{"id":2998,"date":"2025-12-13T04:58:59","date_gmt":"2025-12-13T01:58:59","guid":{"rendered":"https:\/\/www.englishguru.com\/blog\/tr\/?p=2998"},"modified":"2026-02-21T16:48:46","modified_gmt":"2026-02-21T13:48:46","slug":"ataturkun-hayati-ingilizce-ve-turkce-cevirisi","status":"publish","type":"post","link":"https:\/\/www.englishguru.com\/blog\/tr\/ataturkun-hayati-ingilizce-ve-turkce-cevirisi\/","title":{"rendered":"Atat\u00fcrk’\u00fcn Hayat\u0131 \u0130ngilizce ve T\u00fcrk\u00e7e \u00c7evirisi"},"content":{"rendered":"\t\t
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Atat\u00fcrk’\u00fcn Hayat\u0131 \u0130ngilizce ve T\u00fcrk\u00e7e \u00c7evirisi<\/span><\/h1>\n

Mustafa Kemal Atat\u00fcrk, sadece T\u00fcrkiye Cumhuriyeti’ni kurmakla kalmam\u0131\u015f, ayn\u0131 zamanda d\u00fcnya tarihine damgas\u0131n\u0131 vurmu\u015f e\u015fsiz bir liderdir. E\u011fer Atat\u00fcrk’\u00fcn hayat hikayesini \u0130ngilizce olarak nas\u0131l anlatabilece\u011finizi merak ediyorsan\u0131z, bu i\u00e7erik tam size g\u00f6re! Haz\u0131rlad\u0131\u011f\u0131m\u0131z bu rehberde, Atat\u00fcrk’\u00fcn ya\u015fam\u0131n\u0131 k\u0131sa, \u00f6z ve anla\u015f\u0131l\u0131r \u0130ngilizce c\u00fcmlelerle derledik. \u0130ngilizce metinlerin hemen alt\u0131na T\u00fcrk\u00e7e \u00e7evirilerini de ekleyerek herkesin zorlanmadan anlayabilmesini ama\u00e7lad\u0131k. Bu b\u00fcy\u00fck liderin hayat yolculu\u011funu \u0130ngilizce c\u00fcmlelerle ke\u015ffetmeye haz\u0131rsan\u0131z, gelin ba\u015flayal\u0131m.<\/span><\/p>\n

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Atat\u00fcrk\u2019\u00fcn \u0130ngilizce Biyografisi<\/span><\/h2>\n

Atat\u00fcrk, sadece askeri bir deha de\u011fil, ayn\u0131 zamanda b\u00fcy\u00fck bir reformisttir. T\u00fcrkiye’yi modern medeniyetler seviyesine \u00e7\u0131karma hedefiyle yapt\u0131\u011f\u0131 devrimleri anlatan bu metin, onun vizyonunu \u0130ngilizce olarak ifade etmenize yard\u0131mc\u0131 olacakt\u0131r. A\u015fa\u011f\u0131da bu s\u00fcrecin \u0130ngilizce anlat\u0131m\u0131n\u0131 ve T\u00fcrk\u00e7e \u00e7evirisini bulabilirsiniz.<\/span><\/p>\n

(English)<\/span> <\/span>Mustafa Kemal Atat\u00fcrk aimed to transform Turkey into a modern and secular nation after founding the Republic. He introduced a series of groundbreaking reforms in political, legal, and social fields to modernize the country. One of the most significant changes was the adoption of the Latin alphabet in 1928, replacing the old Arabic script to increase literacy rates across the country. He also placed great importance on women’s rights; Turkish women were granted the right to vote and be elected in 1934, long before many European countries. Additionally, he modernized the educational system and adopted a secular legal structure. These reforms, known as “Atat\u00fcrk’s Principles,” completely reshaped the identity of Turkish society and paved the way for a contemporary Turkey.<\/span><\/p>\n

(T\u00fcrk\u00e7e)<\/span> Mustafa Kemal Atat\u00fcrk, Cumhuriyeti kurduktan sonra T\u00fcrkiye’yi modern ve laik bir ulusa d\u00f6n\u00fc\u015ft\u00fcrmeyi ama\u00e7lad\u0131. \u00dclkeyi \u00e7a\u011fda\u015fla\u015ft\u0131rmak i\u00e7in siyasi, hukuki ve sosyal alanlarda bir dizi \u00e7\u0131\u011f\u0131r a\u00e7an reform ger\u00e7ekle\u015ftirdi. En \u00f6nemli de\u011fi\u015fikliklerden biri, \u00fclke genelinde okuryazarl\u0131k oran\u0131n\u0131 art\u0131rmak amac\u0131yla eski Arap harflerinin yerine 1928 y\u0131l\u0131nda Latin alfabesinin kabul edilmesiydi. Ayr\u0131ca kad\u0131n haklar\u0131na b\u00fcy\u00fck \u00f6nem verdi; T\u00fcrk kad\u0131nlar\u0131na, bir\u00e7ok Avrupa \u00fclkesinden \u00e7ok \u00f6nce, 1934 y\u0131l\u0131nda se\u00e7me ve se\u00e7ilme hakk\u0131 tan\u0131nd\u0131. Buna ek olarak, e\u011fitim sistemini modernle\u015ftirdi ve laik bir hukuk yap\u0131s\u0131n\u0131 benimsedi. “Atat\u00fcrk \u0130lkeleri” olarak bilinen bu reformlar, T\u00fcrk toplumunun kimli\u011fini tamamen yeniden \u015fekillendirdi ve \u00e7a\u011fda\u015f bir T\u00fcrkiye’nin yolunu a\u00e7t\u0131.<\/span><\/p>\n

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Atat\u00fcrk\u2019\u00fcn E\u011fitim Hayat\u0131<\/span><\/h2>\n

Mustafa Kemal Atat\u00fcrk\u2019\u00fcn e\u011fitim hayat\u0131, sadece okudu\u011fu okullardan ibaret de\u011fildir; ayn\u0131 zamanda onun \u00e7a\u011fda\u015f d\u00fc\u015f\u00fcnce yap\u0131s\u0131n\u0131n \u015fekillendi\u011fi bir s\u00fcre\u00e7tir. Mahalle mektebinden Harp Akademisi\u2019ne uzanan bu yolculuk, onun ak\u0131lc\u0131 ve bilimsel yakla\u015f\u0131m\u0131n\u0131 olu\u015fturmu\u015f, gelece\u011fin liderini haz\u0131rlam\u0131\u015ft\u0131r.<\/span><\/p>\n

