“Garip bir Tören”: Socio-linguistic Comprehension Processes and Pragmatic Awareness of Turkish Learners at B2-C1 Levels: A Testing Example of Greek-Speaking Students1

Year 2019, Volume: 7 Issue: 1, 55 - 81, 30.03.2019

Konstantinos Bılalıs Maria Karastamatı Eleni Ioanna Tzıtzı Eirini Kotselı

Abstract

By correlating the speech act to its implementation within the boundaries of the university
environment, this particular study orientates towards the interlinguistic phenotypes produced by
students of the Turkish language during the learning process on the course of the curriculum of the
Department of Turkish Studies & Modern Asian Studies. In a contemporary, evolving research
program, launched on 2013, interlanguage issues of the students integrated into a system of
multivariate analysis are being examined. The progress of the intaking capability on morphological
and syntactical aspects is investigated, as well as the assimilation levels of the conditions leading to a
successful pragmatic interaction between the inputting of the teaching process and the outputting of
the language product, in generally. Our aim, within this paper, is to give some raw data received by
preliminary reports regarding in an unusual reading comprehension test, the socio-linguistic
dimensions and the pragmatic correlations on the B2-C1 learning levels.

Keywords

Applied Linguistics, socio-linguistic variations, pragmatics, interlanguage, reading comprehension testing.

“Garip bir Tören”: Socio-linguistic Comprehension Processes and Pragmatic Awareness of Turkish Learners at B2-C1 Levels: A Testing Example of Greek-Speaking Students

Abstract

Keywords

Applied Linguistics, socio-linguistic variations, pragmatics, interlanguage, reading comprehension testing.

References

• Alderson, J.C., 1984. Reading in a foreign language: A reading problem or a language problem. In J. C. Alderson & A. H. Urquhart (eds). Reading in a Foreign Language. Longman, pp. 1–27.
• 2000. Assessing Reading. Cambridge: Cambridge University Press. 2005. Diagnosing Foreign Language Proficiency: The Interface between Learning and Assessment. Continuum.
• Alderson, J. C. & Kremmel, B., 2013. Reexamining the content validation of a grammar test: The (im)possibility of distinguishing vocabulary and structural knowledge. Language Testing 30/4, pp. 535– 56.
• Alderson, J. C., Brunfaut T., and Harding L., 2015. Towards a theory of diagnosis in second and foreign language assessment: Insights from professional practice across diverse fields. Applied Linguistics 36/2, pp. 236–60.
• Allesi, S., & Dwyer, A., 2008. Vocabulary assistance before and during reading. Reading in a Foreign Language, vol. 20, no. 2, pp. 246-63.
• Altasan, Ahmad Mousa B., 2016. The Pragmalinguistic Competence in Requests: A Comparison between One Native and Two Non-native Speakers of English. American Journal of Educational Research 4.4 (2016), pp. 353-359.
• Arendholz, J., 2013. (In)Appropriate Online Behavior. A Pragmatic Analysis of Message Board Relations. Amsterdam: Benjamins.