Pre-Service English Teachers' Awareness of Formulaic Language Use: Implications for Language Instruction

Yıl 2023, Sayı: 56, 849 - 861, 22.06.2023

Özlem Çukurlu , Gamze Erdem

https://doi.org/10.53444/deubefd.1259554

Öz

The present paper aimed to explore pre-service English teachers’ awareness of formulaic language use. The study involved 41 senior students who were enrolled in the English Language Teaching Department at a state university in Turkey. Data of this cross-sectional study was collected through a formulaic language awareness form, which included three main parts. Firstly, participants were asked to write down three words that come to their mind concerning formulaic expressions, and their own definition of formulaic expressions. Secondly, they were required to place given formulaic expressions into the correct group on Kecskes’s Continuum Table. Finally, they were asked to identify formulaic expressions from a given text. Content and descriptive analysis were used to analyse the data and reveal the awareness of formulaic expressions among pre-service English teachers. The results indicated that the participants were somewhat familiar with the concept of formulaic expressions. They were able to identify grammatical units, phrasal verbs, and idioms, but struggled with identifying and grouping other fixed expressions. They also had difficulties classifying formulaic expressions and mis-grouped them. As a result, the study found that pre-service English teachers’ awareness of formulaic language use was moderate.

Anahtar Kelimeler

Formulaic expressions, pre-service English teachers, language use

Destekleyen Kurum

Amasya University

İngilizce Öğretmen Adaylarının Kalıplaşmış Dil Kullanımına İlişkin Farkındalıkları: Dil Öğretimi İçin Çıkarımlar

Öz

Bu çalışma, İngilizce öğretmeni adaylarının kalıplaşmış dil kullanımına ilişkin farkındalıklarını keşfetmeyi amaçlamıştır. Çalışma, Türkiye'de bir devlet üniversitesinin İngilizce Öğretmenliği Bölümü'ne kayıtlı 41 son sınıf öğrencisini kapsamaktadır. Bu kesitsel çalışmanın verileri, üç ana bölümden oluşan kalıplaşmış dil farkındalık formu aracılığıyla toplanmıştır. Katılımcılar kalıplaşmış ifadelerin kendilerinde çağrıştırdığı üç kelimeyi ve kendilerine göre kalıplaşmış ifadelerin tanımını yazmışlardır. Daha sonra verilen kalıpsal ifadeleri Kecskes’in Continuum Tablosuna göre doğru gruplara yerleştirmişlerdir. Son bölümde ise verilen bir metinden kalıplaşmış ifadeler bularak ne tür kalıpsal ifadeler olduğunu belirlemişlerdir. Öğretmen adaylarını kalıpsal ifade farkındalık düzeylerini ayrıntılı bir şekilde ortaya çıkarmak için veriler içerik analizi yöntemiyle analiz edilmiştir. Çalışma sonuçları, katılımcıların aşağı yukarı kalıplaşmış ifadeler kavramına aşina olduklarını ortaya koymuştur. Katılımcılar, gramer birimleri, öbek fiiller ve deyimleri başarılı bir şekilde bulurken, diğer kalıpsal ifadeleri belirleme ve gruplama konusunda sorun yaşamışlardır. Ayrıca kalıplaşmış ifadeleri sınıflandırmakta güçlük çekmişler ve ifadeleri yanlış gruplandırmışlardır. Sonuç olarak, İngilizce öğretmeni adaylarının kalıplaşmış ifadeler farkındalık düzeylerinin ortalama düzeyde olduğu görülmüştür.

Anahtar Kelimeler

: Kalıpsal ifadeler, İngilizce öğretmen adayları, dil kullanımı

Kaynakça

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