(English) Mustafa Kemal began his education at the traditional Haf\u0131z Mehmet Efendi School but soon transferred to the modern \u015eemsi Efendi School upon his father’s request. After losing his father at a young age, he decided to pursue a military career and enrolled in the Salonika Military Junior High School in 1893. It was here that his mathematics teacher gave him the name “Kemal,” meaning perfection, due to his academic excellence. He continued his studies at the Monastir Military High School, where he developed a deep interest in history, literature, and Western thought. In 1899, he entered the Military Academy in Istanbul, graduating as a Lieutenant in 1902. He then attended the prestigious War Academy, where he not only honed his military skills but also engaged in discussions about the future of the country. He graduated in 1905 with the rank of Staff Captain. His educational journey equipped him with the strategic mindset, discipline, and intellectual depth necessary to found the Republic of Turkey.<\/span><\/p>\n

(T\u00fcrk\u00e7e) <\/span>Mustafa Kemal, e\u011fitimine geleneksel Haf\u0131z Mehmet Efendi Okulu’nda ba\u015flad\u0131 ancak babas\u0131n\u0131n iste\u011fi \u00fczerine k\u0131sa s\u00fcre sonra modern \u015eemsi Efendi Okulu’na ge\u00e7ti. Babas\u0131n\u0131 gen\u00e7 ya\u015fta kaybettikten sonra askeri bir kariyer yapmaya karar verdi ve 1893 y\u0131l\u0131nda Selanik Askeri R\u00fc\u015ftiyesi’ne kaydoldu. Burada, akademik ba\u015far\u0131s\u0131ndan dolay\u0131 matematik \u00f6\u011fretmeni ona m\u00fckemmellik anlam\u0131na gelen “Kemal” ad\u0131n\u0131 verdi. E\u011fitimine Manast\u0131r Askeri \u0130dadisi’nde devam etti; burada tarih, edebiyat ve Bat\u0131 d\u00fc\u015f\u00fcncesine derin bir ilgi duydu. 1899 y\u0131l\u0131nda \u0130stanbul’daki Harp Okulu’na girdi ve 1902’de Te\u011fmen olarak mezun oldu. Ard\u0131ndan prestijli Harp Akademisi’ne devam etti; burada sadece askeri becerilerini geli\u015ftirmekle kalmad\u0131, ayn\u0131 zamanda \u00fclkenin gelece\u011fi \u00fczerine tart\u0131\u015fmalara da kat\u0131ld\u0131. 1905 y\u0131l\u0131nda Kurmay Y\u00fczba\u015f\u0131 r\u00fctbesiyle mezun oldu. E\u011fitim yolculu\u011fu, onu T\u00fcrkiye Cumhuriyeti’ni kurmak i\u00e7in gereken stratejik zihniyet, disiplin ve entelekt\u00fcel derinlikle donatt\u0131.<\/span><\/p>\n

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Atat\u00fcrk\u2019\u00fcn Askeri Hayat\u0131<\/span><\/h2>\n

Mustafa Kemal Atat\u00fcrk\u2019\u00fcn askeri hayat\u0131, cephelerde ge\u00e7en zorlu y\u0131llar, \u00fcst\u00fcn stratejik zeka ve kazan\u0131lan b\u00fcy\u00fck zaferlerle doludur. Kurmay Y\u00fczba\u015f\u0131 olarak ba\u015flad\u0131\u011f\u0131 bu yolculukta, “Ba\u015fkomutan” unvan\u0131yla bir milletin kaderini de\u011fi\u015ftirmi\u015ftir.<\/span><\/p>\n


<\/span>(English)<\/span> <\/span>Mustafa Kemal Atat\u00fcrk\u2019s military career is a testament to his genius and resilience. After graduating from the Military Academy in 1905, he served in various regions of the Ottoman Empire, including Damascus and the Balkans. He gained his first significant combat experience during the Italo-Turkish War in 1911 in Libya. However, he became a national hero during the Gallipoli Campaign in 1915. His foresight and the famous order, “I am not ordering you to attack, I am ordering you to die,” halted the Allied forces at Conkbay\u0131r\u0131 and changed the course of World War I.<\/span><\/p>\n

Following the war, when the country was under occupation, he resigned from his official duties in the Ottoman Army to lead the Turkish War of Independence. As the Commander-in-Chief, he successfully led the Turkish army in the Battle of Sakarya and the Great Offensive. His military strategy was not just about fighting but about understanding the geography and the spirit of his soldiers. After the final victory in 1922, his military duty ended, but his legacy as a victorious commander remained forever in the history of the Turkish nation.<\/span><\/p>\n

(T\u00fcrk\u00e7e)<\/span> Mustafa Kemal Atat\u00fcrk\u2019\u00fcn askeri kariyeri, onun dehas\u0131n\u0131n ve dayan\u0131kl\u0131l\u0131\u011f\u0131n\u0131n bir kan\u0131t\u0131d\u0131r. 1905 y\u0131l\u0131nda Harp Akademisi\u2019nden mezun olduktan sonra, \u015eam ve Balkanlar dahil olmak \u00fczere Osmanl\u0131 \u0130mparatorlu\u011fu\u2019nun \u00e7e\u015fitli b\u00f6lgelerinde g\u00f6rev yapt\u0131. \u0130lk \u00f6nemli sava\u015f deneyimini 1911 y\u0131l\u0131nda Libya\u2019daki Trablusgarp Sava\u015f\u0131\u2019nda kazand\u0131. Ancak, 1915\u2019teki \u00c7anakkale Sava\u015f\u0131 s\u0131ras\u0131nda ulusal bir kahraman haline geldi. \u0130leri g\u00f6r\u00fc\u015fl\u00fcl\u00fc\u011f\u00fc ve “Ben size taarruzu emretmiyorum, \u00f6lmeyi emrediyorum” \u015feklindeki \u00fcnl\u00fc emri, Conkbay\u0131r\u0131\u2019nda M\u00fcttefik g\u00fc\u00e7lerini durdurdu ve I. D\u00fcnya Sava\u015f\u0131\u2019n\u0131n seyrini de\u011fi\u015ftirdi.<\/span><\/p>\n

