Türk ESL Öğrencilerinin Algısal Eşdizim Bilgilerinin İncelenmesi

Anadili konuşanlar, kelimelerin kendi dillerinde nasıl bir araya getirildiği konusunda kapsamlı bir bilgiye sahiptir. Bu bilgi ve kombinasyonların sistematik kullanımı, ana dili konuşabilme yeteneğinin önemli bir unsuru olarak kabul edilir. Dilbilim literatüründe, “formülsel konuşma” veya “eşdizim”, sözcüksel yapıların tekrarlayan kombinasyonlarını tanımlamak için kullanılan terimlerdir. Bu araştırmada araştırmacı, hedef kitlenin, muhtemel eşdizimleri tanıması konusunda ne ölçüde sezgisel bir bilgi geliştirdiğini ve seçimlerini yaparken anadilleri tarafından ne kadar etkilendiklerini bulmak amacıyla literatürdeki ilgili araştırmalara uygun olarak 5 dereceli bir ölçme aracı geliştirmiştir. Mevcut çalışmadan elde edilen verilere göre, Türkiye'deki bir devlet üniversitesindeki İngiliz Dili ve Edebiyatı Bölümü'nün üçüncü sınıf öğrencilerinin çoğunun, uygun “eşdizim” oluşumlarını tanıma konusunda sezgisel bir bilgiye sahip oldukları iddia edilebilir. Başarı için kesme noktası 50 olarak belirlendiğinde, sadece iki öğrenci bu değerin altında puan almıştır (33 ve 48). Öğrenci notlarının geri kalanı bu ortalamanın üzerindedir.

Anahtar Kelimeler:

Sözcüksel çıkarım, formülsel konuşma, anadil aktarımı

Examining Turkish ESL Learners’ Receptive Collocational Knowledge

Native speakers have extensive knowledge of how words combine in their language. This knowledge and systematic use of the combinations is considered an important element of native speaker competence. In the linguistics literature, ‘formulaic speech’ or ‘collocations’ are the terms used for describing the recurrent combinations of lexical items. In this research, the researcher has developed a tool with a 5-degree system in accordance with the related research in literature; the purpose being to find out to what extent its target population has developed an intuitive knowledge of recognizing possible collocations of the target items and has been effected by their L1 while making their choices. According to the data that has been obtained from the present collocations study, it can be argued that most of the third-grade students of The English Language and Literature Department in a state university in Turkey have an intuitive knowledge of recognizing suitable collocation formations. When the cut point for success is determined as 50, only two students scored under this point (33 and 48). The rest of the students’ total grades were above this point.

Keywords:

Lexical retrieval, Formulaic speech, L1 transfer,

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