The inverted word order is a stylistic marker in Turkish language, indicating that inversion of sentence elements occurs in contextually and stylistically marked situations. This paper examines contextual situations where the inversion of components of the first genitive case is applied. The analysis is based on examples found in the novels Masumiyet Müzesi, Kafamda Bir Tuhaflık and Kırmızı Saçlı Kadın by Orhan Pamuk. The first part of paper discusses contextual situations where the attributive component of the first genitive case is transferred to a postposition relative to the nominal predicate. The second part of the paper analyzes examples where the attributive component of the first genitive case is transferred to the postposition relative to the verbal predicate. The primary objective of the paper is to analyze the grammatical and semantical features of inverted sentences in which the attributive component of the first genitive case is transferred to the final position in the sentence. Such analysis contributes to better understanding of contextual situations where the inversion of components of first genitive case occurs and provides a good foundation and starting point for further research on the inversion of sentence elements in Turkish language.

The purpuse of this study was to exemine and describe the characteristics of phonological awareness of children 4, 5 and 6 years of age. The phonological awareness variable is operationalized through: rhyme recognition and production, sentence-to-word- decomposition, syllable decomposition and merging, and phonological decomposition and merging.

For the purpuse of the research, we used the second part of the Test for assessing the reading and writing skills „PredČiP test (Kuvač Kraljević i Lenček, 2012, according to Martinovic, 2016), which exemines phonological awareness. 90 children participated in the study (30 for each group – four, five and six years old).

The survay results indicate that the syllable merge tasks were the simplest for all three gropus of respondents and no statistically significant difference was found between them on this task. The expected results were achieved by four-year-olds on phonemic merging and phonemic decoding tasks, whish, due to developmental characteristics were not able to solve successfully. Both five-year-olds and six-year-olds were more successful at solving phonemic decoding tasks than phonemic merging.