Olgu çalışması: Yazılı metinlerde İngilizce’ de üçüncü tekil şahıs –s kullanımı

Öz

Öğretmenlerin İngilizceyi ikinci/yabancı dil olarak öğrenen öğrencilere sunduğu temel dilbilgisi kurallarından biri olan üçüncü tekil şahıs –s edinimi ikinci / yabancı dil öğrenenler için giriş niteliğinde bir kavram olarak kabul edilir. Bu nedenle, hem anadili İngilizce olan bireylerde hem de İngilizceyi yabancı/ikinci dil olarak öğrenen öğrenciler tarafından ediniminin neden oldukça zorlayıcı bir dilbilgisi kuralı olduğunu anlayabilmek için bu konu farklı bakış açıları ve kuramsal çerçevelerde incelenmiştir. Bu çalışma, Karadeniz bölgesinde yer alan bir devlet üniversitesi bünyesindeki yabancı diller yüksekokulu İngilizce hazırlık sınıflarında gerçekleştirilmiştir. Çalışma, İngilizceyi yabancı dil olarak öğrenen anadili Türkçe olan öğrencilerin geniş zamanda üçüncü tekil şahıs –s kullanımını incelemeyi hedeflemektedir. Çalışma verileri 39 öğrencinin yazma sınavlarından 2017-2018 yılında elde edilmiştir. Öğrenci sınavları araştırmacılar tarafından çevriyazıya dönüştürülmüş ve öğrencilerin üçüncü tekil şahıs kullanımları incelenmiştir. Öğrenci sınavlarında 40 doğru, 43 atlama ve 13 yanlış kullanım örnekleri tespit edilmiştir. Alanyazınla tutarlı bir sonuç olarak, çalışma kapsamında elde edilen veriler İngilizceyi öğrenen öğrencilerin üçüncü tekil şahıs -s kuralını öğrenmede ve kullanmada zorlandıklarını ortaya koymuştur. Çalışmanın bulguları hem İngilizce yabancı dil sınıf uygulamaları hem de İngiliz dili öğreticileri ve araştırmacıları için eğitimsel çıkarımlar sunmaktadır. 

Anahtar Kelimeler

• Yabancı Dil olarak İngilizce,Üçüncü tekil şahıs –s,Biçimbirim,Anadil etkisi

A case study: Exploring the use of 3rd person singular –s in English in written register

Abstract

The acquisition of the 3rd person singular -s in English is considered as an introductory concept for second/foreign language learners because it is one of the basic grammatical rules instructed by teachers to L2 learners of English. Therefore, it has been analyzed through different perspectives and theoretical frameworks in order to find a proper interpretation to understand why it is one of the most challenging grammatical rules to be acquired by English L1 and L2 learners. The study aims to analyze the use of third person singular present tense –s by the students who are undergraduate Turkish speakers learning English as a foreign language at a state university in Blacksea region of Turkey. The study gathered data from 39 students’ writing exams in 2017-2018 academic year. The writings were transcribed by the researchers and the students’ uses of 3sg –s were analyzed. The results comprised 40 grammatically/correctly inflected items, 43 omission item (OI) and 13 wrongly/incorrectly inflected items (WI). Compatible with the results in relevant literature, the findings of the study suggest that students learning English seem to have difficulty mastering the use of the 3sg –s. The findings of this study have both pedagogical implications for EFL classroom practices and for foreign language teachers and researchers. 

Keywords

• English as a foreign language,third person singular -s,Morpheme,L1 interference

Kaynakça

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