Araştırma Makalesi
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Branşı İngilizce Olan Öğrencilerin Soru Yapılarının Analizi

Yıl 2019, Cilt: 20 Sayı: 2, 457 - 473, 31.08.2019
https://doi.org/10.17679/inuefd.457173

Öz

Soru sorma bu
zamana kadar bir varsayımın geçerliğini araştırmak, bir düşüncenin mantığını
incelemek ve bilinmeyeni bulmak için kullanılagelmiştir. Filozoflar bir konunun
öğrenciler tarafından anlaşılması ve mantıksal sonuçlara ulaşılması için neyin
doğru veya yanlış olduğunu söylemek yerine soru sorma tekniğinden
yararlanmışlardır. Öğretmenler tarafından sorulan soruların rolü ve türleri ile
ilgili farklı öğrenme ortamlarında yapılmış araştırmalar mevcuttur. Fakat öğrencilerin
soruları hakkında daha fazla çalışmaya ihtiyaç vardır. Bu çalışma, branşı
İngilizce olan öğrencilerin hedef dilde soru cümlesi oluşturmalarını incelemiş,
doğru soru cümlesi kurmalarını araştırmayı ve soru oluştururken karşılaştıkları
belirli zorlukları tespit etmeyi hedeflemiştir. Bu amaçla, 30 öğrenciye
birtakım resimler gösterilmiş ve bu resimler hakkında verilen süre zarfında
mümkün olduğunca çok soru oluşturmaları istenmiştir. Araştırma Mütercim
Tercümanlık bölümüne kayıtlı öğrenciler ile yapılmıştır; katılımcıların 14’ü
birinci sınıf, 16’sı ise ikinci sınıf öğrencisidir. Katılımcılara ayrıca
aktivite sırasında ve genel anlamda İngilizce soru cümlesi oluşturmada
yaşadıkları zorluklarla ilgili açık uçlu bir anket de uygulanmıştır. Açık uçlu
sorulardan elde edilen veriler içerik analizi ile incelenmiştir. Öğrencilerin
çoğunlukla 5n 1k soruları sorduğu, söz dizimi ve eylem biçiminde hata
yaptıkları, ve genel olarak soru yapısı oluşturmada zorlandıkları bulunmuştur.
Çalışmadan elde edilen bulguların, öğrencilerin bu süreçte karşılaştıkları
zorluklar konusunda eğitimcilere ayna tutacağı düşünülmektedir. 

