YABANCI DIL OLARAK İNGILIZCE ÖĞRENEN TÜRK ÖĞRENCILERIN İNGILIZCE SÜRERLILIK GÖRÜNÜŞÜ KULLANIMLARINDA KAVRAMSAL YAPILANDIRMA VE ANADIL AKTARIMI

Year 2025, Volume: 176 Issue: 2, 1 - 30, 26.12.2025

Fatih Ünal Bozdağ

https://doi.org/10.33690/dilder.1678837

Abstract

Bu çalışmada, Türkçedeki kavramsal yapılandırmanın (construal) yabancı dil olarak İngilizce öğrenen Türk öğrencilerin İngilizce sürerlik görünüşü kullanımını nasıl etkilediği incelenmektedir. Uluslararası İngilizce Öğrenici Derlemi’nin (ICLE) Türkçe alt derleminden seçilen 276 öğrenci metninde belirlenen 594 sürerlik kullanımı çözümlenmiştir. Çözümlenen metinlerin 214’ü en az bir sürerlik kullanımı içermektedir. İlk aşamada, adlaşmış ya da sıfat işlevli -ing kullanımlarını hariç tutan önceden tanımlı ölçütleri içeren kural tabanlı desenlerle metinlerdeki be + V-ing örnekleri derlemden çıkartılmıştır. İkinci aşamada bu örnekler tek bir kodlayıcı tarafından manuel biçimde incelenmiş ve zamansal sınırlandırma, kuvvet dinamikleri, sınırlılık kayması, bakış düzeni ve ölçek ayarlaması olmak üzere beş kavramsal işleme göre etiketlenmiştir. Bulgular betimsel olarak sunulmuş; anadil-uyum oranı için iki yönlü Wilson güven aralığı %95 olarak hesaplanmıştır. Şimdiki zaman yapısıyla kullanılan sürerlik görünüşü, toplam örneklerin %85,9’unu (510/594) oluşturmaktadır. Kavramsal işlem dağılımında zamansal sınırlandırma ve kuvvet dinamikleri işlemleri %9,6’lık (57) oranla öne çıkmaktadır; bu işlemleri %3,4’lük (20) oranla sınırlılık kayması, %2,9’luk (17) oranla bakış düzeni ve %1,5’lik (9) oranla ölçek ayarlaması işlemi izlemektedir. Genel olarak incelenen metinlerdeki sürerlik kullanımlarının %26,9’u (160/594) Türkçedeki –(I)yor ile %95 GA: %23,5–%30,6 oranında uyumlu kullanımlardır. Bu örüntüler özellikle for/since ile kurulan süre belirten yapılarda, durum/tamamlama eylemleriyle kullanıldığı durumlarda, sıklık belirteçleriyle kurulan alışkanlık bağlamlarında ve geçmiş ya da genel/ansiklopedik ifadelerde görülen görünüş yapılarının birbirinin yerine kullanıldığı durumlarda yoğunlaşmaktadır. Hedef dilde doğru kabul edilen sürerlik kullanımları (örn. eşzamanlı gerçekleşen eylem betimlemelerinde try/struggle eylemleri ile) anadilden aktarılanların toplamından ayrı tutulmuştur. Sonuçlara göre görünüş edinimi, biçimbirimsel doğruluğun yanı sıra kavramsal bir yeniden ayarlamadır. Yabancı dil eğitimi açısından, çıktılar sürerlik görünüşü seçiminde rol oynayan kavramsal işlemleri öne çıkaran etkinliklere öncelik verilmesini; özellikle süre belirteçli yapılar (şimdiki zaman ile perfect/progressive karşılaştırması), durum-tamamlama karşıtlıkları ve alışkanlık-tutum ayrımları üzerinde durulması gerektiğini vurgulamaktadır.

Keywords

Bilişsel Dilbilim , Kavramsal Yapılandırma , Anadil Aktarımı , Sürerlilik Görünüşü , Yabancı dil olarak İngilizce

CONSTRUAL AND L1 TRANSFER IN TURKISH EFL LEARNERS’ USE OF ENGLISH PROGRESSIVE ASPECT

Abstract

This study examines how Turkish L1 construal shapes Turkish EFL learners’ use of the English progressive and identifies where L1 transfer surfaces in learner production. Using the Turkish subcorpus of the International Corpus of Learner English (ICLE), we analyzed 594 progressive constructions drawn from 276 learner essays (214 essays contained at least one progressive). Candidates were retrieved with rule-based patterns and explicit exclusion rules for nominal/attributive -ing, then manually screened by a single coder. Tokens were coded for five construal operations—temporal bounding, force dynamics, boundedness shift, viewing arrangement, and scalar adjustment—and summarized descriptively; the headline proportion is reported with a two-sided 95% Wilson confidence interval. Learners predominantly use the present progressive (510/594; 85.9%). Two operations dominate—temporal bounding and force dynamics (57 tokens each; 9.6% apiece)—followed by boundedness shift (20; 3.4%), viewing arrangement (17; 2.9%), and scalar adjustment (9; 1.5%). Overall, 160/594 = 26.9% of tokens are –(I)yor-consistent (95% CI: 23.5–30.6), concentrated in long-span for/since contexts, progressive uses with stative/achievement verbs, habitual frames with frequency adverbs, and aspectual substitution in past or generic statements. Target-like progressives (e.g., live-process uses with try/struggle) were separated from transfer-consistent cases. Findings frame progressive-aspect acquisition as conceptual recalibration rather than only morphological learning. Pedagogically, instruction should make the relevant construal choices explicit at the point of use, especially in duration frames (present vs perfect/progressive), stative/achievement contrasts, and the habitual–stance distinction with frequency adverbs.

Keywords

Cognitive Linguistics , Construal , L1 Transfer , Progressive Aspect , English as a Foreign Language

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