Discourse analysis of turkish speeches in the context of language, culture and education

Language creates an important concept area for the socialization of the individual with development and the nationalization of society with advancement, and it meets the context of the live construction of collective memory. The monuments of the construction area of the specified social memory are the pioneering and effective texts of nations and states. Accordingly, the speech among the texts adopted by societies, nations and ultimately by the relevant states has a much more effective function due to the position of its creator in society. The speech can be considered as constituent language teaching policy texts in terms of their purpose and content while functioning as the construction and preservation of the state tradition. The Orkhon Monuments has the feature of being the very first speech in the history of Turkish culture, which reveals the vision of the Turkish universe and the state system. The Orkhon Monuments are more than 1200-year-long reflections in Turkish the content of which aimed at making the state stronger by criticizing the society, arranging it, making the nation stronger, rather than transferring its content; thus, it is important for Turkish culture and the sustainability of the historical roots of education. The final speech of Turkish education and culture history on language policy and Turkish (education), whichhas an important place in the philosophy of the founding will of the Republic of Turkey that successfully completed the struggle for independence in the face of recent imperialist attacks, is based on Gazi Mustafa Kemal ATATÜRK's speech which took for approximately 36.5 hours in Ankara between 13-15 October 1927. In our thesis, the first speeches of Turkish educational history (Köl Tigin and Bilge Kagan Monuments) and the final speech (Gazi Mustafa Kemal ATATÜRK) were subjected to discourse analysis in the context of language, culture and education, while the basic qualities of Turkish culture and educational history focused on Turkish education were tried to be determined based on the founding texts. In a sense, in the thesis which has a linguistic quality within the Turkish education, discourse analysis was carried out on the discourse texts of the founding leaders who made history. Turkish education, language policies and discourse analysis are the focus of our thesis, which has an interdisciplinary feature in terms of the intersection of history, sociology, philosophy and management sciences due to the nature of discourse analysis, which is a sub-branch of linguistics. In the first part of our thesis consisting of five main sections, the problem statement, the aim and significance information is included, while the second part covers the conceptual framework under four sub-headings. In the third part, the research design, materials, scope and limitations of the thesis and data analysis and methodology used in the thesis are presented. The fourth part, in which the findings are determined and evaluated depending on the method, consists of three subheadings. Chapter four covers comparative evaluations as well as the application of the discourse analyses carried out in the texts of Köktürk and the Republic of Turkey within the context of Turkish education, language and culture. While the fifth part of the thesis constitutes results, discussions and suggestions, the sixth part involves references of the study.