Kaynakça

  • Addaibani, A.A. (2017). Acquisition of Wh-questions in English by Saudi English majors in Najran University. British Journal of English Linguistics, 5(4), 17-28
  • Anderson, C. (2010). Presenting and evaluating qualitative research. American journal of pharmaceutical education, 74(8), 141.
  • Antoniou, M., Best, C. T., Tyler, M. D., & Kroos, C. (2011). Inter-language interference in VOT production by L2-dominant bilinguals: Asymmetries in phonetic code-switching. Journal of Phonetics, 39(4), 558-570.
  • Arslan, M. (2006). The role of questioning in the classroom. Hasan Âli Yücel Eğitim Fakültesi Dergisi, 3(2), 81-103
  • Asgharheidari, F., & Tahriri, A. (2015). A Survey of EFL teachers’ attitudes towards critical thinking instruction. Journal of Language Teaching and Research, 6(2), 388-396. DOI: http://dx.doi.org/10.17507/jltr.0602.20
  • Aydın, İ., & Şeker, E. (2013). A comparative study on English and Turkish syntactic structures within the terms of the Minimalist Program. International Journal of Linguistics, 5(1), 231-247. doi:10.5296/ijl.v5i1.3308
  • Baleghizadeh, S. (2010). Focus on form in an EFL communicative classroom. Novitas-Royal, 4(1), 119-128
  • Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics,1, 1-47
  • Canale, M., & Swain, M. (1981). A theoretical framework for communicative competence. In Palmer, A., Groot, P., & Trosper, G. (Eds.), The construct validation of test of communicative competence, 31-36
  • Caramazza, A., Yeni-Komshian, G. H., Zurif, E. B., & Carbone, E. (1973). The acquisition of a new phonological contrast: The case of stop consonants in French–English bilinguals. Journal of the Acoustical Society of America, 54, 421–428
  • Chen, L. (2006). The effect of the use of L1 in a multimedia tutorial on grammar learning: An error analysis of Taiwanese beginning EFL learners’ English essays. The Asian EFL Journal Quarterly, 8(2), 76-110.
  • Chin, C. (2001). Learning in science: What do students’ questions tell us about their thinking?. Education Journal, 29(2), 85-103.
  • Chin, C. (2002). Student-generated questions: Encouraging inquisitive minds in learning science. Teaching and Learning, 23(1), 59-67
  • Cottrell, S. (2005). Critical thinking skills: Developing effective analysis and argument. Palgrave, MacMillan: New York
  • Cullinane, A. (2010). Bloom’s taxonomy and its use in classroom assessment. NCE-MSTL, 1(13), 1-4
  • Davis, T. A. (2013). Connecting students to content: Student-generated questions. Bioscene: Journal of College Biology Teaching, 39(2), 32-34
  • Derakhshan, A., & Karimi, E. (2015). The interference of first language and second language acquisition. Theory and Practice in language studies, 5(10), 2112-2117. DOI: http://dx.doi.org/10.17507/tpls.0510.19
  • Elfatihi, M. (2017). A Rationale for the integration of critical thinking skills in EFL/ESL instruction. Higher Education of Social Science, 12(2), 26-31. DOI:10.3968/9702
  • Elola, I., Rodríguez García, V., & Winfrey, K. (2008). Dictionary use and vocabulary choices in L2 writing. ELIA, 8, 63-89
  • Farrokhi, F., & Abbasi Talabari, F. (2011). Focus on form instruction in EFL: implications for theory and practice. Journal of English Language Teaching and Learning, 2(222), 29-47
  • Faulconer, E. K. (2016). Investigating the influence of the level of inquiry on student engagement. Journal of Education and Human Development, 5(3), 13-19
  • Fauziati, E. (2011). Interlanguage and error fossilization: a study of Indonesian students learning English as a foreign. Conaplin Journal: Indonesian Journal of Applied Linguistics, 1(1), 25-40
  • Fidler, A. (2006). Reconceptualizing fossilization in second language acquisition: a review. Second Language Research, 22(3), 398-411
  • Flege, J. E. (1987). The production of “new” and “similar” phones in a foreign language: Evidence for the effect of equivalence classification. Journal of phonetics, 15(1), 47-65
  • Flege, J. E. (1991). Age of learning affects the authenticity of voice-onset time (VOT) in stop consonants produced in a second language. Journal of the Acoustical Society of America, 89, 395–411
  • Forehand, M. (2010). Bloom’s taxonomy. In Orey, M. (ed.) Emerging perspectives on learning, teaching, and technology. Global Text Project
  • Halpern, D. F. (2014). Thought and knowledge: An introduction to critical thinking. Psychology Press, Taylor & Francis Group
  • Hill, J. D., & Flynn, K. (2008). Asking the right questions. Journal of Staff Development, 29(1), 46-52
  • Hsieh, H.-F. & Shannon, S.E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288
  • Hughes, J., Stephenson, H., & Dummett, P. (2014). Life Elementary. National Geographic Learning: United Kingdom
  • Jarvis, S. (2000). Methodological Rigor in the Study of Transfer: Identifying L1 Influence in the Interlanguage Lexicon. Language Learning, 50(2), 245-309
  • Kayapinar, U. (2014). Measuring essay assessment: Intra-Rater and Inter-Rater Reliability. Eurasian Journal of Educational Research, 57, 113-135. DOI: http://dx.doi.org/10.14689/ejer.2014.57.2
  • Khatib, M., Marefat, F., & Ahmadi, M. (2012). Enhancing critical thinking abilities in EFL classrooms: Through written and audiotaped dialogue journals. Humanity & Social Sciences Journal, 7(1), 33-45
  • Khwaileh, F. M. (2011). The Effect of Wh-Questions on the quantity and quality of low-level achieving students' paragraph writing at the university level. Dirasat: Educational Sciences, 38(1), 359-371
  • Kuivamäki, T. (2015). Learning and teaching oral communication in English in vocational school: learners' and teachers' views. Master’s Thesis, University of Jyväskylä, Finland
  • Leeman, J., Arteaoitia, I., Fridman, B., & Doughty, C. (1995). Integrating attention to form with meaning: Focus on form in content-based Spanish instruction. In R. Schmidt (Ed.), Attention and awareness in foreign language learning (pp. 217-258). Honolulu, Hawaii: University of Hawaii, Second Language Teaching & Curriculum Center
  • Lim, J. M. H. (2006). Associating interference with strategy instruction: an investigation into the learning of the present continuous. The Asian EFL Journal Quarterly June, 8(2), 55-75
  • Lin, S. (2002). A case study of English writing competence of students at the Mei Ho Institute of Technology. Journal of Mei Ho Institute of Technology, 20(2), 180-206.
  • Maharjan, L. B. (2009). Learners’ errors and their evaluation. Journal of NELTA, 14, 1-2.
  • Mahboob, A. & Al-Hassaani, A. (2016). A case study of question formations of the Saudi EFL learners at Bisha University. English Language Teaching, 9(5), 54-64
  • Malmir, A., & Shoorcheh, S. (2012). An investigation of the impact of teaching critical thinking on the Iranian EFL learners' speaking skill. Journal of Language Teaching and Research, 3(4), 608-617. doi:10.4304/jltr.3.4.608-617
  • Mazur-Jefferies, C. (2014). Reading and Vocabulary Focus 4. National Geographic Learning: USA
  • Paul, R., & Elder, L. (2006). Critical thinking: Learn the tools the best thinkers use, concise edition. Pearson Prentice Hall, Upper Saddle River, NJ
  • Poole, A. (2005). Focus on form instruction: Foundations, applications, and criticisms. The Reading Matrix, 5(1), 47-56
  • Pozzan, L. (2011). Asking Questions in Learner English: First and second language acquisition of main and embedded interrogative structures. City University of New York.
  • Sanmuganathan, K. (2012). Impact of L1 on ESL (English as a Second Language) writings of the undergraduates of University of Jaffna. Proceedings of Jaffna University International Research Conference (JUICE-2012), 171-181
  • Sano, M. (2014). Critical thinking skills and teachers’ questioning behavior in a Japanese university EFL context. MA thesis, The Graduate School of Letters, Soka University
  • Sermsook, K., Liamnimitr, J., & Pochakorn, R. (2017). An analysis of errors in written English sentences: a case study of Thai EFL students. English Language Teaching, 10(3), 101-110
  • Shooshtaryzadeh, F. (2016). A case study of Iranian students learning English interrogative structures. English Language Teaching, 2(4), 116-91
  • Stephenson, H., Dummett, P. & Hughes, J. (2014). Life Beginner. National Geographic Learning: United Kingdom
  • Sun, G. (2000). Acquiring English tense and aspect: Effects of differences and similarities between L1 and L2. Asian Journal of English Language Teaching, 10, 69-89
  • Sunyan, Y., Salam, U., & Novita, D. (2012). Teaching speaking through Wh-questions technique. Jurnal Pendidikan dan Pembelajaran, 2(10), 1-15Tittle, P. (2011). Critical thinking: An appeal to reason. Routledge: New York & UK
  • Xu, Q. (2013). Fostering critical thinking competence in EFL classroom. Studies in Literature and Language, 7(1), 6-9
  • Yang, Y. T. C., & Gamble, J. (2013). Effective and practical critical thinking-enhanced EFL instruction. ELT journal, 67(4), 398-412. https://doi.org/10.1093/elt/cct038
  • Yildiz, M. (2016). Contrastive analysis of Turkish and English in Turkish EFL learners’ spoken discourse. International Journal of English Studies, 16(1), 57-74Yu, F. Y. (2009). Scaffolding student-generated questions: Design and development of a customizable online learning system. Computers in Human Behavior, 25(5), 1129-1138
  • Wenfren, Y. (2010). A tentative analysis of errors in language learning and use. Journal of Language Teaching and Research, 1(3), 266-268
  • Wu, H. P., & Garza, E. V. (2014). Types and attributes of English writing errors in the EFL Context—A Study of Error Analysis. Journal of Language Teaching & Research, 5(6), 1256-1262. doi:10.4304/jltr.5.6.1256-1262

