Yapı bilgisi ve sözcük bilgisinin yabancı dilde okuduğunu anlama becerisine katkısı

The current study was designed to identify the relative significance of syntactic and lexical knowledge in English as a Foreign Language (EFL) reading comprehension of 254 adult Turkish university students. The role of two dimensions of lexical knowledge, lexical depth and breadth in L2 reading comprehension were also examined in the current study. A Syntactic Knowledge Test (SKT), Reading Comprehension Test (RCT) composed of TOEFL, Vocabulary Levels Test (VLT) and Word Associates Test (WAT) were used in the data collection process. Correlation and multiple regression analyses were utilized to analyze the data. The data analyses showed that all variables of the study positively and significantly correlated with each other. Moreover, all independent variables together significantly predicted RCT scores of the participants. However, when each variable was examined separately, syntactic knowledge was the most contributive variable to L2 reading comprehension. Lexical breadth also significantly explained L2 reading comprehension of EFL learners. The unique contribution of lexical depth to L2 reading comprehension was very low and not significant. Moreover, the independent variables were also correlated with each other. The findings of the current study were compared with the previous findings, discussed and justified in accordance with them. Pedagogical implications were offered.Bu çalışmanın amacı İngilizceyi yabancı dil olarak öğrenen 254 yetişkin Türk üniversite öğrencisinin yabancı dilde okuduğunu anlama becerisinde İngilizce yapı bilgisi ve İngilizce sözcük bilgisinin katkısını belirlemektir. İkinci dilde okuduğunu anlama becerisinde sözcük bilgisinin iki boyutunun, sözcük derinliği ve sözcük dağarcığı, rolü de incelenmiştir. Bu çalışmanın veri toplama sürecinde İngilizce yapı bilgisi testi, yabancı dilde okuduğunu anlama testi, İngilizce sözcük düzey testi ve sözcük ilişkilendirme testleri kullanılmıştır. Veri analizinde nicel veri analiz yöntemleri kullanılmış ve veri analizinde korelasyon ve çoklu regresyon analizi gerçekleştirilmiştir. Veri analiz sonuçları, bu çalışmanın bütün değişkenlerinin anlamlı bir biçimde ve pozitif yönde birbiriyle ilişkili olduğunu göstermiştir. Ayrıca tüm bağımsız değişkenler birlikte katılımcıların İngilizce okuduğunu anlama testi puanlarını anlamlı bir biçimde yordamıştır. Bununla birlikte, her bir bağımsız değişken ayrı ayrı incelendiğinde, yapı bilgisinin, yabancı dilde okuduğunu anlama becerisine en çok katkıda bulunan bağımsız değişken olduğu sonucuna varılmıştır. Ayrıca sözcük düzey testi de yabancı dil öğrenenlerin okuduğunu anlama düzeyini önemli ölçüde açıklamıştır. Sözcük derinliğinin ikinci dilde okuduğunu anlamaya özgün katkısının ise çok düşük olduğu ve anlamlı olmadığı sonucuna varılmıştır. Dahası, bağımsız değişkenlerin de birbirleriyle ilişkili olduğu bu çalışmanın bir diğer bulgusudur. Bu çalışmanın bulguları alan yazındaki diğer çalışmaların bulguları ile karşılaştırılmış ve tartışılmıştır. Bu çalışmanın bulgularından hareketle eğitimsel çıkarımlar önerilmiştir

The annotation scheme of the Turkish Discourse Bank and an evaluation of inconsistent annotations

In this paper, we report on the annotation procedures we developed for annotating the Turkish Discourse Bank (TDB), an effort that extends the Penn Discourse Tree Bank (PDTB) annotation style by using it for annotating Turkish discourse. After a brief introduction to the TDB, we describe the annotation cycle and the annotation scheme we developed, defining which parts of the scheme are an extension of the PDTB and which parts are different. We provide inter-coder reliability calculations on the first and second arguments of some connectives and discuss the most important sources of disagreement among annotators

The annotation scheme of the Turkish Discourse Bank and an evaluation of inconsistent annotations

In this paper, we report on the annotation procedures we developed for annotating the Turkish Discourse Bank (TDB), an effort that extends the Penn Discourse Tree Bank (PDTB) annotation style by using it for annotating Turkish discourse. After a brief introduction to the TDB, we describe the annotation cycle and the annotation scheme we developed, defining which parts of the scheme are an extension of the PDTB and which parts are different. We provide inter-coder reliability calculations on the first and second arguments of some connectives and discuss the most important sources of disagreement among annotators

Annotating Subordinators in the Turkish Discourse Bank

In this paper we explain how we annotated subordinators in the Turkish Discourse Bank (TDB), an effort that started in 2007 and is still continuing. We introduce the project and describe some of the issues that were important in annotating three subordinators, namely kars¸ın, ragmen ˘ and halde, all of which encode the coherence relation Contrast-Concession. We also describe the annotation tool

CONTRASTIVE INTERLANGUAGE ANALYSIS OF EVIDENTIALITY IN PHD DISSERTATIONS

The present study investigates evidentiality in its broadest sense (Chafe 1986) in PhD dissertations as a genre of academic writing. For this purpose, Chafe’s taxonomy (1986), revised by Ifantidou (2001), has been used as a framework in order to analyze three different groups of datasets, including one group of native speakers of English and two groups of non-native speakers: a group of Turkish speakers of English and the other non-native speakers with diff erent L1 backgrounds. The texts of these three groups are examined in order to fi nd out whether the native language of the participants is a factor in the choice of evidential markers. The results show that the native speakers of English use evidential markers more frequently compared to the non-native authors. In terms of the Native Language/Interlanguage comparison in Contrastive Interlanguage Analysis (Granger 1996, 1998), the overall use of evidentiality reveals that non-native authors do not show native-like features in the use of evidentiality. In terms of the Interlanguage/Interlanguage comparison, Turkish authors of academic texts diff er from the authors with various native language backgrounds in terms of the use of evidentiality

Informationally Redundant Utterances in Academic Texts

This study investigates Informationally Redundant Utterances (IRU) in Turkish academic texts written within the field of linguistics. IRUs are used to compensate readers’ cognitive limitations, such as the inability to automatically infer some logical conclusions derived from entailments, presuppositions and implicatures. Writers, therefore, do not take it for granted that the logical conclusions will be drawn online by their readers; instead they present the logical conclusions explicitly with IRUs to provide reader-friendly essays. Likewise, they use IRUs which they think are not salient enough for the readers to immediately retrieve from the memory: Thus, they use IRUs to bring old information to the readers’ focus of attention. Results also show that IRUs interact with the local and global levels of discourse structure in interseting ways

Türkçede Kişisiz Gizli Özne ve 'insan'

Türkçe, italyanca, İspanyolca, Yunanca, Korece, Japonca, Çince, vs. dilleri gibi gizli özneli bir dildir. Özne, eylemin sonunda bulunan kişi ve sayı çekim eklerinden anlaşılır. Örneğin, Sen gazeteyi okuyordun tümcesinde olduğu gibi özne açıkça belirtilebilir ya da gazeteyi okuyordun şeklinde gizli özne ile ifade edilebilir. Öznenin gizli ya da açık olması edimbilimsel ve tümce ötesi metin kurallarına dayanarak saptanır. Bu makalede bu edimbilim ve metin kurallarından söz edilmeyecektir. Konu ile ilgili okuyucular aşağıdaki kaynaklara başvurabilirler: Erguvanlı 1986, Enç 1986, Kerslake 1987, Ruhi 1992, Tın ve Akman 1994, Turan 1995a