Conceptual socialization in EFL contexts: A case study on Turkish EFL learners’ request speech acts realization

Conceptual socialization refers to the process second/foreign language learners go through to transform their conceptual system so as “to fit the functional needs of the new language and culture” (Kecskes, 2002, p. 157). Therefore, the present study examined Turkish EFL learners’ conceptual socialization by analyzing the similarities and differences between native speakers of English and Turkish learners of English in their request speech acts realization. The data were collected from Turkish learners of English (focal group) and native speakers of English (baseline group) through role-plays and a written discourse completion task on requests both in Turkish and English. Participants’ responses were rated in terms of the level of formality, politeness, directness and appropriateness. The results indicated that although the Turkish EFL learners were higher level learners, they could not produce the required level of politeness, formality and appropriateness in their speech acts as much as the native speakers did. This study reveals that in EFL contexts, where there is lack of authentic social interaction and engagement with a community of practice, language learners’ conceptual socialization process is bound to their experiences of classroom instruction and L1 socialization.

İngilizce’nin yabancı dil olarak kullanıldığı bağlamda kavramsal sosyalleşme: Yabancı dil olarak İngilizce öğrenen Türk öğrencilerin rica söz eylemleri kullanımı üzerine bir araştırma

Kavramsal sosyalleşme, ikinci/yabancı dil öğrenenlerin kavramsal sistemlerini yeni dil ve kültürün işlevsel ihtiyaçlarına uyacak şekilde dönüştürme aşamasında geçirdikleri süreç anlamına gelir (Kecskes, 2002, s. 157). Bu sebeple bu çalışma, yabancı dil olarak İngilizce öğrenen Türk öğrenciler ve ana dili İngilizce olan kişiler arasındaki rica söz eylemi kullanım benzerlik ve farklılıklarını analiz ederek Türk öğrencilerin kavramsal sosyalleşme gelişimini araştırmıştır. Veri, İngilizce öğrenen Türkler (hedef grup) ve ana dili İngilizce olan kişilerden (temel grup) İngilizce ve Türkçe yazılı ve sözlü rica söylem tamamlama aktiviteleri aracılığıyla toplanmıştır. Katılımcıların cevapları resmiyet, kibarlık, doğruluk ve uygunluk seviyeleri açısından bir ölçüt kullanılarak puanlandırılmıştır. Bu çalışmanın bulguları, Türk öğrencilerin ileri seviyede olmalarına rağmen, rica söz eylemlerini ana dili İngilizce olan katılımcılar gibi resmiyet ve kibarlık açısından uygun bir şekilde kullanamadıklarını göstermiştir. Bu bulgular, gerçek dil iletişimin bulunmadığı yabancı dil olarak İngilizce öğrenim bağlamında, öğrencilerin kavramsal sosyalleşme gelişimlerinin sınıf içi ders öğretimi ve Türkçedeki ana dil sosyalleşmelerinden etkilenebildiğini göstermektedir.


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