İngilizce ve Türkçe Dillerinde Yazılmış Yüksek Lisans Tez Özlerinde Kullanılan Çerçeve Belirleyicileri

Year 2019, Volume: 48 Issue: 2, 994 - 1011, 30.10.2019

Serap Atasever Belli

Abstract

Bu derlem-temelli araştırmanın amacı, anadili
İngilizce olan öğrencilerin, anadili Türkçe olan öğrencilerin ve İngilizce’yi
yabancı dil olarak öğrenen Türk öğrencilerin yüksek lisans tezi özlerinde
çerçeve belirleyicilerini kullanım sıklığı ve işlevleri açısından incelemektir.
60 özden oluşturulan bir derlemde, çerçeve belirleyicileri Hyland (2005)’in
modeline göre AntConc aracılığıyla nicel ve nitel araştırma yöntemleri
kullanılarak incelenmiştir. Çalışma bulguları, üç grup öğrencinin çerçeve
belirleyicilerini kullanımlarında farklılık olduğunu göstermiştir. İngilizce’yi
yabancı dil olarak öğrenen öğrencilerin çerçeve belirleyicilerini diğer
gruplardan çok daha fazla sıklıkta ve çok çeşitli türde kullandıkları
görülmüştür. Ayrıca, metin aşamalarına gönderimde bulunulan belirleyiciler
arasında özellikle özün son paragrafına gelindiğini belirten belirleyiciler,
yalnızca anadili Türkçe olan öğrencilerin Türkçe tez özlerinde görülmüştür.
Analizlerden elde edilen sonuçlar doğrultusunda, bu araştırma, lisansüstü
öğrencilerin anadillerinde ve öğrendikleri yabancı dilde yazdıkları akademik
metinlerde çerçeve belirleyicilerini kullanımlarına yönelik ve dilsel
ifadelerin diller arası farklılıklarına ilişkin farkındalık uyandırmayı
hedeflemektedir.

Keywords

Çerçeve belirleyicileri, Yüksek lisans tez özleri, Derlem temelli araştırma, Anadili İngilizce olan ve Anadili İngilizce olmayan lisansüstü öğrenciler, Akademik yazı

Frame Markers in Master Thesis Abstracts Written in English and Turkish

Abstract

This corpus-based research aims to identify frame
markers (FMs) in master thesis abstracts written in English by English native
and non-native postgraduate students and in Turkish by Turkish native students
in terms of frequency and functions. To this end, 60 master thesis abstracts
were compiled in a corpus. Data were analysed both quantitatively and
qualitatively via AntConc.3.2.4 based on Hyland (2005)’s taxonomy of functions
(sequencing, labelling stage, topic shift and announcing goal). Findings of the
study yielded significant variation among three groups. Non-native English
abstracts included the highest numbers of FMs and most diverse types whereas
native English abstracts included the least numbers and very few types.
Considering FM categories, items used to announce the goal of the writer abounded
in number and types in all groups whereas items for indicating topic shifts
almost did not occur. Only native speakers of Turkish employed FMs for the
function of labelling stages to indicate the discourse act at the end paragraph
of their abstracts. These findings are hoped to create awareness among native
and non-native postgraduate students in thesis abstract organization via FMs
and incorporating FM teaching into academic writing courses to help students
structure their discourse better.

Keywords

English native and non-native postgraduate students, Frame markers, Master thesis abstracts, Corpus-based research, English native and non-native postgraduate students, Academic writing

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