Sava\u015f\u0131n ard\u0131ndan \u00fclke i\u015fgal alt\u0131ndayken, T\u00fcrk Kurtulu\u015f Sava\u015f\u0131\u2019na liderlik etmek i\u00e7in Osmanl\u0131 Ordusu\u2019ndaki resmi g\u00f6revlerinden istifa etti. Ba\u015fkomutan olarak, Sakarya Meydan Muharebesi ve B\u00fcy\u00fck Taarruz\u2019da T\u00fcrk ordusunu ba\u015far\u0131yla y\u00f6netti. Askeri stratejisi sadece sava\u015fmakla ilgili de\u011fil, co\u011frafyay\u0131 ve askerlerinin ruhunu anlamakla da ilgiliydi. 1922\u2019deki nihai zaferden sonra askeri g\u00f6revi sona erdi, ancak muzaffer bir komutan olarak miras\u0131 T\u00fcrk milletinin tarihinde sonsuza dek kald\u0131.<\/span><\/p>\n

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Milli M\u00fccadele D\u00f6nemi ve Atat\u00fcrk<\/span><\/h2>\n

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Milli M\u00fccadele, Mustafa Kemal\u2019in 19 May\u0131s 1919\u2019da Samsun\u2019a \u00e7\u0131kmas\u0131yla fiilen ba\u015flam\u0131\u015ft\u0131r. Bu d\u00f6nem, askeri \u00e7at\u0131\u015fmalardan \u00f6nce halk\u0131n bilin\u00e7lendi\u011fi, ulusal birli\u011fin sa\u011fland\u0131\u011f\u0131 ve direni\u015fin \u00f6rg\u00fctlendi\u011fi en kritik s\u00fcre\u00e7tir.<\/span><\/p>\n

(English)<\/span> <\/span>The Turkish National Struggle officially began when Mustafa Kemal landed in Samsun on May 19, 1919. Seeing the occupation of the country, he immediately started organizing the national resistance. He issued the Amasya Circular, declaring for the first time that “the independence of the nation will be saved by the nation’s own determination.” This was a call for the people to take action. Following this, he convened the Erzurum and Sivas Congresses. In these meetings, he united the scattered local resistance groups under a single leadership. He emphasized that the motherland was an indivisible whole and that foreign mandates or protection were unacceptable. These diplomatic and organizational efforts created a strong foundation for the upcoming war. Having united the nation, Mustafa Kemal then prepared to move to Ankara to establish the new government.<\/span><\/p>\n

(T\u00fcrk\u00e7e)<\/span> T\u00fcrk Milli M\u00fccadelesi, Mustafa Kemal’in 19 May\u0131s 1919’da Samsun’a \u00e7\u0131kmas\u0131yla resmen ba\u015flad\u0131. \u00dclkenin i\u015fgal alt\u0131nda oldu\u011funu g\u00f6ren Atat\u00fcrk, derhal ulusal direni\u015fi \u00f6rg\u00fctlemeye ba\u015flad\u0131. Amasya Genelgesi’ni yay\u0131nlayarak ilk kez “milletin ba\u011f\u0131ms\u0131zl\u0131\u011f\u0131n\u0131 yine milletin azim ve karar\u0131n\u0131n kurtaraca\u011f\u0131n\u0131” ilan etti. Bu, halk\u0131 harekete ge\u00e7meye \u00e7a\u011f\u0131ran bir bildiriydi. Bunun ard\u0131ndan Erzurum ve Sivas Kongrelerini toplad\u0131. Bu toplant\u0131larda, da\u011f\u0131n\u0131k haldeki yerel direni\u015f gruplar\u0131n\u0131 tek bir liderlik alt\u0131nda birle\u015ftirdi. Vatan\u0131n b\u00f6l\u00fcnmez bir b\u00fct\u00fcn oldu\u011funu ve yabanc\u0131 manda veya himayesinin kabul edilemeyece\u011fini vurgulad\u0131. Bu diplomatik ve \u00f6rg\u00fctsel \u00e7abalar, yakla\u015fan sava\u015f i\u00e7in g\u00fc\u00e7l\u00fc bir temel olu\u015fturdu. Milleti birle\u015ftiren Mustafa Kemal, daha sonra yeni h\u00fck\u00fcmeti kurmak \u00fczere Ankara’ya ge\u00e7mek i\u00e7in haz\u0131rl\u0131klar\u0131n\u0131 yapt\u0131.<\/span><\/p>\n

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Atat\u00fcrk\u2019\u00fcn Siyasi Hayat\u0131<\/span><\/h2>\n

Atat\u00fcrk, i\u00e7 politikadaki devrimlerini “Yurtta sulh, cihanda sulh” ilkesine dayanan bar\u0131\u015f\u00e7\u0131l bir d\u0131\u015f politika ile ta\u00e7land\u0131rm\u0131\u015ft\u0131r. Onun siyasi dehas\u0131, T\u00fcrkiye Cumhuriyeti’ni uluslararas\u0131 alanda sayg\u0131n ve g\u00fcvenilir bir devlet konumuna getirmi\u015ftir.<\/span>
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<\/span>(English) Throughout his political career, Mustafa Kemal Atat\u00fcrk followed a peaceful and realistic foreign policy based on the principle “Peace at home, peace in the world.” His primary political goal was to protect the independence of the newly founded Republic and establish friendly relations with all nations. He played a key role in signing the Montreux Convention in 1936, which gave Turkey full control over the Turkish Straits, marking a major diplomatic victory. Additionally, he established regional alliances like the Balkan Entente and the Sadabad Pact to ensure security and cooperation in the region. One of his final and most significant political achievements was his diplomatic effort regarding the Hatay issue. Although he passed away before the official annexation, his determined political stance ensured that Hatay would eventually join the motherland in 1939.<\/span><\/p>\n

(T\u00fcrk\u00e7e) <\/span>Siyasi kariyeri boyunca Mustafa Kemal Atat\u00fcrk, “Yurtta sulh, cihanda sulh” ilkesine dayal\u0131 bar\u0131\u015f\u00e7\u0131l ve ger\u00e7ek\u00e7i bir d\u0131\u015f politika izledi. Temel siyasi hedefi, yeni kurulan Cumhuriyetin ba\u011f\u0131ms\u0131zl\u0131\u011f\u0131n\u0131 korumak ve t\u00fcm uluslarla dostane ili\u015fkiler kurmakt\u0131. 1936 y\u0131l\u0131nda T\u00fcrkiye\u2019ye T\u00fcrk Bo\u011fazlar\u0131 \u00fczerinde tam kontrol veren Montr\u00f6 Bo\u011fazlar S\u00f6zle\u015fmesi\u2019nin imzalanmas\u0131nda kilit bir rol oynad\u0131 ve bu b\u00fcy\u00fck bir diplomatik zaferdi. Ayr\u0131ca, b\u00f6lgedeki g\u00fcvenli\u011fi ve i\u015f birli\u011fini sa\u011flamak amac\u0131yla Balkan Antant\u0131 ve Sadabat Pakt\u0131 gibi b\u00f6lgesel ittifaklar kurdu. Son ve en \u00f6nemli siyasi ba\u015far\u0131lar\u0131ndan biri, Hatay meselesi \u00fczerindeki diplomatik \u00e7abalar\u0131yd\u0131. Resmi ilhaktan \u00f6nce vefat etmesine ra\u011fmen, kararl\u0131 siyasi duru\u015fu Hatay\u2019\u0131n 1939 y\u0131l\u0131nda anavatana kat\u0131lmas\u0131n\u0131 sa\u011flad\u0131.<\/span><\/p>\n

