Analysis of Syntactic Errors in Foreign Language Learning

Nurgul Ozdemir

Makale detayları

Analysis of Syntactic Errors in Foreign Language Learning

Yazarlar:

Nurgul Ozdemir

Yayıncı:

Yusuf ÇETİN

Ana Başlıklar:

Slav Dilleri | Edebiyatları ve Kültürleri

Dergi:

Söylem Filoloji Dergisi Vol.9 Issue 2, pp.1133-1148

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001325773

pISSN:

2548-0502

Anahtar kelimeler:

Özet:

 It is important to examine the tools that help to reveal the meanings in the deep structure and to include them in the educational process in order for language learners to comprehend the target language system structurally and to identify meaning-making coherences. Just as cultural phenomena and perspectives differ in every nation, there is no standard structure in syntactic structures that is valid for every language. Developing the language learners ability to think in that language and learning the point of view of the speakers of the target language is related to the comprehension of the syntax structure that creates meaning. In Turkish syntax, the main element showing the motion, movement and action of the sentence is located at the end, whereas in Russian the predicate is usually located in the middle of the sentence right next to the subject. In Russian, different syntactic structures are seen in the ordering of the complement and the definite article and in the ordering of prepositions. This may be a difficult situation for Turkish students in Russian language learning. It can be said that both Turkish and Russian have a meaning-centered syntax rather than a form-centered syntax. It can be said that this approach, which emphasizes meaning, not only provides flexibility to Russian language learning but also makes the process more difficult. Qualitative research method was used in the study. It was aimed to measure the effect of mother tongue on syntax in second language acquisition. In the voluntary study, 25 B1 level students who are native speakers of Turkish and learners of Russian took part as participants. The participants were asked to form sentences with pre-prepared sentence elements, to identify the sentence element left blank and to answer the questions. In the study in which only syntax errors were detected, the use of a dictionary was left free. Pedagogical findings were reached in the context of the results obtained by focusing on the reasons for the errors made by the students.

 It is important to examine the tools that help to reveal the meanings in the deep structure and to include them in the educational process in order for language learners to comprehend the target language system structurally and to identify meaning-making coherences. Just as cultural phenomena and perspectives differ in every nation, there is no standard structure in syntactic structures that is valid for every language. Developing the language learners ability to think in that language and learning the point of view of the speakers of the target language is related to the comprehension of the syntax structure that creates meaning. In Turkish syntax, the main element showing the motion, movement and action of the sentence is located at the end, whereas in Russian the predicate is usually located in the middle of the sentence right next to the subject. In Russian, different syntactic structures are seen in the ordering of the complement and the definite article and in the ordering of prepositions. This may be a difficult situation for Turkish students in Russian language learning. It can be said that both Turkish and Russian have a meaning-centered syntax rather than a form-centered syntax. It can be said that this approach, which emphasizes meaning, not only provides flexibility to Russian language learning but also makes the process more difficult. Qualitative research method was used in the study. It was aimed to measure the effect of mother tongue on syntax in second language acquisition. In the voluntary study, 25 B1 level students who are native speakers of Turkish and learners of Russian took part as participants. The participants were asked to form sentences with pre-prepared sentence elements, to identify the sentence element left blank and to answer the questions. In the study in which only syntax errors were detected, the use of a dictionary was left free. Pedagogical findings were reached in the context of the results obtained by focusing on the reasons for the errors made by the students.

 It is important to examine the tools that help to reveal the meanings in the deep structure and to include them in the educational process in order for language learners to comprehend the target language system structurally and to identify meaning-making coherences. Just as cultural phenomena and perspectives differ in every nation, there is no standard structure in syntactic structures that is valid for every language. Developing the language learners ability to think in that language and learning the point of view of the speakers of the target language is related to the comprehension of the syntax structure that creates meaning. In Turkish syntax, the main element showing the motion, movement and action of the sentence is located at the end, whereas in Russian the predicate is usually located in the middle of the sentence right next to the subject. In Russian, different syntactic structures are seen in the ordering of the complement and the definite article and in the ordering of prepositions. This may be a difficult situation for Turkish students in Russian language learning. It can be said that both Turkish and Russian have a meaning-centered syntax rather than a form-centered syntax. It can be said that this approach, which emphasizes meaning, not only provides flexibility to Russian language learning but also makes the process more difficult. Qualitative research method was used in the study. It was aimed to measure the effect of mother tongue on syntax in second language acquisition. In the voluntary study, 25 B1 level students who are native speakers of Turkish and learners of Russian took part as participants. The participants were asked to form sentences with pre-prepared sentence elements, to identify the sentence element left blank and to answer the questions. In the study in which only syntax errors were detected, the use of a dictionary was left free. Pedagogical findings were reached in the context of the results obtained by focusing on the reasons for the errors made by the students.

