M. Pınar BABANOĞLU

4939

The acquisition of english dative alternation by turkish adult learners of english

İkinci Dil Edinimi (İDE) araştırmaları kapsamında, aradil gelişimi önemli bir unsur haline gelmiştir. Bu hususta, aradil gelişimine bağlı diğer etmenler olan aradil üzerinde anadil faktörü ve diller arası dilbilimsel farklılıklar ilgi alanını genişletmiştir. Bu çalışma İngilizceyi ikinci dil olarak öğrenen Türk yetişkinlerin aradil gelişimlerini ve sergiledikleri aradil özelliklerini İDE teorilerini dikkate alarak araştırmaktadır. Çalışmanın ana amacı Türk öğrenenlerin aradil gelişimini öğrenenlerin dil edinimlerindeki benzerlik ve farklılıklar açısından incelemek ve anadil olan Türkçe’nin öğrenenlerin aradilleri üzerindeki etkisini bir dil öğrenme stratejisi olarak değerlendirmektir. Bu amaçla İngilizcedeki dolaylı nesne yapıları, testler ve derlem verileriyle elde edilen çeşitli öğrenen verisi yoluyla incelenmiştir. Araştırma bulgularına göre, dolaylı nesne yapılarının kullanımlarında farklı İngilizce seviyelerindeki öğrenenler arasında istatistiki açıdan anlamlı bir farklılık yoktur. Öte yandan, aradil özellikleri olarak ve anadil aktarımı adına bazı belli yapılarda aşırı genelleme ve yetersiz genelleştirme örneklerine rastlanmıştır.

İngilizce’deki dolaylı nesnenin ingilizce’yi ikinci dil olarak edinen türk yetişkinler tarafından edinimi

Within the field of Second Language Acquisition (SLA) research, Interlanguage (IL) development has become an important component. In this respect, other related issues of IL development as native language factor for transfer situation, and effects of cross linguistic differences between languages have expanded the interest of the inquiry. This study investigates the IL development of Turkish adult learners of English in terms of the IL features they employed and L1 effect on their IL, regard- ing SLA theories. Primary purpose of the study is to examine IL grammar of Turkish adult learners of English considering similarities and differences between learners’ acquisition process, the effect of Turkish as native language and learners’ attitudes that can be accepted as language learning strategies. For this purpose, Dative alternation structures in English have been investigated through various learner data elicited from tests and corpus data. Research findings indicated that there is no significant difference in the use of dative structures between learners with dif- ferent proficiency levels. On the other hand, overgeneralization and undergeneral- ization of some certain structures have been identified in terms of IL grammar prop- erties and L1 transfer samples.
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Dil Dergisi-Cover
  • ISSN: 1300-3542
  • Yayın Aralığı: Yılda 2 Sayı
  • Başlangıç: 2004
  • Yayıncı: Ankara Üniversitesi TÖMER
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