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Atat\u00fcrk\u2019\u00fcn Ki\u015fisel Hayat\u0131<\/span><\/h2>\n

Atat\u00fcrk, sert bir asker mizac\u0131n\u0131n arkas\u0131nda yufka y\u00fcrekli bir insan bar\u0131nd\u0131r\u0131rd\u0131. \u00d6zellikle \u00e7ocuklara kar\u015f\u0131 b\u00fcy\u00fck bir sevgi besler, ak\u015fam sofralar\u0131n\u0131 bir k\u00fclt\u00fcr akademisine d\u00f6n\u00fc\u015ft\u00fcr\u00fcr ve sanata b\u00fcy\u00fck \u00f6nem verirdi.<\/span><\/p>\n

(English)<\/span> <\/span>Mustafa Kemal Atat\u00fcrk had a compassionate heart and a deep love for children. He never had biological children of his own, but he adopted several daughters, including Sabiha G\u00f6k\u00e7en, who became the world’s first female combat pilot, and Afet \u0130nan, a historian. He raised them as modern, educated individuals to serve as role models for Turkish women. Another significant aspect of his personal life was his famous dinner table at the \u00c7ankaya Mansion. These dinners were not just for eating; they were intellectual gatherings where scientists, artists, and writers came together to discuss the country’s future, history, and language. Atat\u00fcrk loved to debate and exchange ideas until late hours. He also valued art immensely, famously saying, “A nation without art has lost one of its life veins.” He enjoyed Zeybek dancing and classical western music, always encouraging the development of fine arts in the new republic.<\/span><\/p>\n

(T\u00fcrk\u00e7e)<\/span> Mustafa Kemal Atat\u00fcrk, \u015fefkatli bir kalbe ve derin bir \u00e7ocuk sevgisine sahipti. Hi\u00e7 biyolojik \u00e7ocu\u011fu olmad\u0131 ama aralar\u0131nda d\u00fcnyan\u0131n ilk kad\u0131n sava\u015f pilotu olan Sabiha G\u00f6k\u00e7en ve tarih\u00e7i Afet \u0130nan’\u0131n da bulundu\u011fu bir\u00e7ok manevi k\u0131z\u0131 evlat edindi. Onlar\u0131, T\u00fcrk kad\u0131nlar\u0131na rol model olacak modern ve e\u011fitimli bireyler olarak yeti\u015ftirdi. Ki\u015fisel hayat\u0131n\u0131n bir di\u011fer \u00f6nemli y\u00f6n\u00fc ise \u00c7ankaya K\u00f6\u015fk\u00fc’ndeki me\u015fhur ak\u015fam yeme\u011fi sofras\u0131yd\u0131. Bu yemekler sadece kar\u0131n doyurmak i\u00e7in de\u011fil; bilim insanlar\u0131n\u0131n, sanat\u00e7\u0131lar\u0131n ve yazarlar\u0131n bir araya gelerek \u00fclkenin gelece\u011fini, tarihini ve dilini tart\u0131\u015ft\u0131\u011f\u0131 entelekt\u00fcel toplant\u0131lard\u0131. Atat\u00fcrk, ge\u00e7 saatlere kadar tart\u0131\u015fmay\u0131 ve fikir al\u0131\u015fveri\u015finde bulunmay\u0131 severdi. Sanata da b\u00fcy\u00fck de\u011fer verirdi ve me\u015fhur s\u00f6z\u00fcnde “Sanats\u0131z kalan bir milletin hayat damarlar\u0131ndan biri kopmu\u015f demektir” demi\u015ftir. Zeybek oynamaktan ve klasik bat\u0131 m\u00fczi\u011finden ho\u015flan\u0131r, yeni cumhuriyette g\u00fczel sanatlar\u0131n geli\u015fmesini her zaman te\u015fvik ederdi.<\/span>

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Atat\u00fcrk\u2019\u00fcn Sevdi\u011fi \u015eark\u0131lar<\/span><\/h2>\n

Atat\u00fcrk, m\u00fczi\u011fi sadece bir e\u011flence arac\u0131 olarak de\u011fil, ruhunu dinlendiren bir s\u0131\u011f\u0131nak olarak g\u00f6r\u00fcrd\u00fc. \u00d6zellikle memleketi Selanik ve Rumeli\u2019ye ait ezgiler, onun duygusal d\u00fcnyas\u0131nda \u00e7ok \u00f6zel bir yere sahipti.<\/span>
<\/span>
<\/span>(English)<\/span> <\/span>Music held a special place in Atat\u00fcrk’s life, often serving as a bridge to his memories of his homeland. He particularly enjoyed Rumelian folk songs that reflected the culture of Salonika and Monastir. Among his most cherished songs were “Vardar Ovas\u0131,” “B\u00fclb\u00fcl\u00fcm Alt\u0131n Kafeste,” “K\u0131rm\u0131z\u0131 G\u00fcl\u00fcn Al\u0131 Var,” and “Manast\u0131r\u0131n Ortas\u0131nda.” He would often join in singing these songs with great emotion during evening gatherings. Additionally, he greatly admired the voices of famous Turkish singers like Safiye Ayla and M\u00fczeyyen Senar, who frequently performed these classic pieces for him.<\/span><\/p>\n

