English verbs that are both treansitive and intransitive and their Tukish equ...Our Sad Loss, 1930-2018
Some English verbs are both transitive and intransitive in English, which causes difficulty in teaching and learning them as a second language. I think this document will be helpful.
English verbs that are both treansitive and intransitive and their Tukish equ...Our Sad Loss, 1930-2018
Some English verbs are both transitive and intransitive in English, which causes difficulty in teaching and learning them as a second language. I think this document will be helpful.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. INFINITIVES or GERUNDS
2
TURKISH INFINITIVES and ENGLISH INFINITIVES or GERUNDS
Before we begin with the English and Turkish grammars, it may be useful to
start with the Turkish infinitives, and either English infinitives or gerunds.
In Turkish, there are only infinitives that are formed of a verb and various
noun-producing allomorphs attached to a verb, such as:
verb-[mek, mak]
verb-[me, ma]
verb-[iş, ış, üş, uş]
verb-[dik, dık, dük, duk, tik, tık, tük, tuk]
The allomorphs above written black are the noun-producing allomorphs
that turn verbs into infinitives when they are attached to them. Turkish
infinitives generally function as nouns in Turkish sentences.
However, the English infinitives may function either as nouns, as adverbs
or as adjectives in sentences.
“To verb” is an infinitive, and “verb-ing” is a gerund, but “verb-ing” is a
present participle (adjective).
The “ing” noun-producing suffix may turn a verb into a nominal gerund,
but the same “ing” may also change a verb into an adjective “verb-ing”,
which is called present participle.
English nominal gerunds may be used as subjects, objects, objects of
prepositions or as subject complements in sentences. English gerunds
and their Turkish infinitive equivalents are underlined as follows:
Read-ing helps us improve our knowledge. (The nominal gerund is subject.)
Oku-mak bilgi-im-iz-i geliştir-me-/y/e yardım et-er. (The infinitive is subject.)
Jack enjoys listen-ing to pop music. (The gerund is object.)
Jack pop müzik dinle-mek-ten hoşlan-ır. (“Infinitive-ten” is adverbial.)
My sister is interested in annoy-ing me. (The gerund is the object of “in”.)
Kız kardeş-im can-ım-ı sık-mak-la ilgilen-ir. (“Sık-mak-la” is adverbial.)
See-ing is believ-ing. Gör-mek inan-mak-tır.
gerund verb gerund infinitive infinitive verb
Some English present participles “verb- ing” can be used as adjectives
in sentences whose Turkish equivalents are formed by attaching [en, an]
adjective-producing allomorphs to verbs. For instance:
3. INFINITIVES or GERUNDS
3
fly-ing → uç-an, talk-ing → konuş-an, shin-ing → ışılda-/y/an,
smil-ing → gülümse-/y/en, rise-ing → yüksel-en, cry-ing → ağla-/y/an,
sing-ing → ötüş-en, fall-ing → düş-en, roar-ing → kükre-/y/en.
fly-ing birds → Uç-an kuşlar; talk-ing parrots → konuş-an papağanlar;
shin-ing lights → ışılda-/y/an ışıklar; smil-ing baby → gülümse-/y/en
bebek; rise-ing prices → yüksel-en fiyatlar; fall-ing leaves → düş-en
yapraklar; roar-ing lions → kükre-/y/en arslanlar.
Turkish infinitives “verb-[mek, mak]”, “verb-[me, ma]” and the others are
always nominal infinitives. They always function as nouns in sentences.
However, the English “to verb” infinitives may either function as nouns, as
adjectives or adverbs without changing their forms. For instance:
Mary Türkçe öğren-mek iste-i.yor. (The infinitive is nominal.)
Mary wants to learn Turkish. (The infinitive is nominal.)
Mary benim-le konuş-ma-/y/ı reddet-ti. (The infinitive is nominal.)
Mary refused to talk to me. (The infinitive is nominal.)
Mary bir araba al-mak için para biriktir-i.yor. (“Infinitive + için” is adverbial.)
Mary is saving money to buy a car. (The infinitive is adverbial.)
Balık tut-mak için göl-e git-ti-im. (Infinitive + postposition) (Adverbial)
I went to the lake to fish. (The infinitive is adverbial.)
Jack okul-dan çık-an ilk çocuk-tu. (“Çık-an” is an adjective.)
Jack was the first boy to leave the school. (“To leave” is an adjective.)
(The infinitive modifies the noun “boy”; so it is an adjective.)
Yürü-/y/e.cek uzun bir yol-um-uz var. (“Yürü-/y/e.cek” is an adjective.)
We have a long way to walk. (“To walk” is an adjective.)
Öğren-e.cek çok şey-in.iz var. (“Öğren-e.cek” is an adjective.)
You have a lot of things to learn. (“To learn” is an adjective.)
Bitir-e.cek bir iş-im var. (“Bitir-e.cek” is an adjective.)
I have a work to finish. (“To finish” is an adjective.)
Note:
The blue underlines show the subjects, but the blue subject allo-
morphs are not underlined.
The black underlines show the objects, noun clauses, and nouns.
The red underlines show the verbs.
The green underlines show the adverbs, adverbial phrases or clauses.
The purple underlines show the adjectives and the noun modifiers.
4. INFINITIVES or GERUNDS
4
TURKISH INFINITIVES (MASTARLAR)
In Turkish, the grammar term infinitive (mastar) covers both the gerunds
and the infinitives of the English language. Therefore, we always talk about
infinitives in Turkish. When you see a “verb-mek, mak”, a “verb-me, ma“,
a “verb-iş, ış, üş, uş” or a “verb-dik, dık, dük, duk, tik, tık, tük, tuk”
inflectional allomorphs attached to verbs, they turn them into infinitives. All
infinitives are nouns, and they are timeless.
