Yabanci Dil Olarak İngilizce Öğrenen Türk Öğrenciler ve Anadil Olarak İngilizce Konuşanlar Tarafından Kullanılan İletişim Eylemlerinin Bir Karşılaştırması: Derlem Tabanlı Bir Çalışma

Bu çalışma, anlamsal olarak sınıflandırılmış eylemleri, özellikle İletişim Eylemlerini (Communication Verbs) (Biber, 2006) öğrenci dilinde incelemektedir. İletişim eylemleri, "iletişim etkinliklerini içeren etkinlik eylemlerininözel bir alt sınıfıdır" (2006, s.247) ve hem yazılı hem de sözlü söylemde nispeten yaygındır. İki derlem, LOCNESS ve TICLE, bu eylemlerin iki derlemdeki sıklıklarını ortaya koymak için incelendi ve bulgular her bir derlemdeki en sık eylemlerin öne çıkartılma durumları benzer olmasına rağmen, yabancı dil olarak İngilizce öğrenen Türk öğrencilerin, bu eylemleri kompozisyonlarında önemli ölçüde daha az kullandığını gösterdi. Derinlemesine incelemesonuçları ek olarak, TICLE'da seçilen eylemlerin ad eşdizimliliklerinin , çeşitli anlamsal çerçevelerin yanı sıra, ayırt edici dilbilgisel örüntüleri belirtilmiştir. Son olarak, elde edilen bulgulara dayanarak, kullanıma dayalı farklılıklar incelendi ve öğrencilerin anadil olarak İngilizce konuşan kişilere kıyasla, belirli örüntüleri neden kullanmış olabileceklerine dair nedenler Hunston ve Francis'in Örüntü Dil Bilgisi yaklaşımına (2000) göndermeler yaparak önerildi.

Anahtar Kelimeler:

İletişim Eylemleri, Öğrenci Derlemi, Aradil

A COMPARISON OF COMMUNICATION VERBS USED BY TURKISH EFL LEARNERS AND ENGLISH NATIVE SPEAKERS: A CORPUS BASED STUDY

This study investigates a certain set of semantically categorized verbs, namely Communication Verbs (CV) (Biber, 2006) in learner language. Communication verbs are “a special subcategory of activity verbs that involve communication activities” (2006, p.247) and they are relatively common both in written and spoken discourse. Two corpora, LOCNESS and TICLE, were analysed to reveal frequencies of these verbs in both corpora and the findings showed that though priming of most frequent verbs in each corpus are identical, Turkish EFL learners significantly underused such verbs in their argumentative essays. In depth analysis additionally signified distinctive grammatical patterns as well as various semantic frames of nouns collocated with verbs selected in TICLE. Finally, based on the findings, usage based differences were examined and the reasons why learners might have used particular patterns in comparison to the ones used by NSs, were suggested by making references to Hunston and Francis’s Pattern Grammar (2000).

Keywords:

Communication Verbs, Learner Corpus, Interlanguage,

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