(T\u00fcrk\u00e7e)<\/span> M\u00fczik, Atat\u00fcrk’\u00fcn hayat\u0131nda \u00f6zel bir yere sahipti ve genellikle memleketine dair an\u0131lar\u0131na bir k\u00f6pr\u00fc vazifesi g\u00f6r\u00fcrd\u00fc. \u00d6zellikle Selanik ve Manast\u0131r k\u00fclt\u00fcr\u00fcn\u00fc yans\u0131tan Rumeli t\u00fcrk\u00fclerinden b\u00fcy\u00fck keyif al\u0131rd\u0131. En de\u011fer verdi\u011fi \u015fark\u0131lar aras\u0131nda “Vardar Ovas\u0131”, “B\u00fclb\u00fcl\u00fcm Alt\u0131n Kafeste”, “K\u0131rm\u0131z\u0131 G\u00fcl\u00fcn Al\u0131 Var” ve “Manast\u0131r\u0131n Ortas\u0131nda” yer al\u0131rd\u0131. Ak\u015fam toplant\u0131lar\u0131nda bu \u015fark\u0131lara s\u0131k s\u0131k b\u00fcy\u00fck bir duyguyla e\u015flik ederdi. Ayr\u0131ca, bu klasik eserleri kendisi i\u00e7in s\u0131k\u00e7a icra eden Safiye Ayla ve M\u00fczeyyen Senar gibi \u00fcnl\u00fc T\u00fcrk sanat\u00e7\u0131lar\u0131n\u0131n seslerine de b\u00fcy\u00fck hayranl\u0131k duyard\u0131.<\/span><\/p>\n

Atat\u00fcrk\u2019\u00fcn Sevdi\u011fi Yiyecekler<\/span><\/p>\n

Atat\u00fcrk, zengin sofralardan ziyade sade ve geleneksel lezzetleri tercih ederdi. Onun i\u00e7in sofra, sadece yemek yenilen bir yer de\u011fil, ayn\u0131 zamanda memleket meselelerinin konu\u015fuldu\u011fu bir bulu\u015fma noktas\u0131yd\u0131.<\/span><\/p>\n


<\/span>(English) Much of what we know about Atat\u00fcrk’s culinary preferences comes from his long-time chef, Halit Atay. Atay revealed that Atat\u00fcrk was a man of simple tastes, with his absolute favorite dish being dried beans (kuru fasulye). This preference dated back to his years as a military student, and he often requested it at his table. Another dish he enjoyed was okra with meat, which he preferred for its lightness and digestibility, often pairing it with yogurt. For breakfast, he valued a strong start and typically chose a cheesy omelette. When it came to sweets, he had a fondness for traditional semolina dessert (irmik helvas\u0131). In the evenings, his drink of choice was rak\u0131, and he almost always accompanied it with fava (mashed broad beans), enjoying its smooth texture and light flavor as a perfect appetizer.<\/span><\/p>\n

(T\u00fcrk\u00e7e) <\/span>Atat\u00fcrk’\u00fcn mutfak tercihleri hakk\u0131nda bildiklerimizin \u00e7o\u011fu, uzun y\u0131llar a\u015f\u00e7\u0131l\u0131\u011f\u0131n\u0131 yapan Halit Atay’a dayanmaktad\u0131r. Atay, Atat\u00fcrk’\u00fcn sade bir damak zevkine sahip oldu\u011funu ve en sevdi\u011fi yeme\u011fin kuru fasulye oldu\u011funu belirtmi\u015ftir. Bu al\u0131\u015fkanl\u0131\u011f\u0131 askeri \u00f6\u011frencilik y\u0131llar\u0131na dayan\u0131yordu ve sofras\u0131nda bu yeme\u011fi s\u0131k s\u0131k isterdi. Keyif ald\u0131\u011f\u0131 bir di\u011fer yemek ise etli bamya idi; hafif ve sindirimi kolay oldu\u011fu i\u00e7in tercih etti\u011fi bu yeme\u011fi genellikle yo\u011furtla birlikte t\u00fcketirdi. Kahvalt\u0131da g\u00fcne sa\u011flam bir ba\u015flang\u0131\u00e7 yapmaya \u00f6nem verir ve genellikle peynirli omlet tercih ederdi. Tatl\u0131lara gelince, geleneksel irmik helvas\u0131na \u00f6zel bir d\u00fc\u015fk\u00fcnl\u00fc\u011f\u00fc vard\u0131. Ak\u015famlar\u0131 ise tercih etti\u011fi i\u00e7ecek rak\u0131 olurdu ve meze olarak neredeyse her zaman fava isterdi; favan\u0131n yumu\u015fak dokusu ve hafifli\u011fi, onun rak\u0131 sofras\u0131n\u0131n vazge\u00e7ilmeziydi.<\/span><\/p>\n

\n<\/p>

Atat\u00fcrk\u2019\u00fcn Sevdi\u011fi Danslar<\/span><\/h2>\n

<\/p>\n

Atat\u00fcrk, dans sanat\u0131na b\u00fcy\u00fck bir incelikle yakla\u015f\u0131rd\u0131; \u00f6zellikle modern vals ve geleneksel zeybek oyunlar\u0131 onun favorileri aras\u0131ndayd\u0131.<\/span><\/p>\n

(English)<\/span> <\/span>Mustafa Kemal Atat\u00fcrk had a keen interest in dancing, with a specific fondness for the Waltz and the Zeybek. His appreciation for Western music led him to perform the Waltz gracefully at balls, official ceremonies, and private events.<\/span><\/p>\n

(T\u00fcrk\u00e7e)<\/span> Mustafa Kemal Atat\u00fcrk, dansa b\u00fcy\u00fck bir ilgi duyard\u0131; \u00f6zellikle Vals ve Zeybek oyunlar\u0131na \u00f6zel bir d\u00fc\u015fk\u00fcnl\u00fc\u011f\u00fc vard\u0131. Bat\u0131 m\u00fczi\u011fine duydu\u011fu takdir, onu balolarda, resmi t\u00f6renlerde ve \u00f6zel etkinliklerde zarafetle Vals yapmaya y\u00f6neltirdi.<\/span><\/p>\n

\n<\/p>

Atat\u00fcrk\u2019\u00fcn Manevi \u00c7ocuklar\u0131<\/span><\/span><\/h2>

Atat\u00fcrk, \u00e7ocuklara kar\u015f\u0131 derin bir sevgi besler ve onlar\u0131n e\u011fitimli bireyler olarak yeti\u015fmesini her \u015feyden \u00e7ok \u00f6nemserdi. Bu vizyonla, \u00e7e\u015fitli ge\u00e7mi\u015flere sahip \u00e7ocuklar\u0131 evlat edinerek onlara parlak bir gelecek sunmu\u015ftur.<\/span><\/p>


<\/span>(English)<\/span> <\/span>Atat\u00fcrk extended his fatherly care to many children, including Afet \u0130nan, Sabiha G\u00f6k\u00e7en, \u00dclk\u00fc Adatepe, Rukiye Erkin, Nebile Bayyurt, Zehra Aylin, and Abdurrahim Tun\u00e7ak. He also acted as a guardian to Mustafa and \u0130hsan. He guided them toward successful careers; notably, he encouraged Afet \u0130nan to become a historian and supported Sabiha G\u00f6k\u00e7en in becoming Turkey\u2019s first female combat pilot.<\/span><\/p>\n

