İngilizce Öğrenen Türk Öğrencilerin Öbeksi Eylemlerin Kullanımından Kaçınma Davranışları

İngilizce’de formülsel dil, öğretilmesi ve öğrenilmesi en zor alanlardan biridir. Öbeksi eylemler, ikinci dil öğretiminde, sözcüksel bilgi alanında tartışmalı bir alanda formülsel dilin bir parçası olarak karşımıza çıkmaktadır. Bu eylemlerin kullanımı, anadili İngilizce olan bireyler ve yüksek düzeyli ikinci dil konuşucuları açısından oldukça yaygındır. Bu açıdan, bu eylemler, İngilizce dili öğretiminin ilk basamağından itibaren öğrencilere öğretilmelidir. Özellikle, eylem+ilgeç yapısının neredeyse hiç yer almadığı Türkçe gibi dillerde, bu eylemlerin öğretimi büyük bir ustalık ve beceri gerektirmektedir. Bu nedenle, bu çalışmanın temel amacı, öbeksi eylemleri ve bu eylemlerin kullanımından kaçınma olgusunu tanımlamaktır. Bu bağlamda, öbeksi eylemler için kullanılan yaygın öğretim yolları sözcüksel öğretim doğasında fazla verimli olmayabilir. Sonuç olarak, bu çalışmada, karmaşık bir yapıya sahip olmalarından dolayı, bu eylemlerin bilişsel yönleri, içerdikleri farklı anlamlar, anlam bilgileri ve kullanımlarından kaçınma durumları İngilizce öğrenmekte olan Türk öğrenciler açısından açıklanmaktadır.

Anahtar Kelimeler:

Formülsel Dil, Öbeksi Eylemler, Deyimsel Eylemler, Sözcüksel Öğretim

Avoidance of Using Multi-Word Verbs: The Case of Turkish Learners of English

In English, formulaic language is one of the most difficult fields to learn and teach. Multi-word verbs are a type of formulaic language as a problematic area in lexical knowledge of second language teaching. The usage of these verbs are considerably common in the sense of native speakers of English and high-level of L2 speakers. From this perspective, these are the verbs which should be instructed to the learners from the beginning of ELT. Especially, in languages such as Turkish in which verb + particle combinations are hardly found, teaching these verbs should be considered as a master ability. For this reason, the main aim of this study is to identify multi-word verbs and the avoidance of using them. In this respect, common teaching ways of multi-word verbs may not be fruitful in lexical teaching environment. Finally, in this study, since multi-word verbs have a complex character, their cognitive perspective, different meanings inside, semantic knowledge and avoidance of using them are clarified in this study with regards to Turkish learners of English.

Keywords:

Formulaic Language, Multi-word Verbs, Phrasal Verbs, Lexical Teaching,

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