İNGİLİZCE ÖĞRETMENLİĞİ VE İNGİLİZ DİLİ EDEBİYATI ÖĞRENCİLERİNİN UZATILMIŞ BİRLEŞİK CÜMLELERİ ANLAMA DÜZEYLERİNİN KARŞILAŞTIRMALI OLARAK İNCELENMESİ

Akademik alanda en sık karşılaşılan birleşik cümle yapısı bir ana cümle bir de yan cümlenin birleşiminden oluşmaktadır. Birleşik cümleler cümlenin başından, ortasından ya da sonundan uzatılarak daha da karmaşık hale gelmekte ve bu da öğrenenlerin bu yapıyı ayırt etmelerini zorlaştırmaktadır. Bu sebeple, bu çalışma gelecekte İngilizceyi profesyonel bir şekilde kullanacak olan İngilizce Öğretmenliği ve İngiliz Dili ve Edebiyatı öğrencilerinin bu yapıyı basit, sıralı ve bileşik cümle yapıları arasından hangi ölçüde ayırt ettiklerini araştırmıştır. Ayrıca çalışma öğrencilere sağlanan altı saatlik eğitimin sonunda her iki gruptaki katılımcıların cümle yapısını tanıma düzeylerinde istatistiksel olarak anlamlı bir değişiklik olup olmadığını araştırma girişimindedir. Katılımcılara ön test ve son test de 40 soruluk çoktan seçmeli bir test uygulanmıştır. Seçenekler basit, sıralı, birleşik, ve uzatılmış birleşik cümlelerden oluşmaktadır ve katılımcıların bu seçenekler arasından uzatılmış cümle yapısını tanıyıp belirlemeleri beklenmiştir. SPSS 21 kullanılarak analiz edilen veriden çıkan bulgular her iki grupta da tüm katılımcıların ön test skorlarına bakılırsa İngilizce Öğretmenliğindeki öğrencilerin hiçbirininin ilgili yapıyı tanıyamadığını, İngiliz Dili ve Edebiyatındaki öğrencilerin ise % 93 ’ünün bu yapıyı tanıyamadıklarını göstermektedir. Fakat verilen eğitim sonunda ise her iki grupta da doğru cevap sayılarında artış görülmüştür. Ayrıca bu çalışmanın bulguları İngilizce Öğretmenliği öğrencilerinin gelişiminin 6 saatlik eğitimden sonra istatistiksel olarak diğer gruptan büyük oranda farklı bir ilerleme olduğunu göstermiştir.

A COMPARATIVE ANALYSIS OF ENGLISH LANGUAGE TEACHING (ELT) AND ENGLISH LANGUAGE AND LITERATURE (ELL) STUDENTS’ LEVEL OF RECOGNITION OF EXTENDED COMPLEX SENTENCES

Complex sentences are formulated by combining an independent or amain clause with a dependent or a subordinate clause. This sentence typecan be extended at the beginning, in the middle or at the end of thesentence, which makes these sentences even harder to recognize on thepart of the learners. For this reason, the present study particularly aims atfinding out to what extent first year English Language Education (ELT)students and English Language and Literature (ELL) students, asprospective language professionals, can recognize extended complexsentences among other sentence structures such as simple, compound,and compound-complex sentences. The present paper attempts to reveal ifthere is any significant difference between first year ELT students andLiterature students’ level of recognition after the six-hour remedialteaching. 40-question multiple choice English test was administered to theparticipants. The alternatives of the test are composed of simple,compound, complex and extended complex sentences and the participantsare expected to recognize and mark the extended complex ones among theothers.Findings which were analyzed using SPSS 21 reveal that all (100%)ELT students and 93% of the ELL students cannot recognize extendedcomplex sentences before the instruction. However, both groups’ scoresincreased significantly after the intervention. The current study alsoindicates that students at the ELT department performed significantlybetter than the ones at the Literature Department after the six-hourinstruction.

