İma yollu ifadelerin doğru ve hızlı yorumlanmasında Türk İngilizce öğretmeni adaylarıyla anadili İngilizce olan kişilerin karşılaştırılması
Bu araştırmanın amacı, iletişimsel yeterliliğin bileşenlerinden biri olan Edimbilim becerilerinin "ima yollu ifadeler" boyutunun yorumlanmasında Türkiye'deki İngilizce öğretmeni adaylarının ne derece yetkin olduklarını ortaya çıkarmaktır. Bu çerçevede ilk olarak bir "çoktan seçmeli söylem tamamlama testi" geliştirilmiştir. Bu test 127 kişilik bir "anadili İngilizce olanlar grubuna" ve 144 kişilik bir "1. sınıf İngilizce öğretmeni adayları" grubuna verilmiştir. Elde edilen nicel verilere göre, İngilizcedeki ima yollu ifadelerin yorumlanmasında gerek doğruluk gerekse de hız anlamında, anadili İngilizce olanlarla öğretmen adayları arasında ilk grup lehine anlamlı bir fark çıkmıştır. Öğretmen eğitimi sürecinin gelecekteki öğretme pratikleri ve öğrenme deneyimleri üzerindeki kritik etkisi düşünüldüğünde, İngilizce öğretmeni adaylarının edimbilimsel becerilerinde geliştirilmeye muhtaç ve açık bir alanın saptanmış olması bu çalışmanın amaçları ve ilgili literatür bağlamında önem arz etmektedir.
Accuracy and speed in the interpretation of implied meanings in English: Turkish teacher trainees versus native speakers
This study aims to investigate how Turkish Teacher Trainees of English as a Foreign Language (EFL) interpretimplied meanings, which is an integral but lesser-studied component of pragmatic competence. The conduct of thestudy began with the development of an online multiple-choice discourse completion test (MDCT) through twopiloting phases. Next, the test was given to a group of 144 1st year teacher trainees and a group of 127 nativespeakers of English, who served as the comparison group to provide interpretation norms as the benchmark. Theresults revealed a significant difference between the native speakers and teacher trainees in favor of the former interms of both accuracy and speed at the interpretation of implied meanings in English. In consideration of the factthat teacher training is critical for inevitably influencing how instructional practices are used in the future, thestudy identified an improvable aspect in the pragmatic skills of prospective EFL teachers, which could pave wayfor informed instructional solutions for both EFL teacher trainees and learners.
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