Bu kitap, Türkiye’de yaşayan başta Suriyeliler olmak üzere tüm Arap öğrenciler için yardımcı bir kitap niteliği taşımaktadır. Kitapta günlük yaşamda sıklıkla kullanılan Türkçe kalıp ifadelere yer verilmiştir. Böylelikle daha rahat iletişim kurulması ve Türkçenin hızlı bir biçimde öğrenilmesi amaçlanmıştır. Türkçe-Arapça Konuşma Kılavuzu’nda günlük işlerinizde karşılaşabileceğiniz durumlar için örnek diyaloglar içeren 21 tema bulunmaktadır. Her temanın sonunda, diyaloglarda geçen ve öğrenilmesi beklenen sözcük ve kalıp sözler özetlenmiştir. Tanışma, tanıştırma ve adres sorma gibi temel iletişim durumlarının yanı sıra restoran, pastane, kasap, manav, hastane, eczane, otel, banka, müze ve otogar gibi mekânlar için örnek diyaloglar oluşturulmuştur. Ayrıca kitapta öğrenci işlerinden belge isteme, kargo gönderme ve ev kiralama gibi birçok durumu kapsayan farklı temalar yer almaktadır.

Writing for academic purposes is a tricky issue, especially for researchers who are eager to be recognized by larger academic discourse communites through their publications. Indeed, writing for prestigious databases and especially in English has been the basic concern of researchers with EFL background. However, in the last thirty years, the leading figures in ESP and EAP realms have developed pedagogical writing models and emphasized the critical role of genre analysis as road map in academic writing for researchers, with the very term of John Swales, who are looking for creating research space in local and international academic platforms. Thus, driven from these inspiring models in the literature, which are basicly prolific outcomes of genre based writing pedagogy, I, as a researcher, eager to cover all these pragmatic tools in a way that reseachers and, especially, novice researchers would easily catch the essence of writing for academic discourses in terms of positioning themselves in these discourses by synthesizing relevant parts of my master thesis and dissertation. Thus, as a motivational, inspring and reader friendly guide, Genre Analysis Based Pedagogy: Writing for Academic Discourses firstly explains genre as a term within paradigms and the critical position of genre analysis based writing pedagogy and genre analysis as methodology. Followingly, the models specifically put by ESP and EAP experts and practitioners are provided briefly and clearly for researchers in such a way that will guide them in rhetorically and lexico-grammatically structuring of their academic texts, or academic genres, section by section and holistically in English. Thus, through this self-help book, researchers can organize their academic genres with a professional academic tone in English, which will ease, as Hyland pointed out, contextualizing their genres into wider academic contexts.

This monograph will make no attempt to analyze the personality of the ideal teacher. It is assumed that the teacher of history has an adequate preparation to teach his subject, that he is in good health, and that his usefulness is unimpaired by discontent with his work or cynicism about the world. It is presupposed that he understands the wisdom of correlating in his instruction the geography, social progress, and economic development of the people which his class are studying. He is aware that the pupil should experience something more than a kaleidoscopic view of isolated facts. He recognizes the folly of requiring four years of high school English for the purpose of cultivating clear, fluent, and accurate expression, only to relax the effort when the student comes into the history class. He knows that the precision, logic, and habit of definite thinking exacted by the pursuit of the scientific subjects should not be laid aside when the student attempts to trace the rise of nations. Let us go so far as to assume a teacher who is both pedagogical and practical; scholarly without being musty; imbued with a love for his subject and yet familiar with actual human experience.