An Analysis of English Major Students’ Interrogative Constructions

Yıl 2019, Cilt: 20 Sayı: 2, 457 - 473, 31.08.2019
https://doi.org/10.17679/inuefd.457173

Öz

Questioning is
known to have been used to probe the validity of an assumption, analyse the
logic of an argument, and explore the unknown. Instead of lecturing what is
true or false, philosophers utilized questioning for students’ understanding of
a subject and then leading them to discover logical conclusions. Although role
and types of questions utilized by teachers have been investigated in various
learning environments, not the same attention has been given to students’
questions. This study aims to explore English major students’ question
formation in the target language and analyse their interrogative constructions
in terms of correct question forms and identify the specific difficulties they
face while forming questions. In line with this purpose, 30 students were
provided with a set of pictures and asked to write down as many questions as
they could about these pictures within the time given. The study was conducted
with students in the Department of Translation and Interpreting Studies, and
the participants were 14 first-year and 16 second-year students. The study also
utilised an open-ended questionnaire regarding the difficulties students had
while conducting the activity and forming interrogative sentences in English.
Students’ productions and the data collected from the open-ended questions were
subjected to content analysis. It was found that the students constructed
mostly Wh-questions and demonstrated errors in word order and verb form and
that they had difficulties in forming interrogative constructions. Results are
believed to help educators have a picture of challenges students face in this
process. 

