STRUCTURING THE PERSUASIVE SPEECH ACT: REASONING IN STUDENT TEXTS

Gülsün Uzun; B. Ümit Bozkurt

Makale detayları

STRUCTURING THE PERSUASIVE SPEECH ACT: REASONING IN STUDENT TEXTS

Yazarlar:

Gülsün Uzun | B. Ümit Bozkurt

Yayıncı:

Ankara University

Ana Başlıklar:

Dil Çalışmaları (Diğer)

Dergi:

Ankara Üniversitesi Sosyal Bilimler Dergisi Vol.14 Issue 2, pp.70-82

Belge Tipi:

Makale

Yayın Tarihi:

8/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001296254

pISSN:

2148-3434

Anahtar kelimeler:

Özet:

 This study examines whether there are significant tendencies in the structuring of persuasive speech act in student texts. The aim is to reveal how reasoning is carried out in student texts and to identify possible trends by interpreting the resulting distribution based on argumentation and evaluation schemas. Argumentation and evaluation acts are two different linguistic performance that determine the discourse type of the text in presenting opinion-containing knowledge and both performance serve the persuasive speech act, but their effects on the subjectivity and objectivity of the content are different. Therefore, a direct relationship can be established between subjectivity and evaluation and between objectivity and argumentation. In order to materialize this relationship, the distribution that emerged in terms of argumentation and evaluation acts, the exhibited subjectivity-objectivity attitude, and its relationship with persuasive discourse and language use were examined. The database of the study consists of 5870 utterance obtained from 469 texts written on two different topics by 243 students aged 12, 14, and 16. The Toulmin argumentation model, expanded by Verheij 1996; 2005, and Martin and Whites 2005 appraisal theory have been used in the analysis. In addition, the semantic verb classification and modality morphemes approach were used for linguistic indicators. As a result, it was observed that student writers mostly conveyed their opinions by establishing an evaluation structure and exhibited a subjective attitude; there were attempts to factualize the content by frequently using state verbs; they tried to code the certainity of the content by using modality morphemes Ir and -yor extensively, which signify their concern to turn their individual reality into factual reality; they took responsibility for the knowledge through demonstrative utterances pointing the author in almost all of their texts; however, they increased the degree of subjectivity in their texts by making themselves visible with first-person indicators such as ben I and biz we.

 This study examines whether there are significant tendencies in the structuring of persuasive speech act in student texts. The aim is to reveal how reasoning is carried out in student texts and to identify possible trends by interpreting the resulting distribution based on argumentation and evaluation schemas. Argumentation and evaluation acts are two different linguistic performance that determine the discourse type of the text in presenting opinion-containing knowledge and both performance serve the persuasive speech act, but their effects on the subjectivity and objectivity of the content are different. Therefore, a direct relationship can be established between subjectivity and evaluation and between objectivity and argumentation. In order to materialize this relationship, the distribution that emerged in terms of argumentation and evaluation acts, the exhibited subjectivity-objectivity attitude, and its relationship with persuasive discourse and language use were examined. The database of the study consists of 5870 utterance obtained from 469 texts written on two different topics by 243 students aged 12, 14, and 16. The Toulmin argumentation model, expanded by Verheij 1996; 2005, and Martin and Whites 2005 appraisal theory have been used in the analysis. In addition, the semantic verb classification and modality morphemes approach were used for linguistic indicators. As a result, it was observed that student writers mostly conveyed their opinions by establishing an evaluation structure and exhibited a subjective attitude; there were attempts to factualize the content by frequently using state verbs; they tried to code the certainity of the content by using modality morphemes Ir and -yor extensively, which signify their concern to turn their individual reality into factual reality; they took responsibility for the knowledge through demonstrative utterances pointing the author in almost all of their texts; however, they increased the degree of subjectivity in their texts by making themselves visible with first-person indicators such as ben I and biz we.

 This study examines whether there are significant tendencies in the structuring of persuasive speech act in student texts. The aim is to reveal how reasoning is carried out in student texts and to identify possible trends by interpreting the resulting distribution based on argumentation and evaluation schemas. Argumentation and evaluation acts are two different linguistic performance that determine the discourse type of the text in presenting opinion-containing knowledge and both performance serve the persuasive speech act, but their effects on the subjectivity and objectivity of the content are different. Therefore, a direct relationship can be established between subjectivity and evaluation and between objectivity and argumentation. In order to materialize this relationship, the distribution that emerged in terms of argumentation and evaluation acts, the exhibited subjectivity-objectivity attitude, and its relationship with persuasive discourse and language use were examined. The database of the study consists of 5870 utterance obtained from 469 texts written on two different topics by 243 students aged 12, 14, and 16. The Toulmin argumentation model, expanded by Verheij 1996; 2005, and Martin and Whites 2005 appraisal theory have been used in the analysis. In addition, the semantic verb classification and modality morphemes approach were used for linguistic indicators. As a result, it was observed that student writers mostly conveyed their opinions by establishing an evaluation structure and exhibited a subjective attitude; there were attempts to factualize the content by frequently using state verbs; they tried to code the certainity of the content by using modality morphemes Ir and -yor extensively, which signify their concern to turn their individual reality into factual reality; they took responsibility for the knowledge through demonstrative utterances pointing the author in almost all of their texts; however, they increased the degree of subjectivity in their texts by making themselves visible with first-person indicators such as ben I and biz we.

