Use of Stance Lexical Bundles by Turkish and Japanese EFL Learners and Native English Speakers in Academic Writing

Year 2018, , 1319 - 1336, 27.09.2018

Meltem Muşlu

https://doi.org/10.21547/jss.444386

Cited By: 4

Abstract

Linguists
have been interested in the sequences of words that tend to occur for a long
time. The present study examines a particular type of recurrent chunks called
lexical bundles (LB). LBs are multi-word expressions and an important component
of the fluent linguistic production depends on the control of them (Hyland,
2008a). The purpose of this study was to find out the most common stance LBs
used in argumentative essays written by native English speakers and Turkish and
Japanese EFL learners. It also aimed at finding the structural and functional
characteristics of these bundles, and to what extent these structures used by
the Turkish and Japanese EFL learners are similar to the ones used by the
native speakers. To answer these questions, Louvain Corpus of Native English
Essays (LOCNESS), Japanese International Corpus of Learner English (JPICLE) and
Turkish International Corpus of Learner English (TICLE) were used. The
structures of the stance LBs were determined by following Biber’s (2006)
classification and the functions were determined by adapting their
classification. The concordancing program WordSmith was used to find and
determine the 3-4 word stance LBs. In the statistical analysis, Type-token
ratio and Log Likelihood were used. The results showed that native speakers use
lexical bundles least; whereas, Japanese EFL learners use them most frequently.
The functions and the structures of LBs vary in each group. Suggestions
regarding how to teach these devices in foreign language education were also
given.

Keywords

Lexical bundles, Corpus Linguistics, stance, Contrastive Interlanguage Analysis, academic writing, Turkish and Japanese EFL learners

Tutum Sözcük Örüntülerinin İngilizceyi Yabancı Dil Olarak Öğrenen Türk ve Japon Öğrenciler ve İngilizce Anadil Konuşucuları Tarafından Akademik Yazımda Kullanımı

Abstract

Dilbilimciler
uzun zamandan beri bir arada olma eğiliminde olan ardışık kelimeleri
incelemektedirler. Bu çalışmada sözcük örüntüsü denilen ve sürekli tekrar eden
belirli bir kelime grubu incelenmektedir. Sözcük örüntüsü, ‘küme’ ya da ‘yığın’
da denilen birkaç kelimenin yan yana gelmesi ile oluşan kelime gruplarıdır ve
dili akıcı bir şekilde kullanmanın önemli bir bölümü bu yapılara hakim olmaktan
geçer (Hyland, 2008a). Bu çalışma, anadili İngilizce olan ve İngilizce’yi yabancı
dil olarak öğrenen Türk ve Japon öğrenciler tarafından tartışma türünde
yazılmış kompozisyonlarda en çok kullanılan ‘tutum sözcük örüntüleri’ni (TSÖ)
bulmayı amaçlamıştır. Çalışma aynı zamanda, bu kelime grubunun yapısal ve
işlevsel olarak hangi özellikleri gösterdiğini ve bu özelliklerin anadili
İngilizce olan ve İngilizce’yi yabancı dil olarak öğrenen öğrenciler arasında
nasıl bir farklılık gösterdiğini bulmayı hedeflemiştir. Bu amaçlara ulaşmak
için veri toplama aracı olarak Louvain Corpus of Native English Essays
(LOCNESS), Japanese International Corpus of Learner English (JPICLE) ve Turkish
International Corpus of Learner English (TICLE) kullanılmıştır. 
Tutum sözcük örüntüleri yapısal ve işlevsel olarak analiz
edilirken Biber’in (2006) sınıflandırması takip edilmiş ancak bu
sınıflandırma çıkan sonuçlara göre adapte edilmiştir. 3-4 kelimeden oluşan
sözcük örüntülerini bulmak için WordSmith programı kullanılmştır. İstatistiksel
analizde, Type/token ratio ve Log Likelihood Analizi kullanılmıştır. Çıkan sonuçlara
göre anadili İngilizce olan katılımcılar TSÖ’yü en az kullanırken en fazla
kullanan grup Japon öğrenciler olmuştur. TSÖ’lerin yapısal ve işlevsel
kullanımları her grupta farklılık göstermiştir. Bu yapıların yabancı dil
öğretiminde kullanımına yönelik önerilere de çalışmada yer verilmiştir.

Keywords

Sözcük Örüntüleri, Derlem Dilbilim, tutum, karşılaştırmalı aradil çalışması, akademik yazım, İngilizceyi yabancı dil olarak öğrenen Türk ve Japon öğrenciler

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