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An Analysis of Factive Cognitive Verb Complementation Patterns Used by Elt Students

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AN ANALYSIS OF FACTIVE COGNITIVE VERB COMPLEMENTATION PATTERNS USED BY ELT STUDENTS Doktora Tezi Serap ATASEVER BELLİ Eskişehir 2019 AN ANALYSIS OF FACTIVE COGNITIVE VERB COMPLEMENTATION PATTERNS USED BY ELT STUDENTS Serap ATASEVER BELLİ PhD DISSERTATION English Language Teaching Program Department of Foreign Language Education Supervisor: Prof. Dr. İlknur KEÇİK Eskişehir Anadolu University Graduate School of Educational Sciences May 2019 This doctoral dissertation study is a part of a larger project and has been funded by The Scientific and Technological Research Council of Turkey (TÜBİTAK) Social and Human Sciences Research Grant Group (SOBAG- 1001) with the Project No. 118K130. ÖZET İNGİLİZCE ÖĞRETMENLİĞİ PROGRAMI’NDA OKUYAN ÖĞRENCİLERİN KULLANDIKLARI OLGUSAL BİLİŞ EYLEMLERİNİN YANULAMLAMA GÖRÜNÜMLERİNİN İNCELENMESİ Serap ATASEVER BELLİ Yabancı Diller Eğitimi Anabilim Dalı Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü, Mayıs 2019 Danışman: Prof. Dr. İlknur KEÇİK Bu araştırmanın amacı, İngilizce’yi yabancı dil olarak olarak öğrenen Türk öğrencilerin olgusal biliş eylemlerini (bil-, anla-, hatırla-, unut-, ve pişman ol-) yanulamlama (eylemin seçtiği üyeler) özellikleri açısından anlama ve kullanım yeterliliklerini ortaya çıkarmaktır. Bu amaç doğrultusunda, gömülü karma yöntem benimsenmiş, hem nitel hem nicel veri toplama yöntemleri kullanılmıştır. Araştırmanın katılımcılarını bir devlet üniversitesinde İngilizce Öğretmenliği Bölümü’nde okuyan 269 öğrenci oluşturmaktadır. Veri toplama aracı olarak dört çeşit test (Cümle Tamamlama, Cümle Yazma, Boşluk Doldurma ve Dilbilgisellik Değerlendirme Testleri) geliştirilmiştir. İngilizce İstem Sözlüğü’ne (Herbst ve ark. 2004) göre eylemler, anlam ve örüntüleri açısından incelenmiş ve test maddelerinin oluşturulmasında Çağdaş Amerikan İngilizcesi Derlemi’nden faydalanılmıştır. Testlerden alınan puanların hesaplanmasında, istatistiksel testlerde ve eylemlerin yanulamlama örüntüleri ve eylem anlamlarının çözümlenmesinde nitel ve nicel veri analizi yapılmıştır. Çalışma bulguları, sözcük seviyesinin öğrencilerin eylemlerin yanulamlama ve anlamları açısından tanıma ve üretim düzeylerine etkisi olduğunu göstermiştir. Ayrıca, eylemlerin yanulamlama örüntülerinde öğrencilerin doğru, yanlış ve problemli kullanımlarının olduğu ortaya çıkarılmıştır. Doğru kullanımlarda, öğrencilerin belirli bir anlam ve kısıtlı türde örüntüyü tercih ettikleri saptanmıştır. Yanlış örüntülerin özellikle pişman ol- eylemi ile kullanıldığı gözlenmiştir. Ayrıca, öğrencilerin ürettikleri eylem anlamları ve yanulamlama örüntülerinde bir çok türde sorun yaşandığı görülmüştür. Bu bağlamda, bu tez çalışmasının, İngilizce’yi yabancı dil olarak öğrenen öğrencilerin aradil gelişimine ışık tutarak eylemlerin yanulmalama özellikleri açısından kullanımına ilişkin dil öğrenimi/öğretimi alanlarına önemli katkılar sağlayacağı düşünülmektedir. Anahtar Sözcükler: Eylem yanulamlama örüntüleri, Eylem anlamları, İkinci dil olarak İngilizce, Olgusal biliş eylemleri, Algı ve üretim düzleminde bilgi. iii ABSTRACT AN ANALYSIS OF FACTIVE COGNITIVE VERB COMPLEMENTATION PATTERNS USED BY ELT STUDENTS Serap ATASEVER BELLİ Department of Foreign Language Education Anadolu University, Graduate School of Educational Sciences, May 2019 Supervisor: Prof. Dr. İlknur KEÇİK The current research aimed to explore Turkish L2 learners’ receptive and productive knowledge of factive cognitive verb complementation in terms of complementation patterns and senses. For the purposes of the research, embedded mixed- methods research design was adopted by using both qualitative and quantitative methods. Participants of the study consisted of 269 Turkish learners of English majoring in ELT program. Data were collected through four types of tests developed based on Valency Dictionary of English (Herbst, Heath, Roe, and Götz, 2004) to measure L2 learners’ state of