Türkçedeki nezaket ve stil farklılıkları: İngilizce öğretmen adayları örneği

Year 2020, Issue: 19, 89 - 105, 21.06.2020

Özlem Utku Zeynep Çetin Köroğlu

https://doi.org/10.29000/rumelide.752145

Cited By: 2

Abstract

Kibar olmak veya kibar bir kişi olarak algılanmak, farklı dilleri öğrenirken ve farklı kültürleri deneyimlerken zor bir görevdir çünkü bireyin bir toplumun sosyal ve kültürel değerlerini de öğrenmesi gerektiğinden bir dilin gramerini veya kelime bilgisini öğrenmek, kibar bir kişi olarak algılanmak için yeterli olmayabilir. Ayrıca, bireyin anadilini konuşurken kullandığı nezaket stratejileri ve stilleri bağlamsal olarak değişebilir. Bu çalışma, Türk dilinde ortaya çıkan nezaket stratejileri ve stil farklılıklarını incelemeyi amaçlamaktadır. Bu amaç doğrultusunda, dört vakadan oluşan bir söylem tamamlama testi hazırlanmış ve 32 İngilizce öğretmen adayına uygulanmıştır. Bulgular, katılımcıların büyük ölçüde, samimi stili kullanırken olumlu kibarlık stratejileri kullandıklarını, danışma ve resmi tarzları kullanırken genellikle olumsuz kibarlık stratejilerini tercih ettiklerini göstermiştir. Ayrıca, katılımcıların aile geçmişinin kibarlık stratejilerini farklı tarzlarda kullanma şekilleri üzerinde anlamlı bir etkisinin olmadığı bulunmuştur. Ancak, katılımcıların cinsiyet ve yaşlarının hitap seçimini etkilediği sonucuna varılmıştır.

Keywords

Nezaket, stil, Türk dili, söylem tamamlama testi

Politeness and style differences in the Turkish language: the case of pre-service English language teachers

Abstract

Being polite or perceived as a polite person is a difficult task when learning different languages and experiencing different cultures because learning grammar or vocabulary of a language is not enough to be perceived as a polite person since one should learn social and cultural values of the community as well. Moreover, politeness strategies and styles utilized while one is speaking his or her mother tongue can vary in a contextual manner. This study aims at examining politeness strategies and style differences the Turkish language. In accordance with this aim, a discourse completion test with four cases was prepared and administered to 32 pre-service English language teachers. The findings indicated that the participants, to a large extent, used positive politeness strategies while using the intimate style whereas they generally preferred negative politeness strategies while using the consultative and the formal styles. Additionally, it was found out that the family background of the participants has no meaningful influence on the way they use politeness strategies in different styles. However, it is concluded that gender and age of the participants affect their choice of the address forms.

Keywords

Politeness, style, Turkish language, discourse completion test

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