There are four kinds of infinitives in Turkish:
1. The ♫ [mek, mak] allomorphs attached to verb roots, stems or frames:
oku-mak (reding, to read); yüz-mek (swimming, to swim); yardım et-mek
(helping, to help); konuş-mak (talking, to talk); temizle-mek (cleaning, to
clean); oyna-mak (playing, to play); tart-mak; tart-ıl-mak (tar*tıl*mak); tart-
ış-mak (tar*tış*mak); kaç-mak; kaç-ın-mak (ka*çın*mak); kaç-ış-mak (ka*-
çış*mak); sürt-mek; sürt-ül-mek (sür*tül*mek); sürt-ün-mek (sür*tün*-
mek); sürt-üş-mek (sür*tüş*mek); döv-mek; döv-ül-mek (dö*vül*mek);
döv-ün-mek (dö*vün*mek); döv-üş-mek; çek-mek; çek-il-mek; çek-in-
mek; çek-iş-mek; at-mak; at-ıl-mak; at-ış-mak; sev-mek; sev-il-mek;
sev-in-mek; sev-iş-mek; değ-mek; değ-in-mek; değ-il-mek.
2. The ♫ [me, ma] allomorphs attached to verb roots, stems and frames:
git-me (going, to go); gel-me (coming, to come); çalış-ma (working, to
work); eleştir-me (criticizing, to criticize); anla-ma (understanding, to under-
stand); ezberle-me (memorizing, to memorize); tart-ma, tart-ıl-ma (tar*tıl*-
ma), tart-ış-ma (tar*tış*ma); gör-me, gör-ül-me (gö*rül*me), gör-ün-me
(gö*rün*me), gör-üş-me; kaç-ma; kaç-ın-ma; kaç-ış-ma.
3. The ♫ [iş, ış, üş, uş, eş, aş] allomorphs attached to verb roots or stems:
gül-üş (gü*lüş) (way of smiling); bak-ış (ba*kış) (way of looking); anla-
/y/ış (an*la*yış) (ability of understanding), gel-iş (ge*liş) (way of) coming);
dav-ran-ış (dav*ra*nuş) (way of behaving).
4. The ♫ [dik. dık, dük, duk, tik, tık, tük, tuk] allomorphs attached to verb
roots, stems and frames:
yüz-dük, gel-dik, oku-duk, temizle-dik, bekle-dik, çalış-tık; soy-un-duk
(so*yun*duk), anla-aş-tık (an*laş*tık), kes-iş-tik, sev-il-dik, yüz-leş-tik,
bek-le-eş-tik (bek*leş*tik) tart-ış-tık (tar*tış*tık).
5. INFINITIVES or GERUNDS
5
The Nr. 4 infinitives are used in transforming sentences into “possessive
+ owned” (noun + infinitive) compounds such as: “ben-im gör-dük-üm”
(be*nim / gör*dü*ğüm); “Hasan’ın çalış-tık-ı” (ha*sa*nın / ça*lış*tı*ğı);
“biz-im bekle-eş-tik-im.iz” (bi*zim / bek*leş*ti*ği*miz).
In the examples above, the ♫ [dik, dık, dük, duk, tik, tık, tük, tuk] allo-
morphs are not the allomorphs used in "Futbol oyna-dı-ık." For instance,
when the sentence "O futbol oynuyor" is transformed into a nominal phrase
(noun + infinitive compound), it becomes "onun futbol oyna-dık-ı". This
transformed phrase can be used as the object of "görüyorum". "Onun futbol
oyna-dık-ı/n/ı (oynuyor olduğunu) görüyorum." In this sentence, the allo-
morph [dık] does not convey a past time concept as the other infinitives.
Consequently, "oynuyor”, “oynar”, “oynardı”, “oynadı”, “oynuyordu" tenses
are all transformed into a “noun + infinitive” compound as "oyna-dık-ı"
(oy*na*dı*ğı):
O futbol oynuyor. ↻ “onun futbol oyna-dık-ı” (oy*na*dı*ğı)
O futbol oynar. ↻ “onun futbol oyna-dık-ı”
O futbol oynadı. ↻ “onun futbol oyna-dık-ı”
O futbol oynuyordu. ↻ “onun futbol oyna-dık-ı”
When all the four sentences above are transformed and nominalized, they
can be used in the following sentences as definite objects:
Onun futbol oyna-dık-ı-/n/ı görüyor-um. I can see that he is playing football.
Onun her gün futbol oyna-dık-ı-/n/ı biliyor-um. I know that he plays football every
day. Onun dün futbol oyna-dık-ı-/n/ı gördü-üm. I saw that he was playing football
yesterday.
These examples clearly prove that the [DİK] morpheme is not the past time
[di-ik] morpheme. It is a morpheme attached to a verb to produce an infini-
tive:
“Onun araba-/y/ı çal-dık-ı” is a “noun + infinitive” compound like “onun
araba-/y/ı çal-ma-/s/ı”.
Generally speaking, "ben-im al-ma-am", "ben-im al-ış-ım", "ben-im al-dık-ım"
expressions are all “possessive + owned” noun compounds like "ben-im
kapı-ım". The "verb-[mek, mak]" infinitives are timeless as the other in-
finitives are, but they are not used in compounds. For instance *“onun git-
mek-i” is not used in Turkish; the “verb-[me, ma]” infinitives are used ins-
tead.
6. INFINITIVES or GERUNDS
6
WHERE TURKISH INFINITIVES AND ENGLISH INFINITIVES OR GERUNDS ARE USED
Watch carefully where infinitives or gerunds are used in place of Turkish
infinitives in the following sentences:
1 (a). The [mek, mak] allomorphs, which turn verbs into infinitives (nouns),
can be used in the subject position in a sentence. They are timeless and
have no personal possessive allomorphs attached to them.
Yürü-mek sağlık için yararlı-dır. (“Yürü-mek” is an infinitive “subject”.)
(yü*rü*mek / sağ*lık / i*çin / ya*rar*lı*dır ↷)
Walk-ing is good for health. (“Walk-ing is a gerund “subject”.)
Sigara iç-mek zararlı-dır. (The subject is an Infinitive.)
(si*ga*ra / iç*mek / za*rar*lı*dır ↷)
Smok-ing is harmful. (The subject is a gerund.)
