Tanju DEVECİ

144

Kalıplaşmış Sözcük Öbekleri Üzerine Bir İnceleme ve Öğretime Dair Öneriler

Hangi kelimelerin öncelikle öğrenilmesi gerektiğine ilişkin araştırmalar oldukça fazladır. Buna bağlı olarak değişik metinlerde kullanılan kelimeler üzerine incelemeler yapılmıştır. Kalıplaşmış söz öbekleri de incelenmiştir. Ancak bu tür çalışmalar daha çok akademik araştırma türünde makaleler üzerinde yoğunlaşmıs ve üniversiteye henüz başlamış öğrencilerinin okudukları metinler üzerine yapılan araştırmalara karşı ilgi sınırlı düzeyde olmuştur. Bundan yola çıkılarak yürütülen bu çalışmada birinci sınıf öğrencilerinin iletişim temalı bir derste okudukları bir kitap bölümünde kullanılan kalıplaşmıs söz öbekleri incelenmiş ve öğrencilerin kendi yazıları ile karşılaştırma yapılmıştır. 3253 kelimeden oluşan kitap bölümü incelendiğinde %17.31 oranında kalıplaşmış söz öbekleri kullanıldığı belirlenmiştir. 4917 kelimeden oluşan öğrenci yazılarında ise %7.69’luk bir orana rastlanmıştır. Kitap bölümünde daha çok ‘sıfat + isim’ ve ‘fiil + sıfat + isim’ türünden söz öbekleri kullanıldığı belirlenmiştir. Öğrenci yazılarında ise temel olarak ‘fiil + isim’ türünden söz öbeklerine rastlanmıştır. Kullanımlar arasındaki farklara ilişkin muhtemel nedenler tartışılmakta ve öğrencilerin kalıplaşmış söz öbeklerini kullanımlarını geliştirmeye yardımcı önerilerde bulunulmaktadır.

Analysis of Collocations in a Book Chapter and Learners’ Corpus and Teaching Implications

Studies have often focused on words that should be learned, and investigations have beenconducted on the lexical profiles of texts. Although there has been some interest in collocations,investigations have often concerned academic research articles. The academic texts freshman studentsnormally read have been relatively understudied. This study aimed to identify the collocational profile of abook chapter, and the collocations used in students’ writing examination papers in response to a question onthe theme of the chapter. The first corpus included 3253 words while the second one included 4917. Resultsshowed that 17.31% of Corpus 1 included collocational usages, with the types ‘adjective + noun’ and ‘verb +adjective + noun’ used most commonly. Corpus 2 showed a 7.69%-collocational coverage, heavily based onthe type ‘verb + noun’. Possible reasons for these differences are discussed, and recommendations areoffered to increase learners’ competence in using collocations.
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Dil Eğitimi ve Araştırmaları Dergisi-Cover
  • Yayın Aralığı: Yılda 2 Sayı
  • Başlangıç: 2015
  • Yayıncı: Hakan Ülper
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