Kutay UZUN

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İNGİLİZCE ÖĞRENEN TÜRKLERİN YAZILI METİNLERİNDE KULLANDIKLARI SÖZCÜKSEL EŞDİZİMLİLİKLERDE OLUMSUZ DİL AKTARIMININ İNCELENMESİ

Sözcük aktarımı içindeki bir kategori olan sıralama aktarımı, dil aktarımı bağlamında olumsuz aktarım şeklinde gerçekleştiğinde yazma kalitesini olumsuz yönde etkileyebilecek önemli bir olgudur. Ancak, yabancı dil olarak İngilizce dilinde yazılmış metinler çerçevesinde eşdizimlilik aktarımı çalışmalarının sınırlı sayıda olduğu görülmektedir. Bu bağlamda, bu çalışmada anadili Türkçe olan lisans öğrencilerinin sık kullandığı sözcüksel eşdizimlilik örneklerinde olumsuz eşdizimlilik aktarımı bulunup bulunmadığını göstermektir. Bu amaçla, Türkiye’deki bir İngiliz Dili Eğitimi bölümünün 2. Sınıf lisans öğrencileri tarafından yazılan 160 edebi inceleme kompozisyonundan oluşan bir bütünce oluşturulmuştur. Sözcüksel eşdizimlilik örneklerinde olumsuz dil aktarımı tespiti için Gilguin’in (2008) Tespit, Açıklama, Değerlendirme modeli kullanılmıştır. Bulgular, yazarların metinlerinde kullandıkları sözcüksel eşdizimliliklerin yaklaşık dörtte birinin Türkçe’den olumsuz biçimde aktarıldığını göstermiştir. Çalışmanın bulguları yabancı dil eğitimi bağlamında eşdizimlilik öğretiminin önemini vurgulamaktadır.

TRACING NEGATIVE TRANSFER IN THE LEXICAL COLLOCATIONS USED BY TURKISH LEARNERS OF ENGLISH IN WRITTEN TEXTS

A category within lexical transfer, collocation transfer is a significant phenomenon within language production which may have negative effects on writing quality when demonstrated in the form of negative transfer. However, studies on collocation transfer in the texts written by writers of English as a Foreign Language appear to be somewhat limited. In this respect, this study aimed to reveal if the frequently used lexical collocations by undergraduate learners of English with a Turkish L1 background in their written production demonstrated negative collocation transfer. To this end, a corpus of 160 literary analysis essays written by 2nd year undergraduate students of an English Language Teaching (ELT) department in Turkey were investigated to trace negative collocation transfer from Turkish to English. The Detection, Explanation, Evaluation model was used for the analysis of the collocations. The findings indicated that around a quarter of the collocations used by the writers in their texts were negatively transferred from Turkish. The results highlighted the importance of teaching collocations in EFL contexts.

Kaynakça

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