Gün-de sekiz saat uyu-mak sağlıklı bir kişi için yeterli-dir. (Infinitive)
(gün*de / se*kiz / sa*at / u*yu*mak / sağ*lık*lı / bir / ki*şi / i*çin /
ye*ter*li*dir↷)
Sleep-ing eight hours a day is enough for a healthy person. (Gerund)
Bütün gün televizyon seyret-mek zaman kaybı-dır. (Infinitive)
(bü*tün / gün / te*le*viz*yon / sey*ret*mek / za*man / kay*bı*dır ↷)
Watch-ing television all day long is a waste of time. (Gerund)
O-/n/u ikna et-mek kolay-dır. (Infinitive)
(o*nu / ik*na: / et*mek / ko*lay*dır ↷)
To convince him is easy. (Infinitive)
1 (b).The same [mek, mak] infinitives are used before “yerine” and
“için” postpositions:
Televizyon seyret-mek yerine iş-in-i yap. (Postpositional adverbial phrase.)
(te*le*viz*yon / sey*ret*mek / ye*ri*ne / i*şi*ni / yap ↷)
Do your work instead of watch-ing television. (Prepositional adverb phrase.)
The gerunds “watch-ing”, “work-ing ”, and “go-ing” are the objects of the pre-
position “instead of”. However, when the gerunds are used together with the
preposition “istead of”, their function becomes adverbial.
Bahçe-de çalış-mak yerine tenis oyna-dı-ık.
infinitive (noun) postp
postp phrs (adverbial)
(bah*çe*de / ça*lış*mak / ye*ri*ne / te*nis / oy*na*dık ↷)
We played tennis in the garden instead of work-ing.
7. INFINITIVES or GERUNDS
7
Okul-a git-mek yerine sinema-/y/a git-ti-ler
(o*ku*la / git*mek / ye*ri*ne~/ si*ne*ma*ya / git*ti*ler ↷)
They went to the cinema instead of go-ing to school.
The same [mek, mak] allomorphs are also used before “için” postpositions
to express purpose:
Ev ödev-im-i tamamla-mak için sabah-le.yin erken kalk-tı-ım.
(e*vö*de*vi*mi / ta*mam*la*mak / i*çin~/ sa*bah*le*yin / er*ken / kalk* tım ↷)
I got up early to complete my homework. (“To complete” is an infinitive that
functions as an adverb.)
(The functions of English infinitives are of three kinds; some of them are
adverbal, some others are nominal, and some others are adjectival.)
Yepyeni bir araba al-mak için para biriktir-i.yor-uz. (Adverbial)
(yep*ye*ni / bir / a*ra*ba / al*mak / i*çin / pa*ra / bi*rik*ti*ri*yo*ruz ↷)
We are saving money to buy a brand new car. (Adverbial)
Onlar-ı gör-mek için pencere-den bak-tı-ım. (Adverbial)
(on*la*rı / gör*mek / i*çin ~/ pen*ce*re*den / bak*tım ↷)
I looked out of the window to see them. (Adverbial)
O/n/u bitir-mek için zaman-a ihtiyaç-ım.ız var. (Adverbial)
(o*nu / bi*tir*mek / i*çin ~/ za*ma:*na / ih*ti*ya:*cı*mız / var ↷)
We need time to finish it. (Adverbial)
Cumhurbaşkanı-/n/ı gör-mek için herkes ayak-a kalk-tı. (Adverbial)
Everybody stood up to see the president. (Adverbial)
Yabancı dil öğren-mek için çok çalış-mak zorunda-sın. (Adverbial; nominal)
(ya*ban*cı / dil / öğ*ren*mek / i*çin~ / çok / ça*lış*mak / zo*run*da*sın ↷)
You have to study hard to learn a foreign language. (Nominal and adverbial)
Ben-i anla-mak için dikkat-le dinle. (Adverbial)
(be*ni / an*la*mak / i*çin ~/ dik*kat*le / din*le ↷)
Listen carefully to understand me. (Adverbial)
Islan-ma-mak için şemsiye-/s/i-/n/i al-dı. (Adverbial)
(ıs*lan*ma*mak / i*çin / şem*si*ye*si*ni / al*dı ↷)
She took her umbrella not to get wet. (Adverbial)
Ben-i daha iyi gör-mek için gözlük-ler-i-/n/i tak-tı. (Adverbial)
(be*ni / da*ha / i*yi / gör*mek / i*çin / göz*lük*le*ri*ni / tak*tı ↷)
She put on her glasses to see me better. (Adverbial)
8. INFINITIVES or GERUNDS
8
Biz-e yardım et-mek için israr et-ti. (Adverbial)
(bi*ze / yar*dım / et*mek / i*çin / is*ra:r / et*ti ↷) (is*ra:*ret*ti)
He insisted on help-ing us. (Adverbial)
Otobüs-e yetiş-mek için koş-tu-uk. (Adverbial)
(o*to*bü*se / ye*tiş*mek / i*çin / koş*tuk↷)
We ran to catch the bus. (Adverbial)
1 (c). The infinitives with ♫ [mek, mak] are used as objects of the
verb “iste" and "zorunda" ("want”, “wish" and "have to")
Türkçe öğren-mek iste-i.yor-um. (Nominal)
(türk*çe / öğ*ren*mek / is*ti*yo*rum ↷)
I want to learn Turkish. (Nominal)
Türkçe öğren-mek zorunda-/y/ım. (Nominal)
(türk*çe / öğ*ren*mek / zo*run*da*yım ↷)
I have to learn Turkish. (Nominal)
Bulaşık-lar-ı yıka-mak iste-me-i.yor-um. (Nominal)
(bu*la*şık*la*rı / yı*ka*mak / is*te*mi*yo*rum ↷)
I don’t want to wash the dishes. (Nominal)
Bu kitap-ı oku-mak iste-i.yor mu-sun? (Nominal)
(bu / ki*ta*bı / o*ku*mak / is*ti*yor / mu*sun ↷)
Do you want to read this book? (Nominal)
Canım okul-a git-mek iste-me-i.yor. (Nominal)
(ca*nım / o*ku*la / git*mek / is*te*mi*yor ↷)
I don’t feel like go-ing to school. (Adverbial)
1 (d). The ♫ [mek, mak] allomorphs attached to [ten, tan] allomorphs:
The ♫ [mek, mak] allomorphs can also be used attached to ♫ [ten, tan]
allomorphs as all nouns can. The other two allomorphs of the phoneme
[DEN] are not used here because the ♫ [mek, mak] allomorphs end with
unvoiced consonants:
Yanlış-lık yap-mak-tan kaçın-ma.lı-sın. (“Yap-mak-tan” is an adverb.)
