Lexical Approach In Teaching Turkish As A Foreign Language: The Implementation of The Verb "Al-"

Hülya Katanalp Biroğul; B. Ümit Bozkurt

Makale detayları

Lexical Approach In Teaching Turkish As A Foreign Language: The Implementation of The Verb "Al-"

Yazarlar:

Hülya Katanalp Biroğul | B. Ümit Bozkurt

Yayıncı:

Cukurova University

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

Çukurova Üniversitesi Eğitim Fakültesi Dergisi Vol.53 Issue 3, pp.1406-1444

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001335401

pISSN:

1302-9967

Anahtar kelimeler:

Özet:

 This study, conducted within the lexical approach paradigm, examines the influence of context and corpus-based instructional practices on enhancing lexical proficiency. The research specifically focuses on the instruction of the polysemous verb al- to takeget. The quantitative aspect of the study was designed using a pretest-posttest matched control group; 21 students at the B1-B2 level constituted the experimental group, while 20 students comprised the control group. In the qualitative aspect, interview and error analysis techniques were used; the qualitative results were used to elaborate the quantitative results. A retention test was conducted for the experimental group nine weeks after the post-test. Interview data were analyzed through inductive qualitative analysis, while activity booklets were examined through error analysis. The findings indicated that the lexical approach for the instruction of the polysemous verb al- was effective in enhancing student achievement. The results of the achievement test showed that the mean scores of the experimental group on the post-test were higher than those of the control group in literal, connotative, figurative, and idiomatic meaning sub-dimensions, and this difference was statistically significant. According to the error analysis, the students showed a decreasing trend in the number of errors made in linguistic units containing the verb al- throughout the process. The results of the interviews support the positive outcomes of the implementation. It has been concluded that instructional practices prepared within the lexical approach are effective in enhancing vocabulary proficiency.

 This study, conducted within the lexical approach paradigm, examines the influence of context and corpus-based instructional practices on enhancing lexical proficiency. The research specifically focuses on the instruction of the polysemous verb al- to takeget. The quantitative aspect of the study was designed using a pretest-posttest matched control group; 21 students at the B1-B2 level constituted the experimental group, while 20 students comprised the control group. In the qualitative aspect, interview and error analysis techniques were used; the qualitative results were used to elaborate the quantitative results. A retention test was conducted for the experimental group nine weeks after the post-test. Interview data were analyzed through inductive qualitative analysis, while activity booklets were examined through error analysis. The findings indicated that the lexical approach for the instruction of the polysemous verb al- was effective in enhancing student achievement. The results of the achievement test showed that the mean scores of the experimental group on the post-test were higher than those of the control group in literal, connotative, figurative, and idiomatic meaning sub-dimensions, and this difference was statistically significant. According to the error analysis, the students showed a decreasing trend in the number of errors made in linguistic units containing the verb al- throughout the process. The results of the interviews support the positive outcomes of the implementation. It has been concluded that instructional practices prepared within the lexical approach are effective in enhancing vocabulary proficiency.

 This study, conducted within the lexical approach paradigm, examines the influence of context and corpus-based instructional practices on enhancing lexical proficiency. The research specifically focuses on the instruction of the polysemous verb al- to takeget. The quantitative aspect of the study was designed using a pretest-posttest matched control group; 21 students at the B1-B2 level constituted the experimental group, while 20 students comprised the control group. In the qualitative aspect, interview and error analysis techniques were used; the qualitative results were used to elaborate the quantitative results. A retention test was conducted for the experimental group nine weeks after the post-test. Interview data were analyzed through inductive qualitative analysis, while activity booklets were examined through error analysis. The findings indicated that the lexical approach for the instruction of the polysemous verb al- was effective in enhancing student achievement. The results of the achievement test showed that the mean scores of the experimental group on the post-test were higher than those of the control group in literal, connotative, figurative, and idiomatic meaning sub-dimensions, and this difference was statistically significant. According to the error analysis, the students showed a decreasing trend in the number of errors made in linguistic units containing the verb al- throughout the process. The results of the interviews support the positive outcomes of the implementation. It has been concluded that instructional practices prepared within the lexical approach are effective in enhancing vocabulary proficiency.

 Sozcuksel yaklaşım çerçevesinde hazırlanan baglam ve derlem temelli öğretim uygulamalarının sözvarlığını geliştirmeye etkisini araştıran bu çalışma, çokanlamlı al- eyleminin öğretimi üzerine kurgulanmıştır. Çalışmanın nicel boyutu, ön test-son test eşleştirilmiş kontrol gruplu desene göre tasarlanmış; B1-B2 düzeyindeki 21 öğrenci deney grubunu, 20 öğrenci ise kontrol grubunu oluşturmuştur. Nitel boyutta, görüşme tekniği ile yanlış çözümlemesinden yararlanılmış; nitel veri, nicel bulguları açımlamak üzere kullanılmıştır. Son testten dokuz hafta sonra deney grubuna kalıcılık testi yapılmıştır. Görüşme verileri, tümevarımsal nitel çözümlemeyle; etkinlik kitapçıkları yanlış çözümlemesiyle incelenmiştir. Bulgular, çokanlamlı al- eyleminin öğretiminde sözcüksel yaklaşımın öğrenci başarısı üzerinde etkili olduğunu göstermiştir. Başarı testi genelinde ve temel, yan, değişmece, deyimsel anlam alt boyutlarında deney grubunun son test ortalama puanlarının kontrol grubundan daha yüksek ve ortaya çıkan farkın da anlamlı düzeyde olduğu belirlenmiştir. Yanlış çözümlemesi, öğrencilerin süreç boyunca al-ın geçtiği dilsel birimlerde yaptığı yanlışların azalma eğiliminde olduğunu göstermiştir. Görüşme bulguları da uygulamanın olumlu sonuçlarını destekler niteliktedir. Sonuç olarak sozcuksel yaklaşıma dayalı öğretim uygulamalarının sözvarlığını geliştirmede etkili olduğu vargısına ulaşılmıştır.

Makale detayları

Lexical Approach In Teaching Turkish As A Foreign Language: The Implementation of The Verb "Al-"

Yazarlar:

Hülya Katanalp Biroğul | B. Ümit Bozkurt

Yayıncı:

Cukurova University

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

Çukurova Üniversitesi Eğitim Fakültesi Dergisi Vol.53 Issue 3, pp.1406-1444

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001335401

pISSN:

1302-9967

Lexical Approach

Context

Collocation

Corpus

PolysemySözcüksel Yaklaşım

Bağlam

Eşdizimlilik

Derlem

Çokanlamlılık

Sayı

Makale detayları

Yazarlar: Hülya Katanalp Biroğul | B. Ümit Bozkurt

Yayıncı: Cukurova University

Ana Başlıklar: Türkçe Eğitimi

Dergi: Çukurova Üniversitesi Eğitim Fakültesi Dergisi Vol.53 Issue 3, pp.1406-1444

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001335401

pISSN: 1302-9967

Sayı

Yazarlar:

Hülya Katanalp Biroğul | B. Ümit Bozkurt

Yayıncı:

Cukurova University

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

Çukurova Üniversitesi Eğitim Fakültesi Dergisi Vol.53 Issue 3, pp.1406-1444

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001335401

pISSN:

1302-9967