Kaynakça

  • Addaibani, A.A. (2017). Acquisition of Wh-questions in English by Saudi English majors in Najran University. British Journal of English Linguistics, 5(4), 17-28
  • Anderson, C. (2010). Presenting and evaluating qualitative research. American journal of pharmaceutical education, 74(8), 141.
  • Antoniou, M., Best, C. T., Tyler, M. D., & Kroos, C. (2011). Inter-language interference in VOT production by L2-dominant bilinguals: Asymmetries in phonetic code-switching. Journal of Phonetics, 39(4), 558-570.
  • Arslan, M. (2006). The role of questioning in the classroom. Hasan Âli Yücel Eğitim Fakültesi Dergisi, 3(2), 81-103
  • Asgharheidari, F., & Tahriri, A. (2015). A Survey of EFL teachers’ attitudes towards critical thinking instruction. Journal of Language Teaching and Research, 6(2), 388-396. DOI: http://dx.doi.org/10.17507/jltr.0602.20
  • Aydın, İ., & Şeker, E. (2013). A comparative study on English and Turkish syntactic structures within the terms of the Minimalist Program. International Journal of Linguistics, 5(1), 231-247. doi:10.5296/ijl.v5i1.3308
  • Baleghizadeh, S. (2010). Focus on form in an EFL communicative classroom. Novitas-Royal, 4(1), 119-128
  • Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics,1, 1-47
  • Canale, M., & Swain, M. (1981). A theoretical framework for communicative competence. In Palmer, A., Groot, P., & Trosper, G. (Eds.), The construct validation of test of communicative competence, 31-36
  • Caramazza, A., Yeni-Komshian, G. H., Zurif, E. B., & Carbone, E. (1973). The acquisition of a new phonological contrast: The case of stop consonants in French–English bilinguals. Journal of the Acoustical Society of America, 54, 421–428
  • Chen, L. (2006). The effect of the use of L1 in a multimedia tutorial on grammar learning: An error analysis of Taiwanese beginning EFL learners’ English essays. The Asian EFL Journal Quarterly, 8(2), 76-110.
  • Chin, C. (2001). Learning in science: What do students’ questions tell us about their thinking?. Education Journal, 29(2), 85-103.
  • Chin, C. (2002). Student-generated questions: Encouraging inquisitive minds in learning science. Teaching and Learning, 23(1), 59-67
  • Cottrell, S. (2005). Critical thinking skills: Developing effective analysis and argument. Palgrave, MacMillan: New York
  • Cullinane, A. (2010). Bloom’s taxonomy and its use in classroom assessment. NCE-MSTL, 1(13), 1-4
  • Davis, T. A. (2013). Connecting students to content: Student-generated questions. Bioscene: Journal of College Biology Teaching, 39(2), 32-34
  • Derakhshan, A., & Karimi, E. (2015). The interference of first language and second language acquisition. Theory and Practice in language studies, 5(10), 2112-2117. DOI: http://dx.doi.org/10.17507/tpls.0510.19
  • Elfatihi, M. (2017). A Rationale for the integration of critical thinking skills in EFL/ESL instruction. Higher Education of Social Science, 12(2), 26-31. DOI:10.3968/9702
  • Elola, I., Rodríguez García, V., & Winfrey, K. (2008). Dictionary use and vocabulary choices in L2 writing. ELIA, 8, 63-89
  • Farrokhi, F., & Abbasi Talabari, F. (2011). Focus on form instruction in EFL: implications for theory and practice. Journal of English Language Teaching and Learning, 2(222), 29-47
  • Faulconer, E. K. (2016). Investigating the influence of the level of inquiry on student engagement. Journal of Education and Human Development, 5(3), 13-19
  • Fauziati, E. (2011). Interlanguage and error fossilization: a study of Indonesian students learning English as a foreign. Conaplin Journal: Indonesian Journal of Applied Linguistics, 1(1), 25-40
  • Fidler, A. (2006). Reconceptualizing fossilization in second language acquisition: a review. Second Language Research, 22(3), 398-411
  • Flege, J. E. (1987). The production of “new” and “similar” phones in a foreign language: Evidence for the effect of equivalence classification. Journal of phonetics, 15(1), 47-65
  • Flege, J. E. (1991). Age of learning affects the authenticity of voice-onset time (VOT) in stop consonants produced in a second language. Journal of the Acoustical Society of America, 89, 395–411
  • Forehand, M. (2010). Bloom’s taxonomy. In Orey, M. (ed.) Emerging perspectives on learning, teaching, and technology. Global Text Project
  • Halpern, D. F. (2014). Thought and knowledge: An introduction to critical thinking. Psychology Press, Taylor & Francis Group
  • Hill, J. D., & Flynn, K. (2008). Asking the right questions. Journal of Staff Development, 29(1), 46-52
  • Hsieh, H.-F. & Shannon, S.E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288
  • Hughes, J., Stephenson, H., & Dummett, P. (2014). Life Elementary. National Geographic Learning: United Kingdom
  • Jarvis, S. (2000). Methodological Rigor in the Study of Transfer: Identifying L1 Influence in the Interlanguage Lexicon. Language Learning, 50(2), 245-309
  • Kayapinar, U. (2014). Measuring essay assessment: Intra-Rater and Inter-Rater Reliability. Eurasian Journal of Educational Research, 57, 113-135. DOI: http://dx.doi.org/10.14689/ejer.2014.57.2
  • Khatib, M., Marefat, F., & Ahmadi, M. (2012). Enhancing critical thinking abilities in EFL classrooms: Through written and audiotaped dialogue journals. Humanity & Social Sciences Journal, 7(1), 33-45
  • Khwaileh, F. M. (2011). The Effect of Wh-Questions on the quantity and quality of low-level achieving students' paragraph writing at the university level. Dirasat: Educational Sciences, 38(1), 359-371
  • Kuivamäki, T. (2015). Learning and teaching oral communication in English in vocational school: learners' and teachers' views. Master’s Thesis, University of Jyväskylä, Finland
  • Leeman, J., Arteaoitia, I., Fridman, B., & Doughty, C. (1995). Integrating attention to form with meaning: Focus on form in content-based Spanish instruction. In R. Schmidt (Ed.), Attention and awareness in foreign language learning (pp. 217-258). Honolulu, Hawaii: University of Hawaii, Second Language Teaching & Curriculum Center
  • Lim, J. M. H. (2006). Associating interference with strategy instruction: an investigation into the learning of the present continuous. The Asian EFL Journal Quarterly June, 8(2), 55-75
  • Lin, S. (2002). A case study of English writing competence of students at the Mei Ho Institute of Technology. Journal of Mei Ho Institute of Technology, 20(2), 180-206.
  • Maharjan, L. B. (2009). Learners’ errors and their evaluation. Journal of NELTA, 14, 1-2.
  • Mahboob, A. & Al-Hassaani, A. (2016). A case study of question formations of the Saudi EFL learners at Bisha University. English Language Teaching, 9(5), 54-64
  • Malmir, A., & Shoorcheh, S. (2012). An investigation of the impact of teaching critical thinking on the Iranian EFL learners' speaking skill. Journal of Language Teaching and Research, 3(4), 608-617. doi:10.4304/jltr.3.4.608-617
  • Mazur-Jefferies, C. (2014). Reading and Vocabulary Focus 4. National Geographic Learning: USA
  • Paul, R., & Elder, L. (2006). Critical thinking: Learn the tools the best thinkers use, concise edition. Pearson Prentice Hall, Upper Saddle River, NJ
  • Poole, A. (2005). Focus on form instruction: Foundations, applications, and criticisms. The Reading Matrix, 5(1), 47-56
  • Pozzan, L. (2011). Asking Questions in Learner English: First and second language acquisition of main and embedded interrogative structures. City University of New York.
  • Sanmuganathan, K. (2012). Impact of L1 on ESL (English as a Second Language) writings of the undergraduates of University of Jaffna. Proceedings of Jaffna University International Research Conference (JUICE-2012), 171-181
  • Sano, M. (2014). Critical thinking skills and teachers’ questioning behavior in a Japanese university EFL context. MA thesis, The Graduate School of Letters, Soka University
  • Sermsook, K., Liamnimitr, J., & Pochakorn, R. (2017). An analysis of errors in written English sentences: a case study of Thai EFL students. English Language Teaching, 10(3), 101-110
  • Shooshtaryzadeh, F. (2016). A case study of Iranian students learning English interrogative structures. English Language Teaching, 2(4), 116-91
  • Stephenson, H., Dummett, P. & Hughes, J. (2014). Life Beginner. National Geographic Learning: United Kingdom
  • Sun, G. (2000). Acquiring English tense and aspect: Effects of differences and similarities between L1 and L2. Asian Journal of English Language Teaching, 10, 69-89
  • Sunyan, Y., Salam, U., & Novita, D. (2012). Teaching speaking through Wh-questions technique. Jurnal Pendidikan dan Pembelajaran, 2(10), 1-15Tittle, P. (2011). Critical thinking: An appeal to reason. Routledge: New York & UK
  • Xu, Q. (2013). Fostering critical thinking competence in EFL classroom. Studies in Literature and Language, 7(1), 6-9
  • Yang, Y. T. C., & Gamble, J. (2013). Effective and practical critical thinking-enhanced EFL instruction. ELT journal, 67(4), 398-412. https://doi.org/10.1093/elt/cct038
  • Yildiz, M. (2016). Contrastive analysis of Turkish and English in Turkish EFL learners’ spoken discourse. International Journal of English Studies, 16(1), 57-74Yu, F. Y. (2009). Scaffolding student-generated questions: Design and development of a customizable online learning system. Computers in Human Behavior, 25(5), 1129-1138
  • Wenfren, Y. (2010). A tentative analysis of errors in language learning and use. Journal of Language Teaching and Research, 1(3), 266-268
  • Wu, H. P., & Garza, E. V. (2014). Types and attributes of English writing errors in the EFL Context—A Study of Error Analysis. Journal of Language Teaching & Research, 5(6), 1256-1262. doi:10.4304/jltr.5.6.1256-1262
Toplam 57 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Duygu İşpınar Akçayoğlu