(yan*lış*lık / yap*mak*tan / ka*çın*ma*lı*sın ↷)
You must avoid mak-ing mistakes. (The “ing” suffix turns the verb
“make” into a nominal gerund.
Gece-le.yin yalnız dışarı-/y/a çık-mak-tan kork-u.yor-um. (Adverbial)
(ge*ce*le*yin / yal*nız / dı*şa*rı / çık*mak*tan / kor*ku*yo*rım ↷)
I am afraid of go-ing out alone at night. (Adverbial)
9. INFINITIVES or GERUNDS
9
Tüm kadın-lar yaşlan-mak-tan kork-ar. (Adverbial)
(tüm / ka*dın*lar / yaş*lan*mak*tan / kor*kar ↷)
All women are afraid of grow-ing old. (Adverbial)
Bütün gün ev-de otur-mak-tan bık-tı-ım (sıkıl-dı-ım). (Adverbial)
(bü*tün / gün / ev*de / o*tur*mak*tan / bık*tım ↷)
I am tired (bored) of stay-ing at home all day long. (Adverbial)
Yalan söyle-mek-ten utan-ma-ı.yor mu-sun? (Adverbial)
(ya*lan / söy*le*mek*ten / u*tan*mı*yor / mu*sun ↷)
Aren’t you ashamed of tell-ing lies? (Adverbial)
Üzül-mek-ten kendim-i al-a.ma-ı.yor-um. (Adverbial)
(ü*zül*mek*ten / ken*di*mi / a*la*mı*yo*rum ↷)
I can’t help be-ing sorry. (Nominal)
Bekle-mek-ten neftet et-er-im. (“Nefret et” is intransitive.) (Adverbial)
(bek*le*mek*ten / nef*ret / e*de*rim ↷)
I hate wait-ing. (The verb “hate” is transitive.) (Object) (Nomibal)
Çoğu öğrenciler ev ödev-i yap-mak-tan hoşlan-maz. (“Hoşlan” is intransitive.)
(ço*ğu / öğ*ren*ci*ler / e*vö*de*vi / yap*mak*tan / hoş*lan*maz ↷)
Most students dislike do-ing homework. (“Dislike” is transitive.) (Nominal)
Pervasız-ca araba sür-mek-ten kaçın-ma.lı-sın. (Adverbial)
(per*va:*sız*ca / a*ra*ba / sür*mek*ten / ka*çın*ma*lı*sın ↷)
You must avoid driv-ing reckless-ly. (Nominal)
Gül-mek-ten kendi-im-i al-a.ma-dı-ım. (Adverbial)
(gül*mek*ten / ken*di*mi / a*la*ma*dım ↷)
I couldn’t help laugh-ing. (Nominal; object of “help”.)
Kızkardeş-im ev iş-i yap-mak-tan nefret et-er. (“Nefret et” is intransitive.)
(kız*kar*de*şim / e*vi*şi / yap*mak*tan / nef*re*te*der ↷) (Adverbial)
My sister hates do-ing housework. (“Hate” is transitive) (Nominal)
Aldat-ıl-mak-tan nefret et-er-im. (Passive infinitive) (Adverbial)
(al*da*tıl*mak*tan / nef*re*te*de*rim ↷)
I hate be-ing cheated. (“Hate” is transitive.) (Nominal)
Yardım iste-mek-ten çekin-me. (“Çekin” is intransitive.) (Adverbial)
(yar*dım / is*te*mek*ten / çe*kin*me↷)
Don’t avoid ask-ing for help. (“Avoid” is transitive.) (Nominal)
10. INFINITIVES or GERUNDS
10
Tavla oyna-mak-tan söz et-ti-ik. (Adverbial)
(tav*la / oy*na*mak*tan / sö*zet*tik↷)
We talked about play-ing backgammon. (Object of “about”) (Nominal)
2 (a). The ♫ [me, ma] infinitives are used in the second parts of the
“possessive + owned” noun compounds. They are timeless, but they have
possessive personal allomorphs attached to them. Compare the following:
Kitap-ın kapak-ı (ki*ta*bın / ka*pa*ğı) (the cover of the book)
ben-im pencere-em (be*nim / pen*ce*rem) (my window)
ben-im git-me-em (be*nim / git*mem) (my go-ing, me to go)
Gerçek-i söyle-me-en-i iste-i.yor-um. (Nominal)
(ger*çe*ği / söy*le*me*ni / is*ti*yo*rum↷)
I want you to tell the truth. (Nominal)
“sen-in gerçek-i söyle-me-en” is a transformed nominal phrase:
(Sen) gerçeği söyler-sin. ↻ “(sen-in) gerçek-i söyle-me-en”
(Sen) gerçeği söylüyor-sun ↻ “(sen-in) gerçek-i söyle-me-en”
(Sen) gerçeği söyledi-in. ↻ “(senin) gerçek-i söyle-me-en”
(Sen) gerçeği söylerdi-in. ↻ “(senin) gerçek-i söyle-me-en”
(Sen) gerçeği söyleyecek-sin. ↻ “(sen-in) gerçek-i söyle-/y/e.cek ol-ma-an”
(Sen) gerçeği söylemişti-in. ↻ "(sen-in) gerçek-i söyle-miş ol-ma-an"
As the possessive pronouns with the possessive personal allomorphs,
and the possessive allomorphs attached to the second parts of the noun
compounds mean the same person, the possessive pronouns used in the
beginning of the sentences can be ignored:
(ben-“im”) git-me-“em”, (ben-“im”) al-ma-“am”, (ben-“im”) bekle-me-“em”
(sen-“in”) git-me-“en”, (sen-“in”) al-ma-“an”, (sen-“in”) bekle-me-“en”
(o-“/n/un”) git-me-“/s/i”, (o-“/n/un”) al-ma-“/s/ı”, (o-“/n/un”) bekle-me-“/s/i”
(biz-“im”) git-me-“em.iz”, (biz-“im”) al-ma-“am.ız”,(biz-“im”) bekle-me-“em.iz”
(siz-“in”) git-me-“en.iz”, (siz-“in”) al-ma-“an.ız”, (siz-“in”) bekle-me-“en.iz”
(onlar-“ın”) git-me-“/s/i”, (onlar-“ın”) al-ma-“/s/ı”, (onlar-“ın”) bekle-me-“/s/i”
All the shared identical “e-e”, “a-a” vowels combine, and the single
underlined consonants detach from their syllables and attach to the first
vowels of the following allomorphs.
