Identification of sentence types for writing skill in teacher education

Yıl 2019, Cilt: 15 Sayı: 1, 98 - 110, 25.03.2019

Mehmet Demirezen

https://doi.org/10.17263/jlls.547629

Öz

Please fill up the following information accurately. (Please use Times New Roman, 12 pt.
Identification of sentence types for writing skill in teacher education
This research aims to explore the ability of English majors to identify the four basic types of sentences.  English language has four types of sentences, each kind of sentence for different kinds of messages. Sentences are combinations of words that express complete thoughts. Sentences are basic building blocks of writing and communication; therefore, breaking our ideas into sentences is essential for clear communication.  In traditional grammar, the four basic types of sentence structures are the simple sentence, the compound sentence, the complex sentence, and the compound-complex sentence, whose identification by the non-native student teachers may be problematic. It’s crucial that English majors recognize word order and sentence types in English to improve their academic writing skills, and hence the identification of four types of sentences by English majors is a must. In this research 35 English majors with low intermediate background were given a pretest of 20 questions in terms of a multiple-choice test to measure their initial success at the beginning.  After 6 hours of intense sentence structure recognition studies, they were given the same pretest, after al elapse of 15 days, as the posttest to determine their final success on the discrimination of simple, compound, complex sentences, and compound-complex sentences from each other. After the collection of data from pre-test and post-tests, the data were analyzed by SPSS 21. It was discovered that while pre-test’s was 23%, the mean score of the post-test came up to be 56 %, the percentage of ascent being % 23.
Information about Author(s)*
Author 1
Author (Last name, First name)	Demirezen, Mehmet
Affiliated institution (University)	Ufuk University
Country	Turkey
Email address	[e-mail]
Department & Rank	English Language Teaching
Corresponding author (Yes/No) Write only one corresponding author.	Yes
Author 2
Author (Last name, First name)
Affiliated institution (University)
Country
Email address
Department & Rank
Corresponding author (Yes/No)
Author 3
Author (Last name, First name)
Affiliated institution (University)
Country
Email address
Department & Rank
Corresponding author (Yes/No)
Author 4
Author (Last name, First name)
Affiliated institution (University)
Country
Email address
Department & Rank
Corresponding author (Yes/No)

Anahtar Kelimeler

Complex sentence, compound sentence, compound-complex sentences

Kaynakça

• Alexander, L.G. (2003). Longman English Grammar (20th ed). New York: Longman.
• Appelt, D. E. (1992). Planning English sentences. Cambridge: Cambridge University Press.
• Bhatia, V.K. (1990). Integrating products, processes, purposes, and participants in professional writing. In C.N. Candlin and K. Hyland (Eds.), Writing: texts, processes, and practices (pp. 21- 30). London: Longman.
• Brandon, L. and Brandon, K. (2010). Sentences, Paragraphs, and Beyond: With Integrated Readings. Wadsworth: Cengage Learning.
• Bosher, S. (1998). The composing processes of Southeast Asian writers at the post-secondary level: An exploratory study. Journal of Second Language Writing, 7, 205-240.
• Burton-Roberts, N. (2016). Analyzing sentences: An introduction to English Syntax. London: Routledge.
• Catts, H.W., Bridges M. S., Little, T.D., and Tomblin, J. B. (2008). Reading achievement growth in children with language impairments. Journal of Speech, Language, and Hearing Research. 2008; 51:1569–1579.
• Demirezen, M. (2012). An Analysis of the Problem-Causing Structures of Simple Sentences for Turkish University Students, International Journal of Humanities and Social Science, 2 (3), 135- 146.
• Demirezen, M. (2012a). The Recognition Difficulty of Extended Compound Sentences for Turkish First Year English Language Education Students, 4th World Conference on Educational Sciences University of Barcelona, BARCELONA-SPAIN, 02-05 February, 2012.
• Demirezen, M. (2013). The recognition of extended simple sentences as a teaching writing problem, Procedia - Social and Behavioral Sciences 70 (2013), 560-566. doi: 10.1016/j.sbspro.2013.01.093
• Gillam, S. L., Fargo, J.D., Robertson, K. S. (2009). Comprehension of expository text: Insights gained from think aloud data. American Journal of Speech Language Pathology, 18, 82– 94.
• Greenbaum, S. and Nelson, G. (2002). An introduction to English Grammar. Pearson Education limited.
• Güneş, S. (2013). An analysis of recognition of extended compound sentences. International Online Journal of Education and Teaching (IOJET), 1(1). 25-37. http://iojet.org/index.php/IOJET/article/view/42/61.
• Johns, A.M. (1990). L1 composition theories: Implications for developing theories of L2 composition. In B. Kroll (Ed). Second language writing: Research insight for the classroom (pp. 24-36). New York: Cambridge University Press.
• Leki, I., & Carson J.G. (1994). Students’ perceptions of EAP writing instruction and writing needs across the disciplines. TESOL Quarterly, 28, 81-101.
• Radford, A. (2008). Analyzing English sentences: A minimalist approach. Cambridge: Cambridge University Press.
• Samancı, E. S. (2011). Teaching simple and compound sentences with computers at intermediate level. Dil Dergisi, 154, 7-19.
• Scott, C. M. and, Balthazar, C. (2015). The role of complex sentence knowledge in children with reading and writing difficulties. Perspectives on Language and Literacy, 39(3): 18–30.
• Scott, C. and Balthazar C. (2010). The grammar of information. Topics in Language Disorders, 30(4), 288– 307.
• Verspoor, M. & Sauter, K. (2000). English Sentence Analysis: An Introductory Course. Amsterdam: John Benjamins Publishing Co. https://www.youtube.com/watch?v=urr55rAreWc https://www.youtube.com/watch?v=IuDSRs_lZBk https://www.youtube.com/watch?v=hWmKnrtlTHU https://www.youtube.com/watch?v=OR-VsLGytk4