Branşı İngilizce Olan Öğrencilerin Soru Yapılarının Analizi

Year 2019, Volume: 20 Issue: 2, 457 - 473, 31.08.2019

Duygu İşpınar Akçayoğlu Gökçe Dişlen Dağgöl

https://doi.org/10.17679/inuefd.457173

Abstract

Soru sorma bu
zamana kadar bir varsayımın geçerliğini araştırmak, bir düşüncenin mantığını
incelemek ve bilinmeyeni bulmak için kullanılagelmiştir. Filozoflar bir konunun
öğrenciler tarafından anlaşılması ve mantıksal sonuçlara ulaşılması için neyin
doğru veya yanlış olduğunu söylemek yerine soru sorma tekniğinden
yararlanmışlardır. Öğretmenler tarafından sorulan soruların rolü ve türleri ile
ilgili farklı öğrenme ortamlarında yapılmış araştırmalar mevcuttur. Fakat öğrencilerin
soruları hakkında daha fazla çalışmaya ihtiyaç vardır. Bu çalışma, branşı
İngilizce olan öğrencilerin hedef dilde soru cümlesi oluşturmalarını incelemiş,
doğru soru cümlesi kurmalarını araştırmayı ve soru oluştururken karşılaştıkları
belirli zorlukları tespit etmeyi hedeflemiştir. Bu amaçla, 30 öğrenciye
birtakım resimler gösterilmiş ve bu resimler hakkında verilen süre zarfında
mümkün olduğunca çok soru oluşturmaları istenmiştir. Araştırma Mütercim
Tercümanlık bölümüne kayıtlı öğrenciler ile yapılmıştır; katılımcıların 14’ü
birinci sınıf, 16’sı ise ikinci sınıf öğrencisidir. Katılımcılara ayrıca
aktivite sırasında ve genel anlamda İngilizce soru cümlesi oluşturmada
yaşadıkları zorluklarla ilgili açık uçlu bir anket de uygulanmıştır. Açık uçlu
sorulardan elde edilen veriler içerik analizi ile incelenmiştir. Öğrencilerin
çoğunlukla 5n 1k soruları sorduğu, söz dizimi ve eylem biçiminde hata
yaptıkları, ve genel olarak soru yapısı oluşturmada zorlandıkları bulunmuştur.
Çalışmadan elde edilen bulguların, öğrencilerin bu süreçte karşılaştıkları
zorluklar konusunda eğitimcilere ayna tutacağı düşünülmektedir. 

Keywords

Soru sorma, Yabancı dil olarak İngilizce, Resimler, soru türleri

An Analysis of English Major Students’ Interrogative Constructions

Abstract

Questioning is
known to have been used to probe the validity of an assumption, analyse the
logic of an argument, and explore the unknown. Instead of lecturing what is
true or false, philosophers utilized questioning for students’ understanding of
a subject and then leading them to discover logical conclusions. Although role
and types of questions utilized by teachers have been investigated in various
learning environments, not the same attention has been given to students’
questions. This study aims to explore English major students’ question
formation in the target language and analyse their interrogative constructions
in terms of correct question forms and identify the specific difficulties they
face while forming questions. In line with this purpose, 30 students were
provided with a set of pictures and asked to write down as many questions as
they could about these pictures within the time given. The study was conducted
with students in the Department of Translation and Interpreting Studies, and
the participants were 14 first-year and 16 second-year students. The study also
utilised an open-ended questionnaire regarding the difficulties students had
while conducting the activity and forming interrogative sentences in English.
Students’ productions and the data collected from the open-ended questions were
subjected to content analysis. It was found that the students constructed
mostly Wh-questions and demonstrated errors in word order and verb form and
that they had difficulties in forming interrogative constructions. Results are
believed to help educators have a picture of challenges students face in this
process. 

Keywords

Interrogative Constructions, Questioning, EFL, Pictures, Question types

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