Note: All the owned personal allomorphs written in purple above mean the
possessive pronouns in brackets. Therefore, only the possessive allo-
morphs written in purple can be used in all Turkish sentences. For
11. INFINITIVES or GERUNDS
11
instance, all the possessive allomorphs written in purple can be used
instead of the possessive pronouns that they represent.
In other words, as the owned personal allomorphs used in the owned
parts of a compound are enough to express the possessive pronouns
(ben-im, sen-in, etc.), these possessive pronouns may be ignored unless
they are thought to be necessary to attract the listener’s attention.
Since the compounds like “ben-im söyle-me-em” are noun compounds, they
are nominal phrases, and so the [i, ı], [e, a], [de, da], [den, dan] and [le, la]
suffixes can be attached to the infinitive (owned) parts of the compounds:
“söyle-me-en-i”, “söyle-me-en-e”, “söyle-me-en-de”, “söyle-me-en-
den”, “söyle-me-en-le”. All the allomorphs written in purple mean the
pronoun “sen-in”.
Baba-am (ben-im) daha çok “çalış-ma-am-ı” iste-i.yor. (is*ti*yor)
subject (definite noun + infinitive comp) object verb
My father wants me to study harder. (“Me” and “to study” are the objects of “want”)
A final rule to add to the previous explanations is that in Turkish, certain
verbs need certain morphemes such as [İ], [E], [DE], [DEN] or [LE] attached
to nouns or pronouns. The allomorphs of these morphemes can also be at-
tached to infinitives, or “noun + infinitive” (or “infinitive + noun”) com-
pounds, which might be named as syntactic nouns or nominal phrases.
2 (b). The verbs that take “noun + infinitive” compounds as ob-
jects:
“noun + infinitive” - [İ]
Yağmur, (biz-im) zaman-ın-da tiyatro-/y/a git-me-em.iz-i engelle-di.
subject possessive pronoun adverbial adverbial owned verb
(definite noun + infinitive compound) definite object
(yağ*mur / bi*zim / za*ma:*nın*da / ti*yat*ro*ya / git*me*mi*zi / en*gel*le*di ↷)
The rain prevented us from go-ing to the theatre in time.
subject verb object prep phrs prep phrs prep phrs
adverbial adverbial adverbial
(Ben) (sen-in) böyle davran-ma-an-ı anla-ma-ı.yor-um.
subj possessive pron adverb owned-ı verb
noun compound) definite object
I don’t understand your behave-ing like that.
12. INFINITIVES or GERUNDS
12
(Ben) (o/n/-dan) (Ben-im) siyah pantolon-um-u (o-/n/un) ütüle-me-/s/i-/n/i rica et-ti-im.
subj adverbial possessive owned-u possessive owned indef obj verb
definite noun comp (obj of “ütüle”) def noun comp (obj of “rica et”)
definite object definite object
(chain noun compound) definite object
The mental development of this last sentence contains two simple senten-
ces:
1 . O ben-im siyah pantolon-um-u ütüle-sin. 2. Ben ondan bu-/n/u rica ettim.
The first simple sentence is transformed and nominalized as “o/n/un ben-im
siyah pantolon-um-u ütüle-me-/s/i”, and then it is embedded and used in
place of the object “bu-/n/u” in the second sentence:
(Ben) o/n/-dan (benim) siyah pantolon-um-u (onun) ütüle-me-/s/i-/n/i rica et-ti-im
(si*yah / pan*to*lo*nu*mu / ü*tü*le*me*si*ni / ri*ca: / et*tim ↷)
I asked her to iron my black trousers.
“Ben”, “benim” and “onun” words are optional because they are understood
from the suffixes in “etti-/im/", "pantolon-um” and “ütüle-me-/s/i.
(Ben) Mary’/n/in piyano çal-ma-/s/ı-/n/ı seyret-ti-im.
subject possessive owned |
(noun compound) definite object verb
predicate
(ma*ri*nin / pi*ya*no / çal*ma*sı*nı / sey*ret*tim ↷)
I watched Mary play-ing the piano.
(The /n/, /s/ and /n/ glides are respectively used.)
(Ben) (Sen-in) ev-e dön-me-en-i bekle-i.yor-um. (e*ve / dön*me*ni)
subj possessive adverb owned-i |
(noun compound) definite object verb
predicate
I am waiting for your com-ing back home.
Konuş-ma-/s/ı-/n/ı anla-ma-ı.yor-um.
(o*nun / ko*nuş*ma*sı*nı / an*la*mı*yo*rum ↷)
I don’t understand his way of speak-ing.
(The /n/, /s/ and /n/ glides are respectively used.)
Sana kahve getir-me-em-i iste-er mi-sin?
(sa*na / kah*ve / ge*tir*me*mi / is*ter / mi*sin ↷)
Would you like me to serve you coffee? (“to serve” is a nominal infinitive.)
13. INFINITIVES or GERUNDS
13
(Ben-im) onun-la evlen-me-em imkânsız. (“Benim” is optional.)
possessive adverbial owned subject complement
(noun compound) subject
(o*nun*la / ev*len*mem / im*kân*sız ↷)
My marry-ing her is impossible. It is impossible for me to marry her.
(Ben) onu, (o-nun) bize yardım et-me-/s/i için ikna et-ti-im.
subj def obj noun + inf comp (object of “için”) postp. verb
postpositional adverbial phrase of purpose
I convinced him to help us. (“To help” is an adverbial infinitive.)
In the sentence above, the /s/ is a glide; “onun” is not necessary, it is put
there to show the reader the deleted "possessive pronoun" of the compound.
Mektub-u tekrar yaz-ma-am-ı rica et-ti.
He asked me to write the letter again. (“to write” is a nominal infinitive.)
Tüm erkekler tüm kadın-lar-ın güzel gör-ün-me-/s/i-/n/i iste-er.
