İngilizcede Eylem Yanulamlama Görünümlerinin İncelenmesi için Bağlam İçi ve Bağlam Dışı Testlerin Geliştirilmesi

Bu çalışmanın amaçları; a) İngilizcede biliş eylemlerinin yanulamlama görünümlerinin incelenmesinde kullanılacak bağlam içi ve bağlam dışı test geliştirme süreçlerine yönelik yöntemsel aşamaların açımlanması; b) biliş eylemlerinin yanulamlama görünümlerinin yapısal ve anlamsal özelliklerinin öğrenciler tarafından edim ve kullanım düzlemlerinde bilgilerini ölçecek testlerin geliştirilip uygulanmasıdır. Çalışmada keşfedici sıralı karma desen kullanılarak bağlam içi ve bağlam dışı test maddelerinin oluşturulması, testlerin anadili Türkçe olan İngilizceyi yabancı dil olarak öğrenen 200 öğrenciye uygulanması, elde edilen bulgular ışığında testlerin geçerlik ve güvenirlik hesaplamalarının yapılması olmak üzere 3 basamağı kapsayan bir süreç izlenmiştir. Çalışmanın sonucunda, olgusal ve olgudışı biliş eylemlerinin yanulamlama görünümlerini incelemek için hazırlanan test maddelerinin geçerlik ve güvenirlik değerlerinin kabul edilebilir ve geçerli olduğu bulgulanmıştır. Bu bağlamda bu çalışma; öğrencilerin, İngilizcede biliş eylemlerinin yanulamlama görünümlerini eylemlerin sözdizimsel ve anlambilimsel özelliklerini göz önünde bulundurarak tanıma ve üretim düzlemlerinde incelemek amacıyla geçerli ve güvenilir bağlam bağımlı ve bağlam bağımsız testlerin geliştirilmesi açısından alanyazına özgün bir katkı sağlaması bakımından önemlidir. Bu çalışma, biliş eylemlerine özgü yanulamlama yapılarının farklı sözcük düzeylerindeki öğrenciler tarafından edinim ve üretim durumlarını ele alarak aradil çalışmalarına yönelik alanyazında bir eksikliği gidermektedir.

Context-Dependent and Context-Independent Task Development in Examining Verb Complementation Patterns in English

The aims of the present study are: a) to examine the methodological issues on the development of context-dependent and context-independent task development process in investigating the cognitive verb complementation patterns in English; b) to design and administer task items to analyze the learners’ recognition and production levels in the use of verb complementation patterns and their related verb senses. The paper adopted an exploratory sequential mixed methods design and followed a three-phase procedure covering the creation of task items and the development of instruments, administration of context-dependent and context-independent tasks to 200 Turkish EFL learners and conducting the reliability and validity measurements based on the interpretation of the results. Based on the validity and reliability analyses results, the tasks designed for factive and nonfactive cognitive verb complementation analysis were found to be acceptable. Thus, this study offers valid and reliable context-dependent and context-independent tasks to examine the learners’ competence at the recognition level and their performance at the production level in the use of cognitive verb complementation patterns and their related verb senses in the English language. These tasks provide a novel application by shedding light on the developmental relationship between the learners’ state of knowledge regarding verb complementation and their vocabulary knowledge and address both the learners’ comprehension and production of cognitive verbs. In this sense, a number of implications are suggested for pedagogical purposes and further inquiries.

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