 Bu çalışmada, öğrenci metinlerinde ikna sözeyleminin yapılandırılışında belirgin eğilimlerin olup olmadığı sorgulanmıştır. Amaç, öğrenci metinlerinde uslamlamanın nasıl gerçekleştirildiğini ortaya koymak ve ortaya çıkacak dağılımı, savlama ve değerlendirme şemaları temelinde yorumlayarak olası eğilimleri saptamaktır. Savlama ve değerlendirme eylemleri, görüş içeren bilginin sunumunda metnin söylem türünü belirleyen iki farklı dilsel eylemdir ve her iki eylem de temelde iknâ sözeylemine hizmet eder, ancak içeriğin öznellik ve nesnellik değeri üzerindeki etkileri farklıdır. Bu nedenle, değerlendirme ile öznellik, savlama ile nesnellik arasında doğrudan bir ilişki kurulabilir. Bu ilişkiyi somutlamak adına, çalışmada savlama ve değerlendirme eylemleri açısından ortaya çıkan dağılım, sergilenen öznellik-nesnellik tutumu, bunun iknâ sözeylemi ve dil kullanımıyla ilişkisi incelenmiştir. Çalışmanın veritabanı, 12, 14 ve 16 yaşlarında 243 öğrencinin iki ayrı konuda yazdığı toplam 469 metinden elde edilen 5870 sözceden oluşmaktadır. Çözümlemede Toulminin savlama modelinin Verheij 1996;2005 tarafından genişletilmiş biçimi ile Martin ve Whiteın 2005 değer biçme kuramı kullanılmıştır. Ayrıca dilsel göstergeler için anlambilimsel eylem sınıflaması ve kiplik biçimbirimleri yaklaşımından yararlanılmıştır. Sonuç olarak öğrenci yazarların görüşlerini, çoğunlukla değerlendirme yapısını kurarak aktardığı ve bununla ilişkili olarak öznel bir tutum sergilediği; durum eylemlerine sıkça yer vererek içeriği olgusallaştırma girişimlerinin olduğu; kiplik biçimbirimlerinden -Ir ile -yoru yaygın bir biçimde kullanarak, içeriği kesinleştirmeye çalıştığı, dolayısıyla bireysel gerçekliği varoluşsal gerçekliğe büründürme kaygısının olduğu; son olarak metinlerinin neredeyse tamamında yazarı gösteren sözceler yoluyla bilginin sorumluluğunu aldığı; ancak ben, biz gibi birinci kişi göstergeleriyle kendilerini görünür kılarak metinlerinin öznellik derecesini artırdığı gözlemlenmiştir.

Makale detayları

STRUCTURING THE PERSUASIVE SPEECH ACT: REASONING IN STUDENT TEXTS

Yazarlar:

Gülsün Uzun | B. Ümit Bozkurt

Yayıncı:

Ankara University

Ana Başlıklar:

Dil Çalışmaları (Diğer)

Dergi:

Ankara Üniversitesi Sosyal Bilimler Dergisi Vol.14 Issue 2, pp.70-82

Belge Tipi:

Makale

Yayın Tarihi:

8/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001296254

pISSN:

2148-3434

Persuasive speech act

Reasoning

Argumentation

Evaluation

Subjectivityİkna sözeylemi

Uslamlama

Savlama

Değerlendirme

Öznellik

Sayı

Makale detayları

Yazarlar: Gülsün Uzun | B. Ümit Bozkurt

Yayıncı: Ankara University

Ana Başlıklar: Dil Çalışmaları (Diğer)

Dergi: Ankara Üniversitesi Sosyal Bilimler Dergisi Vol.14 Issue 2, pp.70-82

Belge Tipi: Makale

Yayın Tarihi: 8/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001296254

pISSN: 2148-3434

Sayı

Yazarlar:

Gülsün Uzun | B. Ümit Bozkurt

Yayıncı:

Ankara University

Ana Başlıklar:

Dil Çalışmaları (Diğer)

Dergi:

Ankara Üniversitesi Sosyal Bilimler Dergisi Vol.14 Issue 2, pp.70-82

Belge Tipi:

Makale

Yayın Tarihi:

8/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001296254

pISSN:

2148-3434