İngilizceyi yabancı dil olarak öğrenenlerin minnet ifade etme stratejilerinin araştırılması: Dillerarası edimbilim

Türkçe konuşup İngilizceyi yabancı dil olarak öğrenenlerin minnet ifade etme stratejilerini ve şayet varsa minnet ifadelerindeki pragmatik aktarımlarını anlamak dil araştırmacılarının ilgi duyduğu konular arasındadır. Bu amaç için Eisenstein ve Bodman (1986) tarafından oluşturulmuş orijinal hali temel alınarak tasarlanmış ve üniversite birinci ve ikinci sınıfta olup İngilizceyi yabancı dil olarak öğrenen 80 kişi ve yine 70 adet ana dili İngilizce olmayan Avrupalı konuşmacı tarafından tamamlanan üç adet söylem tamamlama görevi, çalışmanın örnekleri olarak alınmıştır. Ayrıca, söylem tamamlama görevine de katılmış Türkçe konuşan 44 katılımcı yoluyla söylem tamamlama görevlerinin sonuçlarını daha iyi anlamak için mülakat verisi derlenmiştir. Araştırma hem nicel hem de nitel veri içermektedir. Söylem tamamlama görevleri ile toplanan nicel veri SPSS programı ile analiz edilmiş ve mülakatlardan gelen nitel veri içerik analizi ile incelenmiştir. Bulgular sadece araştırma grupları arasındaki değil aynı zamanda Türkçe konuşan katılımcıların Türkçe ve İngilizcedeki minnet ifade etme stratejilerini seçim ve sıklıklarına dair cevapların farlılık ve benzerliklerini göstermiştir. Sonuçlar, Türkçe konuşup üniversite düzeyinde İngilizceyi yabancı dil olarak öğrenenlerin ana dili İngilizce olmayan Avrupalı konuşmacılarla karşılaştırıldığında farklı bir tavırda teşekkür söz eylemine başvurduklarını da göstermiştir. Bir başka bulgu Türkçe konuşup İngilizceyi yabancı dil olarak öğrenenlerin, İngilizce yeterliliklerindeki eksiklikten dolayı teşekkür etme stratejilerinde farklılaşmaları olmuştur.

Investigating EFL speakers’ gratitude strategies: Interlanguage pragmatics

Gratitude strategies used by EFL speakers have always been the focus of interest by researchers who observed thepresence of pragmatic transfer strategies by which speakers express their gratitude. We have seen that severaladapted versions of Discourse Completion Tasks (DCTs) by Eisenstein and Bodman (1986) are constructed basedon the original version and largely applied to the participants from various backgrounds. A similar methodologyis used in this study and we investigated the gratitude strategies of participants, including 80 EFL learners inTurkey and 70 non-native European speakers of English at tertiary-level. We also interviewed with 44 Turkishspeaking participants and used two sampling methodologies to identify the participants that could promote the dataobtained from the DCTs. Our research entailed quantitative and qualitative data examined through contentanalysis. Primary findings indicated strong divergences and weak similarities between both speaker groups whoresorted to the speech act of thanking compared to non-native European speakers who also differed in thankingstrategies. Finally, we have been provided with valuable indications for the constituent parts of the languageteaching that neglect the instructional side on the pragmatic use of language for gratitude and other speech acts.© 2020 JLLS and the Authors - Published by JLLS.

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