiyor?
  • matching items from picture dictionaries or word lists to vocabulary sets associated with particular categories, such as people, animals or food groups, for example, meyveler, sebzeler, evcil hayvanlar, çiftlik hayvanları, vahşi hayvanlar
  • collecting information from texts such as charts, calendars, posters, timetables or tuckshop menus to create their own resources, such as lists of favourite lessons, colours, animals or food
  • listening to spoken texts such as class and school announcements or recorded phone messages, identifying key words and facts, such as names, places, numbers or times

  VCTRC004 | Languages | Turkish | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCTRU063

  Recognise and use appropriate features of Turkish sound and writing systems to produce texts that include specialised and less familiar language

  Elaborations

  • recognising the vowel elision rule in two-syllable words and how this is related to suffixes, for example, burun-burnu, beyin-beyni, göğüs- göğsü, karın-karnı and oğul-oğlu
  • understanding sound assimilation in spoken Turkish which does not exist in the written form, for example, the written word onbaşı is pronounced ombaşı, herkes is pronounced herkez and eczane is pronounced ezzane
  • learning pronunciation of vowels and consonant clusters in loan words, for example, the stress and pronunciation of vowels in mükemmel and consonant clusters tr- in tren,-ks- in faksla and sp- in spor, pl- in plaj
  • identifying the different use of homophones in Turkish, learning how these affect meaning in sentences, for example, gül, yüz, dolu, ben, aç and çay
  • experimenting with rhythm and tempo in recitation of poems and ballads, developing understanding of the function of stress and applying it to unfamiliar words and phrases in more complex sentences and texts
  • developing a glossary of ICT terms and using the terms in their own texts, for example, bilgisayar, fare, yükleme/indirme, ağ, e-posta, biligisayar korsanı, yazıcı and aktarma, sanal alem

  VCTRU063 | 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

• VCTRU081

  Analyse how grammatical elements, such as rules of agglutination and cohesive devices, impact on more complex elements of text construction and word formation, such as mood, register and tense variation

  Elaborations

  • analysing functions of affixation through the identification of adverbial, adjectival and noun phrases in Turkish idioms and proverbs
  • using compounds in different cases, for example, cep telefonları, Türkiye Cumhuriyeti’ni, Ağrı Dağı’na, Osmanlı İmparatorluğu’nun
  • learning about nominalisation to form complex words such as iş deneyimleri in a range of sentence structures
  • identifying how adverbs/determiners are used for describing people, places and objects in texts, for example, Çamaşırlar kar gibi beyaz oldu, turp gibi bir çocuk, Çocuk gibi ağladı, Buz gibi su içtim, İnci gibi dişleri var, saray gibi bir ev, pamuk gibi bulutlar
  • analysing how some adverbs derived from verbs and adverbial phrases can modify time and manner of action, for example, the adverb /-arak indicates whether the action expressed by another verb is taking place at the same time or before the action it denotes, for example, Koşarak geldi, gülerek gitti; adding the suffix –ce/-ca to the adjective as in dikkatlice and hızlıca
  • distinguishing the two different uses of de/-de as a suffix and as a conjunction, noting the impact on meaning if they are used inaccurately, for example, Araba da ev de İstanbul’da kaldı and Arabada ve evde sigara içmek yasaktır have totally different meanings
  • explaining different uses of the suffix -ki as a relative pronoun in relative clauses, such as Yunus’unkinden, benimki; as a locative suffix, yanımdaki and evdeki, for idiomatic use as in halbuki, mademki, oysaki; and as a conjunction meaning ‘who’, ‘which’ and ‘that’ as in görüyorum ki, biliyorum ki, tabii ki
  • analysing the use of optative endings -(y)eyim, -(y)elim, -(y)in and -sin in first person, for example, alayım, alalım, alın and alsın in different tenses and in sentences to express a request
  • distinguishing between the use of the simple past perfect -di, as in, geldi, gitti and the evidential past perfect tense -miş, as in gelmiş and gitmiş and uyuyormuş
  • comparing the use of the progressive form -(i)yor and the simple present -(i)r and past tense -d(i) of verbs that describe actions
  • understanding when to use formal and informal registers ın dıfferent contexts
  • using a range of complex and complex-compound sentences in different tenses, for example, Ali eşyalarını toplayıp, odasını temizledikten sonra yola çıktı, Ali yola çıkmadan önce eşalarını topladı ve odasını temizledi
  • analysing how a range of noun, verb and adjective endings, such as -daş, -lik and –cı,-li can be used to form new words, for example, tarayıcı, yoldaş, demlik, kirli

  VCTRU081 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCTRC021

  Locate and organise information in spoken, written and visual texts relating to personal, social and natural worlds

  Elaborations

  • obtaining information from each other and their teacher about likes, dislikes and interests, for example, en sevdiğin hayvanlar, spor, ya da oyun, and presenting findings in formats such as individual/group profiles, charts or graphs
  • recognising key phrases and sentences when viewing/listening to simple community texts such as sports programs or announcements, for example, Gösteri saat 7’de başlayacak, Kapılar bir saat sonar açılacak, Kapıda lütfen biletlerinizi gösterin, spor, takım, sporcular, oyunun kuralları
  • collating information about aspects of Turkey or Australia from texts such as magazines, brochures or maps, for example, Türkiye ve Avustralya’nın haritadaki konumu, bölgeleri, başlıca illeri, iklimi, gölleri, nehirleri ve dağları
  • collecting information from texts such as advertisements, catalogues or menus about products, ranges and prices to create a shared wish list of purchases or future excursions
  • locating information about children’s social activities in different Turkish-speaking regions of the world, drawing comparisons with typically Australian activities and things they do in their own local community context

  VCTRC021 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCTRU083

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

  Elaborations

  • identifying protocols associated with the use of language, body language and gestures when using Turkish which are different to those used by people from other language backgrounds, for example, kissing hands, avoiding crossing legs or putting hands in pockets when in the company of elders
  • tracking variations in language use among different community or social groups, identifying how they reflect cultural values, hierarchies or relationships, for example, language used between members of sporting or interest groups
  • discussing the use of Avustralya Türkçesi among people in different contexts, for example, the use of words such as ‘yep’, ‘mate’, shoplar, ‘you know’ within sentences in Turkish, for example, at local events such as festivallerdeki duyurular, satıcıların dili, camide imamın konuşması
  • comparing style, register and grammatical choices adopted in spoken, written or digital versions of an interaction such as a greeting, announcement or apology, for example, özür dilerim/affınıza sığınırım, naber(nbr)/nasılsın
  • understanding why older Turkish speakers and government officials are more likely to use loan words from Persian and Arabic compared to younger generations in social contexts, for example, the use of teferruat instead of ayrıntı, or tercüme instead of çeviri, müracaat for başvuru

  VCTRU083 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change