Sözcüksel Fiil Eşdizimlerinin İngilizce’yi Yabancı Dil Olarak Öğrenen Türk Öğrencilerin Performansları Üzerindeki Anadilin Etkisinin Araştırılması

Abstract

Bu çalışma esasen İngilizce ve Türkçe arasındaki uyumlu ve uyumlu olmayan eşdizimleri içererek, yabancı dil olarak İngilizce öğrenen öğrencilerin İngilizce ve Türkçe arasındaki verilen sözcüksel fiil eşdizimlerini ilişkilendirmedeki performanslarını incelemeyi amaçlamaktadır. Çalışma sözcüksel fiil eşdizimlerinin korpus temelli bir seleksiyonunu içermiştir. Veriler 24 maddelik bir çeviri testini uygulanan 43 katılımcıdan elde edilmiştir. Bulgular hata analizine göre incelenmiştir. Çalışma, karma yöntem kullanılarak öğrenci puanlarının tanımlayıcı analizini, öğrenci hatalarının kaynaklarını ve öğrencilerin test sonuçları üzerinde anadil etkisinin değerlendirmesini içermektedir. Bulgular yabancı dil olarak İngilizce öğrenen öğrenci puanlarının uyumlu olmayan sözcüksel fiil eşdizimlerine kıyasla, uyumlu olan fiil eşdizimlerinde daha yüksek olduğunu göstermiştir. Bulgular aynı zamanda ana dil transferinin İngilizce öğrenmeye etkisini ve fiil eşdizimlerinin hedef dildeki karşılıklarıyla ilişkilendirilmesinde farz edilen benzerliğin hatalara neden olabileceğini açığa çıkarmıştır. Çalışma hem öğrenciler hem de dil eğitmenleri için bazı önemli çıkarımlar sunmaktadır.

Keywords

• Sözcüksel fiil eşdizimleri
• eşdeğerlik
• çeviri

An Analysis of L1 Influence of Delexical Verbs Collocations on Turkish EFL Learners’ Performances

Abstract

Mainly involving congruent and non-congruent collocations across English and Turkish, this study aimed to examine EFL learners’ performances in associating the given delexical verbs collocations between English and Turkish. The study involved a corpus-based selection of delexical verbs collocations. Data were collected from 43 participants who were applied a translation test with 24 items. The findings were examined according to error analysis. Employing a mixed method design, the study involved descriptive analysis of learners' scores, sources of learners’ errors, and an evaluation of L1 influence on learners’ test results. The findings showed that EFL learners’ score was higher with congruent delexical verbs collocations compared to non-congruent collocations. The findings also elicited L1 transfer had influence on EFL learning and assumed similarity might cause errors in associating verb collocations with their target language equivalents. The study offers some significant implications for both the learners and language instructors.

Keywords

• Delexical verbs collocation
• equivalency
• translation

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