It is a well-known fact that language and culture is related. That relationship between language and culture in semantic level can be clearly seen in the vocabulary of that particular language. The lexicon of a language reflects traditions, beliefs and the perspectives of the society that use this specific language. Thus changes occur in a society directly effects the language and its lexicon. In the light of that, there has been communication both directly and indirectly between Persian and Turkish for centuries. As a consequence of the cultural interaction between Turkish and Persian languages, these two languages affected interculturally. It can be traced back to pre-Islamic period. One of the most striking field whose effects can be felt is language. The relationship between Turkish and Persian is not limited to lexical borrowing and also syntactic borrowings can be observed. In this stud points that are examined are: how these relations can be used in teaching Turkish as a second language in Persia and how shared knowledge make learning Turkish proverbs and idioms easier. Persians student's usage of proverbs and idioms in different level of Turkish language course are also revealed
Bu çalışmada termolüminesans olayı açıklayan birinci mertebeden (FOK), ikinci mertebeden (SOK), genel mertebeden (GOK) ve etkileşimli çoklu tuzak modeli (IMTs) gözden geçirilmiştir. Modeller tarafından ileri sürülen ve yük taşıyıcı trafiğini ifade eden diferansiyel denklem sistemleri türetilmiştir. Bu lineer olmayan denklem sistemleri herhangi bir ön kabul yapılmadan sayısal olarak çözülmüş ve elde edilen sonuçlar literatür ile karşılaştırılmıştır. Elde edilen sonuçların literatür ile uyumlu olduğu görülmüştür