PDF

___

Alexander, L.G. (2003). Longman English Grammar (20th ed). New York: Longman.
Al Musalli, A., & Al Harthi, I. (2011). Sentence Types: Students’ perceptions and productions. Retrieved from ELEWorldOnline.com
Altenberg, E.P. & Vago, R.M. (2010). English grammar: Understanding the basics. Cambridge: CUP.
Bell, J. (2005). Doing your research project: A guide for first-time researchers. New York, NY: Open University Press.
Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book: An ESL/EFL teacher's course (2nd ed.). Singapore: Heinle & Heinle Publishers.
Chiang, T. (1980). Error Analysis. A study of errors made in written English by Chinese learners (Unpublished master’s thesis). National Taiwan University, Taipei, Taiwan.
Chomsky, N. (1957). Syntactic structures. The Hague: Mouton. Corpus of Contemporary American English (COCA) (n.d.). Retrieved January, 2019, from https://www.english-corpora.org/coca/
Cromer, R. (1974). The development of language and cognition: The cognition hypothesis. In B. Foss (Ed.), New perspectives in child development. Harmondsworth, UK: Penguin.
Demirezen, M. (1998). From sentence to paragraph structure (2nd ed). Ankara: Adım.
Demirezen, M. (2012a). An analysis of the problem-causing structures of simple sentences for Turkish university students. International Journal of Humanities and Social Science (IJHSS), 2(3), 135-146.
Demirezen, M. (2012). The recognition difficulty of extended compound sentences for Turkish first year english language education students. Procedia-Social and Behavioral Sciences, 46, 2649- 2653.
Demirezen, M. (2013). The recognition of extended simple sentences as a teaching writing problem. Procedia-Social and Behavioral Sciences, 70, 560-566.
Demirezen, M. (2019). Identification of sentence types for writing skill in teacher education. Journal of Language and Linguistic Studies, 15(1), 98-110.
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. New York, NY: Oxford University Press.
Diessel, H. (2004). The Aquisition of Complex Sentences. Cambridge: Cambridge University Press.
Foley, M. & Hall, D. (2010) Oxford Advanced English Grammar. England: Pearson Longman
Güneş, S. (2013). An analysis of recognition of extended compound sentences. International Online Journal of Education and Teaching, 1(1). 25-37.
Han, Z. (2004). Fossilization in Adult Second Language Acquisition: Clevedon: Multilingual Matters Ltd.
Han, Z. & Odlin, T. (2005). Studies in fossilization in second language acquisition (eds.) Clevedon: Multilingual Matters Ltd.
Harris, M. (2006). Prentice-Hall reference guide. Upper SaddleRiver, NJ: Prentice-Hall.
King, J., & Just, M. A. (1991). Individual differences in syntactic processing: The role of working memory. Journal of memory and language, 30(5), 580-602.
Kocak, A. (2019). An Analysis of Recognition of Compound Complex Sentences for Fossilised Errors in Teaching Writing. International Journal of Curriculum and Instruction, 11(1), 256-268.
Long, M. H. (1983). Does second language instruction make a difference? A review of research. TESOL quarterly, 17(3), 359-382. Longman Dictionary of Contemporary English (1996). (3rd ed.). Harlow: Pearson PTR.
Marefat, H. (2004). Major sentence types and syntactic errors in the writing of Iranian English language learners: A descriptive study. Journal of Social Sciences and Humanities of Shiraz University, 21, 92-125.
Pallant, J. (2011). SPSS survival guide. New York: USA: Open University Press.
Pavey, E. L. (2010). The Structure of Language, New York: Cambridge University Press. Relative Clauses (n.d.). Retrieved January, 2019, from https://www.youtube.com/watch?v=DvhC0eSIb3g
Richards, J. C. & Schmidt, R. (2010) Longman Dictionary of Language Teaching & Applied Linguistics.
Robinson, P. (2003). The cognitive hypothesis of adult, task-based language learning. Second Language Studies, 21(2), 45-107.
Rooyan, V. D. & Jordaan, H. (2009). An aspect of language for academic purposes in secondary education: complex sentence comprehension by learners in an integrated Gauteng school. South African Journal of Education, 29 (2), 271-287.
Samancı, E. S. (2012). Teaching simple and compound sentences with computers. (Unpublished master’s thesis). Hacettepe Universitesi. Ankara.
Schachter, J. (1974). An error in error analysis. Language Learning, 24 (2), 205- 214.
Selinker, L. (1992). Rediscovering Interlanguage. London: Longman.
Schrampfer Azar, B. (2000). Understanding and Using English Grammar (3rd Edition), New York, US: Pearson Education.
Steffani, S. A., & Dachtyl, III, L. A. (2007). Identifying embedded and conjoined complex sentences: Making it simple. Contemporary Issues in Communication Science and Disorders, 34(Spring), 44-54.
Strömqvist, S. &Verhoeven, L. (Eds.) (2004). Relating events in narrative: Vol. 2. Typological and contextual perspectives, 219-257, Mahwah, NJ: Lawrence Erlbaum Associates.
Swan, M. (2005). Practical English Usage. (3rd Edition), Oxford, UK: Oxford University Press.
Thefreedictionary.com. (n.d.). Retrieved December, 2013, from https://www.thefreedictionary.com/
Turner, R. P. (1966). Grammar review for technical writers. New York: Holt, Rinehart, and Winston.
Verspoor, M. & Sauter, K. (2000) English Sentence Analysis Amsterdam. John Benjamins Publishing Company.
Who wants to be a millionaire? (n.d.). Retrieved January, 2019, from http://www.quia.com/rr/126726.html

Turkish Studies - Educational Sciences-Cover

ISSN: 2667-5609
Yayın Aralığı: Yılda 6 Sayı
Başlangıç: 2006
Yayıncı: ASOS Eğitim Bilişim Danışmanlık Otomasyon Yayıncılık Reklam Sanayi ve Ticaret LTD ŞTİ