(T\u00fcrk\u00e7e)<\/span> Atat\u00fcrk; Afet \u0130nan, Sabiha G\u00f6k\u00e7en, \u00dclk\u00fc Adatepe, Rukiye Erkin, Nebile Bayyurt, Zehra Aylin ve Abdurrahim Tun\u00e7ak gibi bir\u00e7ok \u00e7ocu\u011fa babal\u0131k \u015fefkati g\u00f6sterdi. Ayr\u0131ca Mustafa ve \u0130hsan\u2019\u0131n da koruyuculu\u011funu \u00fcstlendi. Onlar\u0131 ba\u015far\u0131l\u0131 kariyerlere y\u00f6nlendirdi; \u00f6zellikle Afet \u0130nan\u2019\u0131 tarih\u00e7i olmas\u0131 i\u00e7in te\u015fvik etti ve Sabiha G\u00f6k\u00e7en\u2019i T\u00fcrkiye\u2019nin ilk kad\u0131n sava\u015f pilotu olmas\u0131 konusunda destekledi.<\/span><\/p>\n

Atat\u00fcrk\u2019\u00fcn Ekonomik G\u00f6r\u00fc\u015fleri<\/span><\/h2>Atat\u00fcrk, tam ba\u011f\u0131ms\u0131zl\u0131\u011f\u0131n ancak ekonomik ba\u011f\u0131ms\u0131zl\u0131kla m\u00fcmk\u00fcn olaca\u011f\u0131na inanm\u0131\u015ft\u0131r. Bu nedenle, tar\u0131m ve sanayiyi e\u015f zamanl\u0131 kalk\u0131nd\u0131rmay\u0131 hedefleyen ve devletin ekonomide itici g\u00fc\u00e7 oldu\u011fu “Devlet\u00e7ilik” ilkesini benimsemi\u015ftir.<\/span>
<\/span>
<\/span>(English) Mustafa Kemal Atat\u00fcrk viewed economic self-sufficiency and progress as the cornerstones of the newly founded Republic. He championed the idea that the state must play a leading role in the economy, adopting the “statism” model. To achieve modernization, he prioritized heavy industry investments and provided state support to boost domestic manufacturing. Recognizing Turkey’s strong agrarian roots, he also placed significant emphasis on modernizing agriculture. His primary goal was to minimize reliance on foreign imports by maximizing national production. Following the global economic crisis of 1929, his policies shifted toward stronger state intervention and increased public investment in industrial sectors. Ultimately, his economic vision was centered on strategic development plans and the promotion of domestic goods to modernize Turkey.<\/span><\/p>\n

(T\u00fcrk\u00e7e)<\/span> Mustafa Kemal Atat\u00fcrk, ekonomik kendine yeterlili\u011fi ve ilerlemeyi yeni kurulan Cumhuriyetin temel ta\u015flar\u0131 olarak g\u00f6rm\u00fc\u015ft\u00fcr. Devletin ekonomide \u00f6nc\u00fc bir rol oynamas\u0131 gerekti\u011fini savunmu\u015f ve “devlet\u00e7ilik” modelini benimsemi\u015ftir. Modernle\u015fmeyi sa\u011flamak amac\u0131yla a\u011f\u0131r sanayi yat\u0131r\u0131mlar\u0131na \u00f6ncelik vermi\u015f ve yerli \u00fcretimi art\u0131rmak i\u00e7in devlet deste\u011fi sa\u011flam\u0131\u015ft\u0131r. T\u00fcrkiye’nin g\u00fc\u00e7l\u00fc tar\u0131msal k\u00f6klerinin fark\u0131nda olarak, tar\u0131m\u0131n modernle\u015ftirilmesine de b\u00fcy\u00fck \u00f6nem vermi\u015ftir. As\u0131l amac\u0131, ulusal \u00fcretimi maksimize ederek yabanc\u0131 ithalat\u0131na olan ba\u011f\u0131ml\u0131l\u0131\u011f\u0131 en aza indirmekti. 1929 k\u00fcresel ekonomik krizinin ard\u0131ndan, politikalar\u0131 daha g\u00fc\u00e7l\u00fc devlet m\u00fcdahalesine ve sanayi sekt\u00f6rlerinde kamu yat\u0131r\u0131mlar\u0131n\u0131n art\u0131r\u0131lmas\u0131na y\u00f6nelmi\u015ftir. Sonu\u00e7 olarak, ekonomik vizyonu stratejik kalk\u0131nma planlar\u0131na ve T\u00fcrkiye’yi modernle\u015ftirmek i\u00e7in yerli mal\u0131n\u0131n te\u015fvik edilmesine odaklanm\u0131\u015ft\u0131r.<\/span><\/p>\n

Atat\u00fcrk ve Bilim<\/span><\/h2>Atat\u00fcrk, modern bir ulus olman\u0131n yolunun bilimden ge\u00e7ti\u011fine inanm\u0131\u015f; T\u00fcrk Dil Kurumu ve T\u00fcrk Tarih Kurumu gibi kurumlarla bu vizyonu somutla\u015ft\u0131rm\u0131\u015ft\u0131r.<\/span><\/p>\n


<\/span>(English)<\/span> <\/span>Atat\u00fcrk firmly believed that the national education system must be rooted in scientific principles and reason. He argued that the only way to safeguard the future of the Republic of Turkey was to create an enlightened and well-educated society. Placing immense responsibility on teachers, he regarded them as the architects of the new generation. He implemented secularism in education to ensure that learning was based on logic rather than religious dogma. Furthermore, he initiated significant reforms in higher education to transform universities into hubs of free thought and scientific inquiry. He also advocated for a pragmatic approach to education, insisting that students should gain practical skills alongside theoretical knowledge.<\/span><\/p>\n

