İngilizce Öğretmenliği Öğrencilerinin Konuşma Sezdirimlerini Anlama Becerileri

Yıl 2019, , 347 - 354, 20.09.2019

Behbood Mohammadzadeh Özge Razi Mehmet Ali Yavuz

https://doi.org/10.22559/folklor.948

Öz

Bu çalışma, Grice’in işbirlikçi kuramına göre (1989) Türk İngiliz dili öğretmen adaylarının
İngilizcedeki konuşma sezdirimlerinin kavramalarını incelemektedir. İletişimde söz edimi eylemleri ya
doğrudan ya da dolaylı olabilir. Dolaylı söz edimi durumlarında muhatap konuşmacının ne ima ettiğini
anlamalıdır, bu da konuşma sezdirimlerini kavrama anlamına gelir. Konuşma sezdirimleri
konuşmacının söylediklerinin bir parçası olmayan bir koşuşma ifadesidir. Bir koşuşmada katlımcıların
anlamların çıkarımı büyük ölçüde bağlamsal ipuçlarına bağlıdır. Dinleyici edebi (anlamsal) anlamı ile
edebi olmayan (edimbilimsel) anlamı birbirinden ayırması gerekir. İngiliz dili öğretmen adaylarının
İngilizcedeki konuşma sezdirimlerinin başarılı iletişim için çok önemlidir. KKTC’de İngiliz dili
öğretmen adaylarının İngilizcedeki konuşma sezdirimlerinin kavramalarını incelemeye yönelik çok
sayıda araştırma olmasına rağmen bu alanda daha fazla araşırmaya gerek duyulmaktadır. Bu çalışma,
İngiliz dili öğretmen adaylarının İngilizcedeki konuşma sezdirimlerinin kavramalarını araştırmak için
tasarlanmıştır. Araştırma sonuçlarına göre Türk İngiliz dili öğretmen adaylarının İngilizcedeki konuşma
sezdirimlerinin kavramaları ortalama olarak düşük düzeydedir. 

Anahtar Kelimeler

Edimbilim Yetkinlik, Sezdirimlerin kavranması, Türk İngliz Dili Öğretmen Adayları

Comprehension of Conversational Implicatures by Students of the ELT Department

Öz

This study investigates the extent to which Turkish ELT student teachers comprehend conversational
implicatures concerning Grice’s theory of co-operative principle (1989). The act of communication
speech acts can be either direct or indirect. In the case of indirect speech acts, an addressee has to
comprehend the addresser’s meaning, which means comprehending the implicature. Implicature is the
meaning of the speaker’s utterance that is not part of what the speaker says. The inference of the
meaning in an utterance by participants mostly depends on the contextual clues in a particular situation.
The listener has to differentiate between the literal (semantic) meaning and non-literal (pragmatic)
meaning. Developing ELT students’ pragmatic competence is significant for successful communication
in the target language. Although there is much research into EFL pragmatic competence focusing on
conversational implicatures, in the Northern Cypriot ELT context there is still a need to examine the issue. This study was designed to investigate the extent to which prospective teachers of English
comprehend conversational implications.

Anahtar Kelimeler

Pragmatic Competence, Comprehension of implicatures, Turkish ELT students

Kaynakça

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