Yıl 2019, Cilt 20 , Sayı 2, Sayfalar 457 - 473 2019-08-31

An Analysis of English Major Students’ Interrogative Constructions
Branşı İngilizce Olan Öğrencilerin Soru Yapılarının Analizi

Duygu İşpınar Akçayoğlu [1] , Gökçe Dişlen Dağgöl [2]


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. 

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. 

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Birincil Dil en
Konular Sosyal
Bölüm Makaleler
Yazarlar

Yazar: Duygu İşpınar Akçayoğlu (Sorumlu Yazar)
Kurum: ADANA SCIENCE AND TECHNOLOGY UNIVERSITY
Ülke: Turkey


Yazar: Gökçe Dişlen Dağgöl
Kurum: ADANA SCIENCE AND TECHNOLOGY UNIVERSITY
Ülke: Turkey


Tarihler

Yayımlanma Tarihi : 31 Ağustos 2019

Bibtex @araştırma makalesi { inuefd457173, journal = {İnönü Üniversitesi Eğitim Fakültesi Dergisi}, issn = {1300-2899}, eissn = {2149-9683}, address = {}, publisher = {İnönü Üniversitesi}, year = {2019}, volume = {20}, pages = {457 - 473}, doi = {10.17679/inuefd.457173}, title = {An Analysis of English Major Students’ Interrogative Constructions}, key = {cite}, author = {İşpınar Akçayoğlu, Duygu and Dişlen Dağgöl, Gökçe} }
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 . DOI: 10.17679/inuefd.457173
MLA İşpınar Akçayoğlu, D , Dişlen Dağgöl, G . "An Analysis of English Major Students’ Interrogative Constructions". İnönü Üniversitesi Eğitim Fakültesi Dergisi 20 (2019 ): 457-473 <https://dergipark.org.tr/tr/pub/inuefd/issue/45461/457173>
Chicago İşpınar Akçayoğlu, D , Dişlen Dağgöl, G . "An Analysis of English Major Students’ Interrogative Constructions". İnönü Üniversitesi Eğitim Fakültesi Dergisi 20 (2019 ): 457-473
RIS TY - JOUR T1 - An Analysis of English Major Students’ Interrogative Constructions AU - Duygu İşpınar Akçayoğlu , Gökçe Dişlen Dağgöl Y1 - 2019 PY - 2019 N1 - doi: 10.17679/inuefd.457173 DO - 10.17679/inuefd.457173 T2 - İnönü Üniversitesi Eğitim Fakültesi Dergisi JF - Journal JO - JOR SP - 457 EP - 473 VL - 20 IS - 2 SN - 1300-2899-2149-9683 M3 - doi: 10.17679/inuefd.457173 UR - https://doi.org/10.17679/inuefd.457173 Y2 - 2019 ER -
EndNote %0 İnönü Üniversitesi Eğitim Fakültesi Dergisi An Analysis of English Major Students’ Interrogative Constructions %A Duygu İşpınar Akçayoğlu , Gökçe Dişlen Dağgöl %T An Analysis of English Major Students’ Interrogative Constructions %D 2019 %J İnönü Üniversitesi Eğitim Fakültesi Dergisi %P 1300-2899-2149-9683 %V 20 %N 2 %R doi: 10.17679/inuefd.457173 %U 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
AMA İşpınar Akçayoğlu D , Dişlen Dağgöl G . An Analysis of English Major Students’ Interrogative Constructions. inuefd. 2019; 20(2): 457-473.
Vancouver İşpınar Akçayoğlu D , Dişlen Dağgöl G . An Analysis of English Major Students’ Interrogative Constructions. İnönü Üniversitesi Eğitim Fakültesi Dergisi. 2019; 20(2): 473-457.