(T\u00fcrk\u00e7e)<\/span> Atat\u00fcrk, milli e\u011fitim sisteminin temellerinin mutlaka bilimsel ger\u00e7eklere ve akla dayanmas\u0131 gerekti\u011fine inanm\u0131\u015ft\u0131r. T\u00fcrkiye Cumhuriyeti’nin gelece\u011fini g\u00fcvence alt\u0131na alman\u0131n tek yolunun, ayd\u0131n ve e\u011fitimli bir toplum yaratmak oldu\u011funu savunmu\u015ftur. \u00d6\u011fretmenlere b\u00fcy\u00fck bir sorumluluk y\u00fckleyerek, onlar\u0131 yeni nesillerin mimar\u0131 olarak g\u00f6rm\u00fc\u015ft\u00fcr. E\u011fitimde laiklik ilkesini hayata ge\u00e7irerek, \u00f6\u011fretimin dini dogmalardan ziyade mant\u0131\u011fa dayanmas\u0131n\u0131 sa\u011flam\u0131\u015ft\u0131r. Ayr\u0131ca, \u00fcniversitelerin \u00f6zg\u00fcr d\u00fc\u015f\u00fcnce ve bilimsel ara\u015ft\u0131rma merkezlerine d\u00f6n\u00fc\u015fmesi i\u00e7in y\u00fcksek\u00f6\u011fretimde k\u00f6kl\u00fc reformlar ba\u015flatm\u0131\u015ft\u0131r. E\u011fitimin sadece teoride kalmamas\u0131 gerekti\u011fini savunarak, \u00f6\u011frencilerin pratik beceriler kazanmas\u0131 gerekti\u011fi \u00fczerinde de durmu\u015ftur.<\/span><\/p>\n

Atat\u00fcrk\u2019\u00fcn R\u00fctbeleri<\/span><\/p>

Atat\u00fcrk’\u00fcn askeri kariyeri, h\u0131zla y\u00fckselen bir ba\u015far\u0131 grafi\u011fi \u00e7izmi\u015ftir. 1902’de ba\u015flayan bu yolculuk, 1921 y\u0131l\u0131nda askeri hiyerar\u015finin en \u00fcst noktas\u0131yla ta\u00e7lanm\u0131\u015ft\u0131r.<\/span><\/p>\n


<\/span>(English)<\/span> <\/span>Mustafa Kemal Atat\u00fcrk’s journey through the military ranks started in 1902 when he graduated as a Lieutenant. By January 11, 1905, he had risen to the rank of Captain. His rapid ascent continued as he became a Lieutenant Colonel in 1914, followed by his promotion to Colonel in 1915 during the heat of the war. On April 1, 1916, he earned the title of Major General. Finally, crowning his military achievements, he was awarded the highest rank of Marshal in 1921.<\/span><\/p>\n

(T\u00fcrk\u00e7e)<\/span> Mustafa Kemal Atat\u00fcrk’\u00fcn r\u00fctbe yolculu\u011fu, 1902 y\u0131l\u0131nda <\/span>Te\u011fmen<\/span> olarak mezun olmas\u0131yla ba\u015flam\u0131\u015ft\u0131r. K\u0131sa s\u00fcre sonra, 11 Ocak 1905 tarihinde <\/span>Y\u00fczba\u015f\u0131<\/span> r\u00fctbesine eri\u015fmi\u015ftir. Ba\u015far\u0131lar\u0131 h\u0131zla devam eden Atat\u00fcrk, 1914’te <\/span>Yarbayl\u0131\u011fa<\/span>, hemen ard\u0131ndan 1915 y\u0131l\u0131nda ise <\/span>Albayl\u0131\u011fa<\/span> terfi etmi\u015ftir. 1 Nisan 1916’da <\/span>T\u00fcmgeneral<\/span> unvan\u0131n\u0131 kazanm\u0131\u015f ve son olarak 1921 y\u0131l\u0131nda, askeri kariyerinin zirvesi olan <\/span>Mare\u015fal<\/span> r\u00fctbesine lay\u0131k g\u00f6r\u00fclm\u00fc\u015ft\u00fcr.<\/span><\/p>

Atat\u00fcrk\u2019\u00fcn \u0130lkeleri<\/span><\/p>

Atat\u00fcrk\u2019\u00fcn T\u00fcrkiye Cumhuriyeti’nin temellerini olu\u015fturan ilkeleri; Cumhuriyet\u00e7ilik, Milliyet\u00e7ilik, Halk\u00e7\u0131l\u0131k, Devlet\u00e7ilik, Laiklik ve \u0130nk\u0131lap\u00e7\u0131l\u0131k olmak \u00fczere alt\u0131 ana esas \u00fczerinde y\u00fckselir.<\/span><\/p>\n


<\/p>

(English) Republicanism is grounded in national sovereignty and is considered the ideal system for representing the public’s will. The Republican era also marked a social revolution. Through the adoption of Western legal codes, specifically the Swiss Civil Code, the status of women was transformed, leading to their right to vote in 1934. Populism opposes class distinctions and fosters national solidarity and identity through equal citizenship. Secularism, for Atat\u00fcrk, defined the separation of religious and state affairs, ensuring that education, law, and culture remained independent of religious dominance. It was a rational stance against clerical influence in politics rather than an opposition to religion itself. Reformism entailed replacing outdated institutions with contemporary ones and discarding old notions for modern values. Nationalism in the Kemalist view was not racist but focused on safeguarding Turkey’s independence. It respected other nations’ sovereignty, stood against imperialism, and rejected rule by dynasties or specific classes, emphasizing the indivisible unity of the Turkish land and people. Statism highlighted the state’s leading role in economic and technological progress. The government regulated the economy and intervened in areas where the private sector was insufficient, often maintaining ownership of key industries.<\/span><\/p>\n