(tüm / er*kek*ler / tüm / ka*dın*la*rın / gü*zel / gö*rün*me*si*ni / is*ter ↷)
All men want all women to look beautiful.
In the sentences above, “bizim git-me-em.iz”, “senin davran-ma-an”, “onun
ütüle-me-/s/i”, “bekle-me-/n/in fayda-/s/ı”, “Mary’/n/in piyano çal-ma-/s/ı”,
“(senin) ev-e dön-me-en”, “(benim) getir-me-em”, “onun konuş-ma-/s/ı”,
“(benim) evlen-me-em”, “onun yardım et-me-/s/i”, and “tüm kadınların güzel
görün-me-/s/i” are all “noun + infinitive” compounds that have been
transformed from the simple sentences by the transformational component
in order to be used in phrase structure patterns. The transformational
component performs this mental activity to shape and use the simple
sentences in phrase structure patterns. As the aim of this activity of the mind
is to build up infinite oral sentences out of simple sentences, it may be
reasonable to call such phrases as “syntactic”, which means that such oral
nominal phrases have been built up for syntactic purposes.
As important information, we have to assert that all the allomorphs used in
transforming simple sentences are inflectional allomorphs because these
allomorphs help simple sentences to be used in longer sentences without
changing their simple sentence concepts.
In the following lines, the simple sentences are printed in italics, and the
transformed “noun + infinitive” compounds are printed in bold face, which
have been produced for syntactic purposes. By the way, it is necessary to
remember that the meaning of an oral sentence is always hidden in the
14. INFINITIVES or GERUNDS
14
simple sentence underlying the oral sentence production. Listeners and
readers can understand an oral sequence so long as they realize the
morphemic sequence underlying the oral sequence.
Read the simple sentences, and the “syntactic nominal phrases” pro-
duced by the transformational rules of the Turkish language:
Biz tiyatroya gidecektik. ↻ “bizim tiyatroya git-e.cek ol-ma-am.ız”
Sen böyle davranıyorsun. ↻ “senin böyle davran-ma-an, davran-dık-ın"
(O) siyah pantolon-um-u ütülesin. ↻ “siyah pantolon-um-u ütüle-me-si, ütüle-dik-i"
Mary piyano çalıyordu. ↻ “Mary’nin piyano çal-ma-/s/ı, çal-dık-ı"
Sen eve dön-dü-ün. ↻ “senin eve dön-me-en, dön-dük-ün"
O konuşur. ↻ “onun konuş-ma-/s/ı, konuş-tuk-u"
Ben kahve getiririm. ↻ “benim kahve getir-me-em, getir-dik-im”
Ben onunla evlenirim. ↻ “benim onunla evlen-me-em, evlen-dik-im”
O bize yardım eder. ↻ “onun bize yardım et-me-/s/i, et-tik-i”
Ben mektubu tekrar yazayım. ↻ “benim mektubu tekrar yaz-ma-am”
Ben bir mektup yazmıştım.↻ “benim bir mektup yaz-mış ol-ma-am”
As it is seen in the noun compounds above, when sentences are trans-
formed and nominalized, they lose their time concepts like all infinitives. The
“benim”, “senin” parts of the compounds may be ignored, and so, only
“tiyat-ro-/y/a git-me-e.miz” or “mektup-u tekrar yaz-ma-am” can be used
as noun compounds without the possessive pronouns.
Bekle-me-/n/in fayda-/s/ı yok. Wait-ing is of no use.
(Literally: "There is not the use of wait-ing") (“beklemenin faydası” is an
“infinitive + noun” compound used as the subject of the sentence.
Şemsiye-em-i geri getir-me-/y/i unut-ma. (“Getir-me” is an infinitive.)
(şem*si*ye*mi / ge*ri / ge*tir*me*yi / u*nut*ma ↷)
Don’t forget to bring my umbrella back. (“To bring” is a nominal infinitive.)
In the example above, the /y/ glide is used between the /e/ phoneme and the
[i] defining allomorph.
Biz-im takım kazan-ma-/y/ı hak et-ti. (“kazan-ma” is an infinitive.)
(bi*zim / ta*kım / ka*zan*ma*yı / ha*ket*ti ↷)
Our team deserved to win. (“to win” is a nominal infinitive.)
15. INFINITIVES or GERUNDS
15
Eski araba-am.ız-ı sat-ma-/y/ı ertele-di-ik.
(es*ki / a*ra*ba*mı*zı / sat*ma*yı / er*te*le*dik ↷)
We postponed sell-ing our old car. (“Sell-ing” is a nominal gerund.)
“Araba-am.ız-ı” is the definite object of “sat-ma”; “eski araba-am.ız-ı sat-
ma-/y/ı” is the definite object of “ertele”.
Yüz-me-/y/i bana baba-am öğret-ti.
(yüz*me*yi / ba*na / ba*bam / öğ*ret*ti ↷)
My father taught me to swim. (“to swim” is a nominal infinitive.)
Biz-im-le Bursa’/y/a git-me-/y/i kabul et-ti. (Liaison)
(bi*zim*le / bur*sa*ya / git*me*yi / ka*bu:*let*ti ↷)
He agreed to go to Bursa with us. (“To go” is a nominal infinitive.)
Hırsız kasa-/y/ı aç-ma-/y/ı dene-di.
(hır*sız / ka*sa*yı / aç*ma*yı / de*ne*di ↷)
The thief tried open-ing the safe. (“Open-ing” is a nominal gerund.)
Yeni bir araba al-ma-/y/ı düşün-ü.yor-uz.
(ye*ni / bir / a*ra*ba / al*ma*yı / dü*şü*nü*yo*ruz ↷)
We are considering buy-ing a new car.
Note: The Turkish underlined words are all infinitives.
2 (c). The verbs that need “noun + infinitive” compounds followed
by [e], or [a] allomorphs:
Baba-am, futbol maç-ı-/n/a git-me-em-e izin ver-di.
subject (noun compound - [e]) adverbial phrs verb
My father allowed me to go to the football match.
