Functionality of Interfaces in Foreign Language Teaching

Abstract

The term interface is related to syntactic structures that are sensitive to different structural situations, and recent studies on second language acquisition have highlighted the term interface because the acquisition of a grammatical phenomenon that requires the gathering of multiple linguistic subsystems or different grammatical modules has some difficulties. This study aims to discuss the functionality of linguistic interfaces in foreign language teaching with the findings of studies within the framework of the Interface Hypothesis, which argues that purely syntactic features can be acquired without encountering any significant problems in second language acquisition; however, it is difficult to talk about a problem-free acquisition in the application of constraints that require interaction between syntactic knowledge and other cognitive areas. Within the framework of the findings obtained from studies that propose a distinction between cognitive areas and structures that include and do not include interfaces and are frequently related to second language acquisition, our study discusses how internal and external interfaces are acquired, what kind of difficulties are encountered in these interfaces, at which points there are disruptions, and at which they function without problems. At this point, our study contributes not only to the theoretical prediction of the linguistic components and the relationships between linguistic and non-linguistic cognitive systems in foreign language teaching, but also to the obtaining of practical outputs.

Keywords

• Interface Hypothesis
• Internal Interfaces
• External Interfaces
• Foreing Language Teaching

Yabancı Dil Öğretiminde Arakesitlerin İşlevselliği

Öz

Arakesit terimi farklılaşan yapısal durumlara duyarlı olan sözdizimsel yapılarla ilişkilidir ve ikinci dil edinimi ile ilgili son yıllarda yapılan çalışmalar, arakesit terimini öne çıkarmaktadır; çünkü birden çok dilsel altdizge ya da farklı dilbilgisi modüllerinin bir araya gelmesini gerektiren dilbilgisel bir görüngünün edinimi kimi güçlükler barındırmaktadır. Bu çalışma salt sözdizimsel özelliklerin ikinci dil ediniminde önemli bir sorun ile karşılaşılmadan edinilebildiğini; ancak sözdizimsel bilgi ve diğer bilişsel alanlar arasında etkileşim gerektiren sınırlamaların uygulanmasında sorunsuz bir edinimden söz etmemenin güç olduğunu savunan Arakesit Varsayımı çerçevesindeki çalışmaların bulgularıyla, dilsel arakesitlerin yabancı dil öğretimindeki işlevselliğini tartışmayı amaçlamaktadır. Bilişsel alanlar ile arakesit içeren ve içermeyen yapılar arasında bir ayrım öneren ve sıklıkla ikinci dil edinimi ile ilgili olan çalışmalardan elde edilen bulgular çerçevesinde çalışmamız, içsel ve dışsal arakesitlerin nasıl edinildiği, bu arakesitlerde ne gibi güçlüklerle karşılaşıldığı, hangi noktalarda aksamalar yaşandığı, hangilerinde sorunsuz işlediğini tartışmaktadır. Bu noktada çalışmamız hem dilbilgisi bileşenleri hem de dilsel ve dilsel olmayan bilişsel dizgeler arasındaki ilişkilerin yabancı dil öğretiminde sadece kuramsal açıdan yordanmasına değil uygulamalı çıktıların elde edilmesine de katkı sağlayıcı niteliktedir.

Anahtar Kelimeler

• Arakesit Varsayımı
• İçsel Arakesit
• Dışsal Arakesit
• Yabancı Dil Öğretimi

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