Olgu çalışması: Yazılı metinlerde İngilizce’ de üçüncü tekil şahıs –s kullanımı

Year 2018, Issue: 13, 84 - 93, 30.12.2018

Zekeriya Hamamcı , Ezgi Hamamcı

https://doi.org/10.29000/rumelide.504253

Abstract

Öğretmenlerin İngilizceyi ikinci/yabancı dil
olarak öğrenen öğrencilere sunduğu temel dilbilgisi kurallarından biri olan üçüncü tekil şahıs
–s edinimi ikinci / yabancı dil öğrenenler için giriş
niteliğinde bir kavram olarak kabul edilir. Bu nedenle, hem anadili İngilizce
olan bireylerde hem de İngilizceyi yabancı/ikinci dil olarak öğrenen öğrenciler
tarafından ediniminin neden oldukça zorlayıcı bir dilbilgisi kuralı olduğunu
anlayabilmek için bu konu farklı bakış açıları ve kuramsal çerçevelerde
incelenmiştir. Bu çalışma, Karadeniz bölgesinde yer alan bir devlet
üniversitesi bünyesindeki yabancı diller yüksekokulu İngilizce hazırlık
sınıflarında gerçekleştirilmiştir. Çalışma, İngilizceyi yabancı dil olarak
öğrenen anadili Türkçe olan öğrencilerin geniş zamanda üçüncü tekil şahıs –s
kullanımını incelemeyi hedeflemektedir. Çalışma verileri 39 öğrencinin yazma
sınavlarından 2017-2018 yılında elde edilmiştir. Öğrenci sınavları
araştırmacılar tarafından çevriyazıya dönüştürülmüş ve öğrencilerin üçüncü
tekil şahıs kullanımları incelenmiştir. Öğrenci sınavlarında 40 doğru, 43
atlama ve 13 yanlış kullanım örnekleri tespit edilmiştir. Alanyazınla tutarlı
bir sonuç olarak, çalışma kapsamında elde edilen veriler İngilizceyi öğrenen öğrencilerin
üçüncü tekil şahıs -s kuralını öğrenmede ve kullanmada zorlandıklarını ortaya
koymuştur. Çalışmanın bulguları hem İngilizce yabancı dil sınıf uygulamaları
hem de İngiliz dili öğreticileri ve araştırmacıları için eğitimsel çıkarımlar
sunmaktadır. 

Keywords

Yabancı Dil olarak İngilizce, Üçüncü tekil şahıs –s, Biçimbirim, Anadil etkisi

A case study: Exploring the use of 3rd person singular –s in English in written register

Abstract

The acquisition of the 3rd person singular -s in
English is considered as an introductory concept for second/foreign language
learners because it is one of the basic grammatical rules instructed by
teachers to L2 learners of English. Therefore, it has been analyzed through
different perspectives and theoretical frameworks in order to find a proper
interpretation to understand why it is one of the most challenging grammatical
rules to be acquired by English L1 and L2 learners. The study aims to analyze
the use of third person singular present tense –s by the students who are
undergraduate Turkish speakers learning English as a foreign language at a
state university in Blacksea region of Turkey. The study gathered data from 39
students’ writing exams in 2017-2018 academic year. The writings were
transcribed by the researchers and the students’ uses of 3sg –s were analyzed.
The results comprised 40 grammatically/correctly inflected items, 43 omission
item (OI) and 13 wrongly/incorrectly inflected items (WI). Compatible with the
results in relevant literature, the findings of the study suggest that students
learning English seem to have difficulty mastering the use of the 3sg –s. The findings of this study have both pedagogical implications for
EFL classroom practices and for foreign language teachers and researchers. 

Keywords

English as a foreign language, third person singular -s, Morpheme, L1 interference

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