Gökçe Dişlen Dağgöl Bu kişi benim

Yayımlanma Tarihi 31 Ağustos 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 20 Sayı: 2

Kaynak Göster

APA İşpınar Akçayoğlu, D., & Dişlen Dağgöl, G. (2019). An Analysis of English Major Students’ Interrogative Constructions. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 20(2), 457-473. https://doi.org/10.17679/inuefd.457173
AMA İşpınar Akçayoğlu D, Dişlen Dağgöl G. An Analysis of English Major Students’ Interrogative Constructions. INUEFD. Ağustos 2019;20(2):457-473. doi:10.17679/inuefd.457173
Chicago İşpınar Akçayoğlu, Duygu, ve Gökçe Dişlen Dağgöl. “An Analysis of English Major Students’ Interrogative Constructions”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 20, sy. 2 (Ağustos 2019): 457-73. https://doi.org/10.17679/inuefd.457173.
EndNote İşpınar Akçayoğlu D, Dişlen Dağgöl G (01 Ağustos 2019) An Analysis of English Major Students’ Interrogative Constructions. İnönü Üniversitesi Eğitim Fakültesi Dergisi 20 2 457–473.
IEEE D. İşpınar Akçayoğlu ve G. Dişlen Dağgöl, “An Analysis of English Major Students’ Interrogative Constructions”, INUEFD, c. 20, sy. 2, ss. 457–473, 2019, doi: 10.17679/inuefd.457173.
ISNAD İşpınar Akçayoğlu, Duygu - Dişlen Dağgöl, Gökçe. “An Analysis of English Major Students’ Interrogative Constructions”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 20/2 (Ağustos 2019), 457-473. https://doi.org/10.17679/inuefd.457173.
JAMA İşpınar Akçayoğlu D, Dişlen Dağgöl G. An Analysis of English Major Students’ Interrogative Constructions. INUEFD. 2019;20:457–473.
MLA İşpınar Akçayoğlu, Duygu ve Gökçe Dişlen Dağgöl. “An Analysis of English Major Students’ Interrogative Constructions”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, c. 20, sy. 2, 2019, ss. 457-73, doi:10.17679/inuefd.457173.
Vancouver İşpınar Akçayoğlu D, Dişlen Dağgöl G. An Analysis of English Major Students’ Interrogative Constructions. INUEFD. 2019;20(2):457-73.

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