 Derin yapıdaki anlamların gün yüzüne çıkmasında yardımcı olan araçların incelenmesi ve eğitim sürecine dahil edilmesi dil öğrenicilerinin hedef dil sistemini yapısal bakımdan kavraması hem de anlam oluşturucu bağdaşıklıkları belirlemesi açısından önemlidir. Kültürel olguların ve bakış açılarının her ulusta farklılaşması gibi sözdizimi yapılarında da her dil için geçerli bir standart yapı yoktur. Dil öğrenicisinin o dilde düşünebilme yetisini geliştirmesi, hedef dildeki dil konuşucularının bakış açısını öğrenmesi anlamı oluşturan sözdizim yapısının kavranmasıyla ilişkilidir. Türkçe sözdiziminde cümlenin devinimini, hareketini, eylemini gösteren esas öge sonda yer alırken Rusçada genellikle yüklem öznenin hemen yanında cümle ortasında yer alır. Rusçadaki tamlayan ve tamlanan sıralamalarında ve edat sıralamalarında farklı sözdizim yapıları görülür. Bu durum Rusça öğreniminde Türk öğrencilerin zorlandıkları bir durum olabilmektedir. Hem Türkçe hem de Rusçada şekil merkezli sözdiziminden çok anlam merkezli bir dizilim olduğu söylenebilir. Anlamı ön plana çıkaran bu yaklaşımın Rusça dil öğrenimine esneklik sağlamasının yanı sıra süreci zorlaştırdığı da söylenebilir. Çalışmada nitel araştırma yöntemi kullanılmıştır. İkinci dil ediniminde sözdizim kapsamında ana dili etkisinin ölçülmesi hedeflenmiştir. Gönüllülük esasına dayanan çalışmada anadili Türkçe olup Rusça öğrenen B1 düzeyindeki 25 öğrenci katılımcı olarak yer almıştır, katılımcılardan hazır verilmiş cümle ögeleriyle tümce oluşturmaları, boş bırakılmış cümle ögesini tespit etmeleri ve sorulara cevap vermeleri istenmiştir. Sadece sözdizim yanlışlarının saptandığı çalışmada sözlük kullanımı serbest bırakılmıştır. Yapılan hataların sebepleri üzerinde durularak elde edilen sonuçlar bağlamında pedagojik bulgulara ulaşılmıştır.

Makale detayları

Analysis of Syntactic Errors in Foreign Language Learning

Yazarlar:

Nurgul Ozdemir

Yayıncı:

Yusuf ÇETİN

Ana Başlıklar:

Slav Dilleri | Edebiyatları ve Kültürleri

Dergi:

Söylem Filoloji Dergisi Vol.9 Issue 2, pp.1133-1148

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001325773

pISSN:

2548-0502

syntax

grammar

error analysis

mother-tongue effect

deep structure

surface structure.sözdizimi

dilbilgisi

hata analizi

anadil etkisi

derin yapı

yüzey yapı

Sayı

Makale detayları

Yazarlar: Nurgul Ozdemir

Yayıncı: Yusuf ÇETİN

Ana Başlıklar: Slav Dilleri | Edebiyatları ve Kültürleri

Dergi: Söylem Filoloji Dergisi Vol.9 Issue 2, pp.1133-1148

Belge Tipi: Makale

Yayın Tarihi: 8/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001325773

pISSN: 2548-0502

Sayı

Yazarlar:

Nurgul Ozdemir

Yayıncı:

Yusuf ÇETİN

Ana Başlıklar:

Slav Dilleri | Edebiyatları ve Kültürleri

Dergi:

Söylem Filoloji Dergisi Vol.9 Issue 2, pp.1133-1148

Belge Tipi:

Makale

Yayın Tarihi:

8/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001325773

pISSN:

2548-0502