Bağdaşıklık Odaklı Retorik Yapılar: Yabancı Dil Olarak İngilizce Öğrenen Türk Öğrencilerin Üstsöyleminin Derlem Analizi

Abstract

Bu derlem temelli çalışma, TICLE ve LOCNESS derlemlerinin karşılaştırmalı analizi yoluyla yabancı dil olarak İngilizce öğrenen Türk öğrencilerin akademik yazımındaki üstsöylem kalıplarını araştırmaktadır. Sekiz işlevsel kategori boyunca hibrit otomatik tespit yöntemi kullanarak, çalışma Türk öğrenciler ve ana dili konuşucuları arasındaki sistematik farklılıkları ortaya çıkarmak için sıklık dağılımları, birlikte görülme kalıpları, uzunluk etkileri ve yazar düzeyinde çeşitliliği incelemektedir. Sonuçlar, Türk öğrencilerinin geçiş sözcükleri, kod açıklamaları, çerçeve belirteçleri ve katılım belirteçlerini önemli ölçüde daha fazla kullanarak açık metinsel organizasyon ve okuyucu katılımını öncelendiren "bağdaşıklık odaklı retorik yapılar" oluşturduklarını göstermektedir. Tersine, ana dili konuşucuları kişilerarası konumlandırmayı ayarlamak için çekimser ifadeler, güçlendiriciler ve öz-atıfları birleştiren entegre "duruş kümeleri" kullanmaktadır. Birlikte görülme analizi, Türk öğrencilerinin üstsöylemi organizasyonel merkezler etrafında düzenlerken duruş belirlemeyi çevresel olarak ele aldıklarını, ana dili konuşucularının ise duruş işlevlerini kapsamlı retorik stratejiler içinde entegre ettiklerini ortaya çıkarmaktadır. Bu bulgular, ikinci dil üstsöylem öğretiminde eksiklik temelli yaklaşımlara meydan okumaktadır. Etkili pedagoji, olgun akademik söylemi karakterize eden kişilerarası konumlandırmayı değiştirme temelli değil entegre öğretim yoluyla sistematik olarak geliştirirken Türk öğrencilerinin kanıtlanmış organizasyonel yeterliliklerini temel almalıdır.

Keywords

• üstsöylem
• derlem dilbilimi
• yabancı dil olarak İngilizce öğrenen Türk öğrenciler
• akademik yazma
• retorik gelişim

Cohesion-First Rhetorical Architectures: A Corpus Analysis of Turkish EFL Metadiscourse

Abstract

This corpus-based study investigates metadiscourse patterns in Turkish EFL academic writing through comparative analysis of the Turkish International Corpus of Learner English (TICLE) and Louvain Corpus of Native English Essays (LOCNESS). Using hybrid automated detection across eight functional categories, the study examines frequency distributions, co-occurrence patterns, length effects, and writer-level diversity to reveal systematic differences between Turkish learners and native speakers. Results demonstrate that Turkish learners construct cohesion-first rhetorical architectures prioritizing explicit textual organization and reader engagement markers. Conversely, native speakers employ integrated stance clusters, comibining hedges, boosters, and self-mentions to calibrate interpersonal positioning. Co-occurrence analysis reveals that Turkish learners organize metadiscourse around organizational hubs while treating stance marking as peripheral, whereas native speakers integrate stance functions within comprehensive rhetorical strategies. These findings challenge deficit-based approaches to L2 metadiscourse instruction. Effective pedagogy should build on Turkish learners’ demonstrated organizational competencies while systematically developing the interpersonal positioning that characterizes mature academic discourse through integrated rather than replacement-based instruction.

Keywords

• metadiscourse
• corpus linguistics
• Turkish EFL
• academic writing
• rhetorical development

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