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HOW DO TURKISH EFL LEARNERS SAY ‘NO’?

İNGİLİZCE’Yİ YABANCI DİL OLARAK ÖĞRENEN TÜRK ÖĞRENCİLER NASIL ‘HAYIR’ DER?

Journal Name:

  • International Journal of Language Academy

Publication Year:

  • 2014

Key Words:

Keywords (Original Language):

Author NameUniversity of Author
Abstract (2. Language): 
Dil öğreneler için kibar ifadelerin nasıl kullanılacağını bilmek önemlidir. Bu çalışmanın amacı söylem tamamlama etkinliğinde, kız öğrencilerin kullandıkları red etme strateji kullanımı araştırmaktır. 82 İngilizce’yi yabancı dil olarak öğrenen öğrenciler çalışmaya katılmıştır, ve 62 katılımcı verilen etkinliğin İngilizce’sini doldurmuşlardır. Düzeyleri B1.2 (orta düzey) olarak belirlenmiştir. 20 katılımcı ise verilen etkinliğin Türkçe’sini doldurmuştur. Düzeyleri A2 (başlangıç düzeyi) olarak belirlenmiştir. Verilen etkinlik sınıfta ders saatinde doldurulmuştur. Bu etkinliğin ardından rastgele seçilen 10 öğrenci ile görüşme yapılmıştır.Bu öğrenciler verilen etkinliği İngilizce olarak doldurmuşlardır. Veriler analizi nitel ve sıklık belirleme olarak yapılmıştır. Güvenirlik çalışması için iki kişi kodlama yapmıştır. Bulgular neden ve pişmanlık belirtmenin en sık tercih edilen strateji olduğunu göstermiştir. İngilizce red eden katılımcılar daha çeşitli strateji kullanımı gerçekleştirmişlerdir. Statünün red etme stratejisi kullanımını etkilediği görülmüştür. Veriler karşılaştırıldığında benzer ve farklı anlamsal yapılar kullanmışlardır. Çalışmanın sonunda, İngilizce’yi yabancı dil olarak öğrenen öğrencilere pragmatik bilgi öğretimine daha çok dikkat çekilmesi gerektiği önerilmektedir. Ayrıca derste özgün malzeme kullanımı ve söylem tamamlama etkinliklerinin dil öğrenenler için pragmatik farkındalık yaratmak için kullanılabileceği önerilmektedir.
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Abstract (Original Language): 
How to express politeness is an important issue for language learners. The aim of the study is to investigate the refusal strategy use of female EFL (English as a Foreign Language) learners at a Discourse Completion Task (DCT). 82 EFL learners participated in the study, and 62 of the participants completed the English DCT and were B1.2 (intermediate level) learners. 20 of the participant completed the Turkish DCT and were A2 (beginner level) learners. The DCTs were completed during class time. After the DCT, follow-up interviews were conducted with randomly selected 10 participants who completed the English DCT. The data were analyzed qualitatively and in frequency bases. The data were coded by two coders for reliability. The findings showed that stating reason and regret were the most preferred strategies while refusing and the participants who completed the English DCT used more various strategies than the participants who completed the Turkish DCT. Power was another consideration in deciding on the refusal strategy use. When compared, both data sets presented both similar and different semantic formulas in refusing the given situations. At the end of the study, it is suggested that more attention should be paid in teaching pragmatic knowledge to EFL learners and authentic material and DCT activities can be used for enhancing pragmatic awareness for language learner.
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