(T\u00fcrk\u00e7e) <\/span>Cumhuriyet\u00e7ilik, ulusal egemenli\u011fi temel al\u0131r ve halk\u0131n iradesinin temsil edilmesi i\u00e7in en etkili y\u00f6ntem olarak g\u00f6r\u00fcl\u00fcr. Cumhuriyet d\u00f6nemi ayn\u0131 zamanda sosyal bir devrimi de beraberinde getirmi\u015ftir. Bat\u0131 hukuk sistemlerinin, \u00f6zellikle \u0130svi\u00e7re Medeni Kanunu’nun benimsenmesiyle kad\u0131nlar\u0131n toplumsal stat\u00fcs\u00fc k\u00f6kl\u00fc bir \u015fekilde de\u011fi\u015fmi\u015f ve 1934’te se\u00e7me ve se\u00e7ilme hakk\u0131 tan\u0131nm\u0131\u015ft\u0131r. Halk\u00e7\u0131l\u0131k, s\u0131n\u0131f ayr\u0131cal\u0131klar\u0131na kar\u015f\u0131 durur; e\u015fit vatanda\u015fl\u0131k yoluyla ulusal dayan\u0131\u015fmay\u0131 ve kimli\u011fi te\u015fvik eder. Laiklik, Atat\u00fcrk’e g\u00f6re din ve devlet i\u015flerinin birbirinden ayr\u0131lmas\u0131n\u0131 ifade eder; e\u011fitim, hukuk ve k\u00fclt\u00fcr gibi alanlar\u0131n dini etkilerden ba\u011f\u0131ms\u0131z kalmas\u0131n\u0131 sa\u011flar. Bu, dine kar\u015f\u0131 olmaktan ziyade, dinin siyasete alet edilmesine kar\u015f\u0131 ak\u0131lc\u0131 bir duru\u015ftur. \u0130nk\u0131lap\u00e7\u0131l\u0131k, \u00e7a\u011f d\u0131\u015f\u0131 kalm\u0131\u015f kurumlar\u0131n yerine \u00e7a\u011fda\u015f olanlar\u0131n getirilmesi ve eski fikirlerin at\u0131larak modern de\u011ferlerin benimsenmesi anlam\u0131na gelir. Milliyet\u00e7ilik, \u0131rk\u00e7\u0131 bir yakla\u015f\u0131m olmay\u0131p temel amac\u0131 T\u00fcrk ba\u011f\u0131ms\u0131zl\u0131\u011f\u0131n\u0131 korumakt\u0131r. Di\u011fer milletlerin egemenli\u011fine sayg\u0131 duyar, emperyalizme kar\u015f\u0131d\u0131r ve belirli bir s\u0131n\u0131f\u0131n veya hanedan\u0131n y\u00f6netimine kar\u015f\u0131 \u00e7\u0131karak T\u00fcrk vatan\u0131n\u0131n ve milletinin b\u00f6l\u00fcnmez b\u00fct\u00fcnl\u00fc\u011f\u00fcn\u00fc vurgular. Devlet\u00e7ilik, ekonomik ve teknolojik ilerlemede devletin \u00f6nc\u00fc rol\u00fcn\u00fc esas al\u0131r. Devlet, ekonomik faaliyetleri d\u00fczenler ve \u00f6zel sekt\u00f6r\u00fcn yetersiz kald\u0131\u011f\u0131 noktalarda devreye girerek, genellikle temel sanayi kollar\u0131n\u0131n m\u00fclkiyetini elinde tutar.<\/span><\/p>\n

Atat\u00fcrk’\u00fcn Hayat\u0131 \u0130ngilizce ve T\u00fcrk\u00e7e \u00c7evirisi Hakk\u0131nda Sorulan Sorular<\/span><\/h2><\/p>\n

Atat\u00fcrk ne zaman ve nerede do\u011fdu \u0130ngilizce cevab\u0131 nedir?<\/span><\/p>\n

Mustafa Kemal Atat\u00fcrk was born in 1881 in Salonika. (Mustafa Kemal Atat\u00fcrk, 1881 y\u0131l\u0131nda Selanik’te do\u011fmu\u015ftur.)<\/span><\/p>\n


<\/b><\/p>\n

Atat\u00fcrk\u2019\u00fcn mezar\u0131 nerededir \u0130ngilizce?<\/span><\/p>\n

Atat\u00fcrk\u2019\u00fcn kabri Ankara\u2019dad\u0131r ve \u0130ngilizce\u2019de “Mausoleum” olarak bilinen An\u0131tkabir\u2019de yer almaktad\u0131r. (Atat\u00fcrk rests at An\u0131tkabir in Ankara.)<\/span><\/p>\n


<\/b><\/p>\n

Atat\u00fcrk’\u00fcn en b\u00fcy\u00fck ba\u015far\u0131s\u0131 nedir \u0130ngilizce?<\/span><\/p>\n

He founded the Republic of Turkey and served as its first president. (T\u00fcrkiye Cumhuriyeti’ni kurmu\u015f ve ilk cumhurba\u015fkan\u0131 olarak g\u00f6rev yapm\u0131\u015ft\u0131r.)<\/span><\/p>\n


<\/b><\/p>\n

Atat\u00fcrk soyad\u0131n\u0131n \u0130ngilizce kar\u015f\u0131l\u0131\u011f\u0131 nedir?<\/span><\/p>\n

The surname “Atat\u00fcrk” means “Father of the Turks.” (“Atat\u00fcrk” soyad\u0131, “T\u00fcrklerin Atas\u0131” anlam\u0131na gelmektedir.)<\/span><\/p>\n



<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

Atat\u00fcrk’\u00fcn Hayat\u0131 \u0130ngilizce ve T\u00fcrk\u00e7e \u00c7evirisi Mustafa Kemal Atat\u00fcrk, sadece T\u00fcrkiye Cumhuriyeti’ni kurmakla kalmam\u0131\u015f, ayn\u0131 zamanda d\u00fcnya tarihine damgas\u0131n\u0131 vurmu\u015f e\u015fsiz bir liderdir. E\u011fer Atat\u00fcrk’\u00fcn hayat hikayesini \u0130ngilizce olarak nas\u0131l anlatabilece\u011finizi merak ediyorsan\u0131z, bu i\u00e7erik tam size g\u00f6re! Haz\u0131rlad\u0131\u011f\u0131m\u0131z bu rehberde, Atat\u00fcrk’\u00fcn ya\u015fam\u0131n\u0131 k\u0131sa, \u00f6z ve anla\u015f\u0131l\u0131r \u0130ngilizce c\u00fcmlelerle derledik. \u0130ngilizce metinlerin hemen alt\u0131na T\u00fcrk\u00e7e […]<\/p>\n","protected":false},"author":1,"featured_media":3003,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[22],"tags":[],"class_list":["post-2998","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-gunluk-konusma-ingilizcesi"],"_links":{"self":[{"href":"https:\/\/www.englishguru.com\/blog\/tr\/wp-json\/wp\/v2\/posts\/2998","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.englishguru.com\/blog\/tr\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.englishguru.com\/blog\/tr\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.englishguru.com\/blog\/tr\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.englishguru.com\/blog\/tr\/wp-json\/wp\/v2\/comments?post=2998"}],"version-history":[{"count":1,"href":"https:\/\/www.englishguru.com\/blog\/tr\/wp-json\/wp\/v2\/posts\/2998\/revisions"}],"predecessor-version":[{"id":4759,"href":"https:\/\/www.englishguru.com\/blog\/tr\/wp-json\/wp\/v2\/posts\/2998\/revisions\/4759"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.englishguru.com\/blog\/tr\/wp-json\/wp\/v2\/media\/3003"}],"wp:attachment":[{"href":"https:\/\/www.englishguru.com\/blog\/tr\/wp-json\/wp\/v2\/media?parent=2998"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.englishguru.com\/blog\/tr\/wp-json\/wp\/v2\/categories?post=2998"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.englishguru.com\/blog\/tr\/wp-json\/wp\/v2\/tags?post=2998"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}