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(ÖĞRENCİYE BAĞLI BAZI DEĞİŞKENLERİN VE BAĞLAYICI SÖZCÜKLERİN KULLANIMININ İKİNCİ DİLİ İNGİLİZCE OLAN TÜRK ÖĞRENCİLERİN YAZMA BECERİSİ ÜZERİNE ETKİSİ)

THE EFFECT OF SOME LEARNER VARIABLES AND THE USE OF COHESIVE DEVICES ON TURKISH NONNATIVE WRITERS’ WRITING QUALITY

Journal Name:

  • Eğitimde Kuram ve Uygulama Dergisi

Publication Year:

  • 2012

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The study examines 26 nonnative narrations in relation to whether there is a relationship between the quality of L2 writing and some other learner variables such as the amount of reading and writing in both languages, and the social and political attitudes towards English and English speakers. For the sentential level, factors such as the number of words, the number of T-units, the number of T-units per sentence, and the number of words per clause were analyzed, whereas for the textual level cohesive devices such as reference, substitution, ellipsis, and conjunction were analyzed. The study concluded (a) that at sentential level L1 and L2 writing samples differ and those who tend to write long in L1 do so to in L2, (b) that at textual level NWs used pronominals and definitives significantly more than NNWs, (c) that social and political attitudes of NNWs towards English and English speakers and writing quality are not statistically related, (d) that the amount of general writing and reading practices are also not statistically related to the writing quality.
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Abstract (Original Language): 
Bu çalışma, ikinci dili İngilizce olan 26 öğrencinin anlatılarını, ikinci dil yazma kalitesi ve her iki dilde okuma ve yazma sıklığı, İngilizceye ve İngilizlere karşı sosyal ve politik tutumu gibi diğer bazı değişkenler arasında bir ilişki olup olmadığı bakımından inceler. Cümle bağlamında, sözcük sayısı, t birimi sayısı, cümle başına t birimi, tümce başına t birimi gibi faktörler analiz edilirken, metinsel boyutta gönderge (reference), değiştirim (substitute), eksiltililik (ellipsis) ve bağlaç (conjunction) gibi bağlayıcı sözcükler analiz edilmiştir. Çalışmanın sonucunda, (a) cümle seviyesinde öğrencilerin birinci ve ikinci dilde yazdıklarının farklı olduğu ve kendi dilinde uzun yazanların İngilizce yazarken de uzun yazdığı, (b) metinsel boyutta bir İngiliz yazarın önemli ölçüde daha çok zamir ve tanımlayıcı (the) kullandığı, (c) ana dili Türkçe olan öğrencilerin İngilizceye ve İngilizce konuşanlara karşı soysal ve politik tutumları ile yazma kalitesi arasında önemli bir ilişki bulunmadığı ve (d) öğrencilerin kendi dilinde yazma ve okuma yapma süreleri ve yazma kalitesi arasında istatistiksel önemde bir ilişki olmadığı ortaya çıkmıştır.
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