Baba-am, kızkardeş-im-in gece yalnız sinema-/y/a git-me-/s/i-/n/e kız-dı.
subject possessive noun adv adv adverbial owned-/n/e verb
(noun + infinitive compound + [e]) adverbial phrase
My father got angry about my sister’s go-ing to the cinema alone at night.
Baba-am, araba-/s/ı-/n/ı kullan-ma-am-a hiç izin ver-me-i.yor.
(ba*bam / a*ra*ba*sı*nı / kul*lan*ma*ma / hiç / i*zin / ver*mi*yor ↷)
My father is never allowing me to use his car.
Baba-am balık tut-ma-/y/a git-me-em-e itiraz et-ti.
(ba*bam / ba*lık / tut*ma*ya / git*me*me / i:*ti*ra:z / et*ti ↷)
My father objected to my go-ing fish-ing.
2 (d). “noun + infinitive” compounds can also be followed by [den,
dan] allomorphs:
16. INFINITIVES or GERUNDS
16
Anne-em (ben-im) ev-e geç gel-me-em-den hoşlan-ma-ı.yor.
subject possessive adv adv owned-den verb
noun + infinitive comp - [den]
adverbial phrase
My mother dislikes my com-ing home late.
There are two basic simpe sentences in the oral sentence above:
1. Ben eve geç geliyorum.
2. Annem bundan hoşlanmıyor.
Sentence Nr.1 is transformed and nominalized as "ben-im ev-e geç gel-me-
em". When this transformed-nominal phrase is put in the place of "bundan"
in the second sentence, the new synonymous sentence "Anne-em ben-im
ev-e geç gel-me-em-den hoşlan-ma-ı.yor" sentence structure is produced.
In this transformed phrase, "ev-e" is an adverbial, and "geç" is an adverb
modifying the infinitive “gel-me”. “Ben-im ev-e geç gel-me-em” is a noun
compound (nominal phrase). If the allomorph [den] is attached to this
nominal phrase, it turns it into an adverbial phrase.
(Ben) (o-/n/un) her şey-i anla-ma-/s/ı/n/-dan kork-u.yor-um.
subj possessive def obj of “anla” owned-dan verb
noun + infinitive compound
nominal phrase-[dan]
adverbial
I am afraid of her understand-ing everything.
The [me, ma] infinitives attached to [e or a] allomorphs:
“main verb-[me/y/e, ma/y/a]
(Ben) klasik müzik dinle-me-/y/e düşkün-üm.
subj indef obj of “dinle” infinitive-[e] subj complement
adverbial phrs
I am fond of listen-ing to classical music.
İş-im-i tamamla-ma-/y/a çalış-ı.yor-um.
(i*şi*mi / ta*mam*la*ma*ya / ça*lı*şı*yo*rum ↷)
I am trying to complete my work. “To complete” is a nominal infinitive.)
Dert et-me-/y/e değ-mez.
(der*det*me*ye / değ*mez ↷) (Liaison)
It is not worth trouble-ing about.
17. INFINITIVES or GERUNDS
17
Çalış-ma-/y/a devam et-ti. (Liaison)
(ça*lış*ma*ya / de*va:*met*ti ↷)
He went on work-ing. (“work-ing” is a nominal gerund; object of “on”.)
Yağmur yağ-ma-/y/a başla-dı.
(yağ*mur / yağ*ma*ya / baş*la*dı ↷)
It began to rain or (rain-ing).
3 (a). The third kind of “noun + infinitive” compounds are made by adding
[iş, ış, üş, uş] allomorphs to verb roots, stems or frames such as: “ben-im
gül-üş-üm”, “sen-in bak-ış-ın”, which means “my way of smiling”, “your way
of looking”, etc. When these compounds take [E], [DE] or [DEN] morphemes,
they become adverbials:
Gül-üş-üm-e (gü*lü*şü*me) hayran-dır.
She adores my way of smil-ing.
Bana bak-ış-ın-ı özle-di-im. (ba*kı*şı*nı)
I missed your way of look-ing at me.
Gitar çal-ış-ım-ı sev-er. (ça*lı*şı*mı)
He likes my way of play-ing the guitar.
Ev-e dön-üş-üm-den mutlu ol-du-lar.
They became happy about my com-ing back home.
4 (a). The following “noun + infinitive” compound is widely used in trans-
forming simple sentences into “syntactic nominal phrases” or "modifiers".
The following example shows how a simple sentence is transformed into a
“noun + infinitive” compound, and then how it is used as a syntactic nom-
inal phrase in a sentence:
possessive pronoun + verb - [dik, dık, dük, duk, tik, tık, tük, tuk]-
[possessive personal allomorph]
(ben-im) yüz-dük-üm
possessive owned
(Ben) deniz-de yüz-ü.yor-du-um. “deniz-de yüz-dük-üm”
simple sentence (noun compound) nominal phrase
(O) deniz-de yüz-dük-üm-ü gör-dü. (yüz*dü*ğü*mü)
subj (noun comp) definite object verb
predicate
18. INFINITIVES or GERUNDS
18
He saw that I was swimming in the sea.
subj verb (object of “see”) noun clause adverbial
predicate
Note: In the Turkish sentence above, the /k/ phoneme changes into the
voiced /ğ/, and the last [ü] is the definer that changes the compound into a
definite object.
The same “noun + infinitive” compound can also be used as a modifier:
(Ben) okul-a git-i.yor-um. git-tik-im okul
modifier noun
nominal phrase
ben-im git-tik-im okul the school that I go to
modifier noun noun modfier
Ben-im git-tik-im okul çok kalabalık. The school that I go to is very crowded.
subject subj complement (nominal phrs) subject verb subj complement
The owned parts of the “noun + infinitive” compounds are also used as
objects of postpositions (English “prepositions”):
(Ben-im) her zaman okul-a geç gel-dik-im için İngilizce ögretmeni-im ben-i azarla-dı.
noun infinitive comp (object of “için”) postp subject object verb
postpositional adverbial phrase of cause
My English teacher shouted at me because of my always come-ing to school late.
subject verb adverb preposition nominal phrs (object of ”because of”)
prepositional adverbial phrase of cause
A final note that should be added to the above explanations is that as the
infinitives are made up of verbs, they can take objects like verbs when they
are transitive, but if they are intransitive, they can take only adverbs or
adverbials. The sentences that contain infinitives are produced as follows:
1. O ben-i bekle-sin. ↻ “o-/n/un ben-i bekle-me-/s/i”
2. Ben bu-/n/u istiyor-um.
If the first nominalized phrase is used in the place of “bunu” in the second
sentence, we produce the following sentence containing a noun compound:
Ben-i bekle-me-/s/i-/n/i iste-i.yor-um.
