Diğer yandan (on the other hand) ve sonuç olarak (as a result of) örneklerindeki gibi İngilizce'deki sözcük öbekleri oldukça yaygın olarak kullanılır ve akademik söylemde önemlidir. Belirli bir disiplinde tipik olarak kullanılan sözcük öbeklerinin başarılı bir şekilde kullanılması yazarlar için önem taşır ve bu öbeklerin olmaması okuyucuya akıcı ve anadil konuşuru gibi gelmez. Son zamanlardaki çalışmalar (örn. Adel & Erman, 2012; Chen & Baker, 2010) anadili İngilizce olmayan yazarların daha az sayıda ve çeşitte sözcük öbeği kullandıklarını göstermiştir. Bu konuya odaklanan bu çalışmada anadili Türkçe ve İngilizce olan lisansüstü öğrencilerin ve anadili İngilizce olan akademisyenlerin sözcük öbeği kullanımlarının sıklık, işlev ve yapı açısından incelemesi amaçlanmıştır. WordSmith Tools 6 yazılımı kullanılarak dört-sözcüklü sözcük öbekleri belirlenmiştir. Sonuçlar, Türk lisansüstü öğrencilerin anadil konuşuru öğrenci ve akademisyenlere oranla çok daha fazla sayıda sözcük öbeği kullandıklarını göstermiştir. Ancak, sıklıklar incelendiğinde Türk öğrencilerin metinlerinde gereksiz düzeyde bir aşırı kullanım olduğu görülmüştür. Diğer yandan, öbek listelerinin istatistiksel incelemesi göstermiştir ki Türk öğrenciler anadil konuşuru öğrenciler ve akademisyenlerden farklı öbekleri kullanmışlardır. Son olarak, kullanılan sözcük öbeklerinin yapısal ve işlevsel kategorileri araştırma alt-derlemleri arasında istatistiksel olarak herhangi bir anlamlı fark göstermemiştir
Lexical bundles such as on the other hand and as a result of are extremely common and important in academic discourse. The appropriate use of lexical bundles typical of a specific academic discipline is important for writers and the absence of such bundles may not sound fluent and native-like. Recent studies (e.g. Adel & Erman, 2012; Chen & Baker, 2010) have revealed that non-native writers produce not only fewer types of lexical bundles, but also less varied ones. Furthermore, they also overuse a restricted number of bundles in their writing. Focusing on this issue, this study aimed to investigate Turkish and native English postgraduate students' and native scholars' use of lexical bundles in a specific academic discipline, that is foreign language teaching, in terms of frequency, functions and structures. For this aim, a corpus of 150 texts was collected containing Turkish and native English students' MA and PhD theses along with native scholars' published research articles. Fourword lexical bundles were identified using WordSmith Tools 6. The results revealed that Turkish postgraduate students used far more lexical bundles in their texts compared to both native students and scholars. However, there was a redundancy in Turkish students' texts when the token frequencies were examined, meaning that Turkish students overused most of the lexical bundles. On the other hand, statistical analysis of the bundle lists revealed that Turkish postgraduate students employed different bundles from their native peers and scholars. Finally, the structural and functional categories of the lexical bundles did not show any statistically significant differences across the research sub-corpora
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