knowledge through Grammaticality Judgment Test and Fill-in-the Blank Test and to reveal choices of patterns and senses through Sentence Completion Test and Free- Production Test based on extracts from Corpus of Contemporary American English. Data were analyzed qualitatively and quantitatively through the identification of patterns and senses, calculation of raw and mean scores and statistical tests. The results of the study yielded the significant effect of word-level on L2 learners’ recognition and production of verb complementation. The correct choices of L2 learners yielded the use of the verbs in very restricted sense with limited types of patterns (i.e. predominantly noun phrases). The incorrect choices included the wrong choices of various patterns especially prepositional phrases (for/about/of/from Noun Phrases/V-ing) with regret. Besides, various problems were observed such as the mismatch between the complementation pattern and verb sense, incorrect verb sense use and the problematic use of wh-CL complementation pattern. This study is hoped to provide valuable insights into L2 learners’ interlanguage development through their correct, incorrect and problematic uses of verb complementation. Keywords: Verb complementation patterns, Verb senses, English as a second language, Factive cognitive verbs, Receptive and productive knowledge. iv All that I am and ever hope to be, I owe to them; my beloved mother, father, and two sisters Fatma, Mustafa, Şule and Seyhan Atasever v To my precious father-in-law Bülent Belli and my dear aunt Nurcan Atasever, who passed away during my doctoral dissertation journey vi ACKNOWLEDGMENTS This dissertation study is the second significant step in the pursuit of my academic career and professional life beyond my master thesis. Sustaining great effort during this lengthy process with all its ups and downs, I have received the support and guidance from many people who have had constant faith in me and my worthy doctoral dissertation study. I owe a debt of gratitude to these people who have accompanied me throughout this long research journey. I would like to express my heartfelt gratitude to my supervisor Prof. Dr. İlknur KEÇİK with whom I undertook this journey together for her persistent encouragement, profound knowledge and hospitality during my constant visits to her office and for the constructive feedback she provided at every stage of writing this dissertation. She has been a valuable source of motivation and a crucial guide for me in my academic and personal life. And, it was honour for me to have worked with her throughout both master and doctoral education and to have learnt a lot about teaching and doing research. I would like to extend my gratitude to the esteemed committee members of my dissertation Prof. Dr. Ümit Deniz TURAN, Prof. Dr. Hatice Ferhan ODABAŞI, Prof. Dr. Gülsev PAKKAN and Assist. Prof. Dr. Elif Arıca AKKÖK their valuable and thorough feedback, insightful comments and suggestions. I am especially grateful to Prof. Dr. Ümit Deniz TURAN for raising my interest in and generating my enthusiasm for the field of linguistics. I cannot go without mentioning the name of Prof. Dr. Yavuz AKBULUT as this dissertation study has also benefited from his valuable comments on especially data collection and analysis. I am also profoundly indebted to each member in the English Language Teaching Program for their contributions to widening my perspective in more than seven-year academic life since the process that we have gone through together broadened my horizons. I had the chance of observing many teachers in many courses in the undergraduate program and learnt many things about teaching throughout these years. I also gratefully acknowledge Asst. Prof. Dr. Dilek ÇALIŞKAN, Asst. Prof. Dr. Hülya İPEK, Asst. Prof. Dr. Gonca SUBAŞI, Asst. Prof. Dr. Mine DİKDERE, Asst. Prof. Dr. Selma KARA, Instr. Dr. Meral ÇAPAR, Instr. Dr. Murat GÖLGELİ, Instr. Dr. Gülsün Müge KANATLAR, Instr. Ahsen Hande MISIRLIOĞLU, Instr. Ela Akgün ÖZBEK, Instr. Neslihan AYDEMİR, Instr. Neslihan EKMEKÇİ, Instr. