İkinci Dilde Yazmada Doğrudan Alıntı Kullanımına İlişkin Derlem Temelli Bir Çalışma

Year 2025, Volume: 14 Issue: 2, 341 - 353, 30.04.2025

Tuğba Çıtlak , Hasan Sağlamel

https://doi.org/10.14686/buefad.1339467

Abstract

Deneyimsiz yazarlar, akademik yazılarda doğrudan alıntıların nasıl ve ne zaman kullanılacağına dair yetersiz bilgi dahil olmak üzere çeşitli nedenlerle doğrudan alıntıları aşırı, etkisiz veya bilinçsizce kullanabilirler. Akademik yazımda doğrudan alıntıların kullanılması önceki çalışmalarda gereken ilgiyi görmediğinden, bu derlem temelli çalışma, doğrudan alıntıların kullanımını ve doğrudan alıntıları başlatan bildirme fiillerinin sıklığını araştırarak literatürdeki boşluğu doldurmayı amaçlamıştır. Bu amaçla, doğrudan alıntılanan kelimelerin toplam sayısını ve doğrudan alıntılarda kullanılan bildirme fiillerinin sıklığını gözlemlemek için derlem temelli bir çalışma yapılmıştır. Derlem, 2015-2020 yılları arasında İngilizce ana dallarında yazılmış ve Türkiye'den Ulusal Tez Merkezi’nden alınan 60 ve ABD'den ProQuest Dissertations & Theses Global’ dan alınan 60 tezden oluşmaktadır. Her tez için alıntılar ve bu alıntıları başlatan bildirme fiilleri manuel olarak belirlenmiştir. Doğrudan alıntılanan kelime sayısı 1000 kelime başına normalize edilmiş ve doğrudan alıntı kullanımı açısından iki derlem arasında istatistiksel olarak anlamlı bir fark olup olmadığını belirlemek için log-olabilirlik testi uygulanmıştır. Sonuçlar, doğrudan alıntıların frekansları açısından iki derlem arasında istatistiksel bir fark olmadığını göstermiştir. Bildirme fiilleri için ise en sık kullanılan bildirme fiillerinin benzer bulunmasına rağmen, ABD derleminde, Türkiye derlemine göre daha sık ve çeşitli doğrudan alıntıları başlatan bildirme fiillerinin kullanıldığı ortaya çıkmıştır. Pedagojik öneriler ayrıca tartışılmıştır.

Keywords

Akademik yazı , doğrudan alıntı , derlem tabanlı analiz , akademik amaçlı İngilizce

A Corpus-Based Study on the Use of Direct Quotation in L2 Writing

Abstract

Novice writers can use direct quotations excessively, ineffectively, or unconsciously for several reasons, including inadequate knowledge of how and when to use them in academic writing. Since the use of direct quotations in academic writing has not received due attention in previous studies, this corpus-based study sought to fill this gap in the literature by investigating the use of direct quotations and the frequency of reporting verbs introducing direct quotations. To this end, a corpus-based study was employed to observe the total number of directly quoted words and the frequency of reporting verbs used in direct quotations. The corpora consisted of 60 MA and PhD theses completed in Türkiye retrieved from Ulusal Tez Merkezi and 60 in the USA retrieved from ProQuest Dissertations & Theses Global between 2015 and 2020 in English major departments for the analysis of recent theses. The quotations and reporting verbs introducing those quotations were manually identified for each thesis. The number of directly quoted words was normalized per 1000 words, and a log-likelihood test was applied to determine whether there is a statistically significant difference between the two corpora in terms of direct quotation use. The results showed that there is not a statistically significant difference between the two corpora regarding the frequency of direct quotations. For the reporting verbs, in the USA corpus, it was revealed that there are more frequent and various reporting verbs introducing direct quotations than in the Turkish corpus, although the most frequent reporting verbs were found to be similar. Pedagogical implications are also discussed.

Keywords

Academic writing , direct quotation , corpus-based analysis , English for Academic Purposes

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