Selma Elyıldırım

Year 2005, Volume: 5 Issue: 1, 109 - 123, 17.02.2010

Abstract

In+zaman ifadesi, for+zaman ifadesi ve şimdi gibi zaman zarflarıve bazı
görünüş özelliklerini içeren tümcelerin yorumu İngilizce’de farklıdır ve bu
yüzden bu zaman ifadeleri eylem bildiren fiilleri, bir işin tamamlandığını veya
başarıldığını belirten fiillerden ayırır. Yani, eylem fiilleri for+zaman ifadesini
zaman zarfı olarak alırlar fakat in+zaman ifadesini almazlar. Bununla beraber, bir
işin tamamlandığını ya da başarıldığını gösteren fiiiller in-zaman ifadesiyle
kullanılırlar fakat for-zaman ifadesiyle kullanılmazlar. Ayrıca, şu anda, şimdi
zaman zarflarıyla birlikte kullanılan eylem bildiren fiiller kabul edilebilir.
Bu çalışma Türk İngilizce öğrencilerinin görünüş sınıflarıyla zaman zarflarının
kullanımına ilişkin sınırlamaları bilip bilmediğini ve biliyorsa, bunları ne ölçüde
anladıkları ve kullandıkları konusunu irdelemektedir. Çalışmada ayrıca
öğrencilerin İngilizce yeterlilikleri ile görünüş sınıflarını içeren İngilizce
tümcelerdeki zaman zarflarının anlaşılması ve üretilmesi arasındaki ilişki
incelenmektedir.

Keywords

Görünüş sınıfları, zaman zarfları, İngilizceyi yabancı dil olarak öğrenme

References

Andersen, R. (1978). ‘An implicational model for second language research.’ Language Learning, 28: 221-82.
Andersen, R. W. and Shirai, Y. (1994). ‘Discourse Motivations for Some Cognitive Acquisition Principles.’, Studies in Second Language Acquisition, 16, pp. 133-156.
Baker, C. (1989). English Syntax. The MIT Press.
Bardovi-Harlig, K., (1994). ‘Anecdote or Evidence? Evaluating Support for Hypotheses Concerning the Development of Tense and Aspect.’, In E.
Tarone, S. GAss. and A. Cohen (Eds.), Research Methodology in Second Language Acqusition (pp. 41-60). Hillsdale, NJ: Lawrence Erlbaum.
_________, (1998). ‘Narrative Structure and Lexical Aspect: Conspiring Factors in Second Language Acquisition of Tense-Aspect Morphology.’, Studies in Second Language Acquisition, 20, 471-508.
_________, (2000). Tense and Aspect in Second Language Acquisition: Form, Meaning, and Use. Oxford and Malden, MA: Blackwell Publishers.
Bardovi-Harlig, K. and Reynolds, D. (1995). ‘The Role of Lexical Aspect in the Acquisition of Tense and Aspect.’, TESOL Quarterly, 29, 107-131.
Comrie, B. (1976). Aspect: An Introduction to the Study of Verbal aspect and Related Problems. Cambridge: Cambridge University Press.
Collins, L. (2002). ‘The Roles of L1 Influence and Lexical Aspect in the Acquisiton of Temporal Morphology.’, Language Learning, 52i, 43-94.
Dulay, H. and Burt, M. (1973). ‘Should We Teach Children Syntax?’, Language Learning, 24, 37-53.
_________, (1974). ‘Errors and Strategies in Child Second Language Acquisition.’, TESOL Quarterly, 8(2):129-136.
Greenbaum, S. and Quirk, R. (1990). A Student’s Grammar of the English Language. Longman.
Housen, A. (2000). ‘Verb Semantics and the Acquisition of Tense-Aspect in L2 English’, Studia Linguistica, 54(2), 249-259.
van Geenhoven, V. (2004). ‘For-Adverbials, Frequentative Aspect, and Pluractionality’, Natural Language Semantics, 12, 135-190.
van Gelderen, E. (2003). ‘Asp(ect) in English Modal Complements’, Studia Linguistica, 57(1) 27-43.
Zucchi, S. (1999). ‘Incomplete Events, Intensionality and Imperfective Aspect’, Natural Language Semantics, 7, 179-215.

Year 2005, Volume: 5 Issue: 1, 109 - 123, 17.02.2010

Selma Elyıldırım

Abstract

References

Andersen, R. (1978). ‘An implicational model for second language research.’ Language Learning, 28: 221-82.
Andersen, R. W. and Shirai, Y. (1994). ‘Discourse Motivations for Some Cognitive Acquisition Principles.’, Studies in Second Language Acquisition, 16, pp. 133-156.
Baker, C. (1989). English Syntax. The MIT Press.
Bardovi-Harlig, K., (1994). ‘Anecdote or Evidence? Evaluating Support for Hypotheses Concerning the Development of Tense and Aspect.’, In E.
Tarone, S. GAss. and A. Cohen (Eds.), Research Methodology in Second Language Acqusition (pp. 41-60). Hillsdale, NJ: Lawrence Erlbaum.
_________, (1998). ‘Narrative Structure and Lexical Aspect: Conspiring Factors in Second Language Acquisition of Tense-Aspect Morphology.’, Studies in Second Language Acquisition, 20, 471-508.
_________, (2000). Tense and Aspect in Second Language Acquisition: Form, Meaning, and Use. Oxford and Malden, MA: Blackwell Publishers.
Bardovi-Harlig, K. and Reynolds, D. (1995). ‘The Role of Lexical Aspect in the Acquisition of Tense and Aspect.’, TESOL Quarterly, 29, 107-131.
Comrie, B. (1976). Aspect: An Introduction to the Study of Verbal aspect and Related Problems. Cambridge: Cambridge University Press.
Collins, L. (2002). ‘The Roles of L1 Influence and Lexical Aspect in the Acquisiton of Temporal Morphology.’, Language Learning, 52i, 43-94.
Dulay, H. and Burt, M. (1973). ‘Should We Teach Children Syntax?’, Language Learning, 24, 37-53.
_________, (1974). ‘Errors and Strategies in Child Second Language Acquisition.’, TESOL Quarterly, 8(2):129-136.
Greenbaum, S. and Quirk, R. (1990). A Student’s Grammar of the English Language. Longman.
Housen, A. (2000). ‘Verb Semantics and the Acquisition of Tense-Aspect in L2 English’, Studia Linguistica, 54(2), 249-259.
van Geenhoven, V. (2004). ‘For-Adverbials, Frequentative Aspect, and Pluractionality’, Natural Language Semantics, 12, 135-190.
van Gelderen, E. (2003). ‘Asp(ect) in English Modal Complements’, Studia Linguistica, 57(1) 27-43.
Zucchi, S. (1999). ‘Incomplete Events, Intensionality and Imperfective Aspect’, Natural Language Semantics, 7, 179-215.

There are 17 citations in total.

Details

Primary Language	tr; en
Journal Section	Makaleler
Authors	Selma Elyıldırım This is me
Publication Date	February 17, 2010
Published in Issue	Year 2005 Volume: 5 Issue: 1

Cite

APA	Elyıldırım, S. (2010). Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(1), 109-123.