(be*ni / bek*le*me*si*ni / is*ti*yo*rum ↷)
I want him to wait for me. (“to wait” is a nominal infinitive.)
19. INFINITIVES or GERUNDS
19
THE PASSIVE INFINITIVE
Only the transitive verbs can be put into the passive voice in English, but in
Turkish, both transitive and intransitive verbs can be changed into the pas-
sive form. Therefore, the passive making allomorphs can be attached to all
kinds of verb roots, stems or frames. If the passive making allomorphs are
attached to transitive verbs, these verbs are put into the passive voice, but if
the intransitive ones are put into the passive form, only their forms are
changed; they are not put into the passive voice. For instance, if “Bu
hapishane-den kaç-ıl-maz” sentence is said, it can be literally written in
English as "*This prison can’t be escaped", which means, “It is impossible
to escape from this prison”. In this book, such verbs are called “passive
shaped intransitive verbs”.
The passive making allomorphs are as follows:
1. The verbs ending with both vowels and /L/ and /r/ consonants are put
into the passive form by using [in, ın, ün, un, en, an] passive making
allomorphs such as “bekle-en”, “dene-en”, “baş-la-an”, “yakala-an”, “yürü-
ün”, “oku-un”, “al-ın”, “çal-ın”, “gel-in”, “del-in”, “koru-un”.
2. The verbs ending with consonants take [il, ıl, ül, ul] passive making
allomorphs such as “çek-il”, seç-il”, “geç-il”, sür-ül”, “gör-ül”. When some of
these verbs take [in, ın, ün, un, en, an] allomorphs, they also become
reflexive verbs such as “çek-in”, “geç-in”, “sür-ün”, “gör-ün”, “besle-en”,
“yala-an”.
All the verb frames above can take [me, ma] or [mek, mak] allomorphs to be
used as passive infinitives:
başla-an-ma(k), topla-an-ma(k), besle-en-me(k), temizle-en-me(k), ekle-en-
me(k), yürü-ün-me(k), doku-un-ma(k) (weave), oku-un-ma(k), oyala-an-
ma(k), geç-il-me(k), geç-in-me(k), sür-ül-me(k), sür-ün-me(k), gör-ül-me(k),
gör-ün-me(k), bak-ıl-ma(k), bak-ın-ma(k), aç-ıl-ma(k), seç-il-me(k), yen-il-
me(k), ed-il-me(k), ed-in-me(k), tap-ıl-ma(k), tap-ın-ma(k), yap-ıl-ma(k), uy-
ul-ma(k), konuş-ul-ma(k), sür-ül-me(k), sür-ün-me(k).
The shared identical vowels above combine, and the single underlined
consonants detach from their syllablers and attach to the first vowels of the
following inflectional morphemes.
20. INFINITIVES or GERUNDS
20
Consider the following:
Kendi-/s/i/y/-le alay et-il-me-/s/i/n/-den nefret et-er.
(ken*di*siy*le / a*lay / e*dil*me*sin*den / nef*ret / e*der ↷).
She hates being made fun of her.
In the sentence above, the /t/ is replaced by the voiced /d/; and the /s/ and
/n/ consonants are used as glides.
Kendi-/s/i-/n/e kaba davran-ıl-ma-/s/ı/n/-dan hoşlan-maz.
(ken*di*si*ne / ka*ba / dav*ra*nıl*ma*sın*dan / hoş*lan*maz ↷)
She dislikes be-ing rudely treated.
Takım-ı-/n/ın yen-il-me-/s/i/n/-den nefret eder.
(ta*kı*mı*nın / ye*nil*me*sin*den / nef*ret / e*der ↷)
He hates his team be-ing beaten.
Bütün kadın-lar kendi-ler-i-/n/e yumuşak davran-ıl-ma-/s/ı/n/-dan hoşlan-ır.
(bü*tün / ka*dın*lar / ken*di*le*ri*ne / yu*mu*şak / dav*ra*nıl*ma*sın*dan /
hoş*la*nır ↷) All women like be-ing tenderly treated.
Rahatsız et-il-mek iste-me-i.yor-um.
(ra*hat*sız / e*dil*mek / is*te*mi*yo*rum ↷)
I don’t want to be disturbed.
Herkes kendi-/s/i-/n/e eşit davran-ıl-ma-/s/ı-/n/ı iste-er.
(her*kes / ken*di*si*ne / e*şit / dav*ra*nıl*ma*sı*nı / is*ter ↷)
Everybody wants to be equally treated.
Bu cümle-ler dikkat-le oku-un-ma.lı-dır.
(bu / cüm*le*ler / dik*kat*le / o*kun*ma*lı*dır ↷)
These sentences should be read carefully.
English verbs that take only infinitives as verbal direct objects:
attempt, decide, expect, hesitate, hope, ıntend, learn, need, neglect, plan,
predend, promise, propose. want. For instance:
We hope to finish our work in time.
subj verb nominal inf obj of “finish” adverbial
İş-im-iz-i zaman-ın-da bitir-me-/y/i um-u.yor-uz.
obj of “bitir” adverbial nominal infinitive verb
21. INFINITIVES or GERUNDS
21
You must learn to be polite.
subj verb nominal inf adjective
Nazik ol-ma-/y/ı öğren-me.li-sin.
adjective nominal inf verb
We plan to rent a car to go to Bursa.
subj verb nominal infinitive obj of “rent” adverbial infinitive adverbial
Bursa-/y/a git-mek için bir araba kirala-ma-/y/ı planla-ı.yor-uz.
adverbial adverbial infinitive object of “kirala” nominal infinitive verb
Jack always neglects to do his homework.
subj adverb verb nominal inf object of “do”
Jack her zaman ev ödev-i-/n/i yap-ma-/y/ı ihmal et-er.
subj adverb object of “yap” nominal infinitive verb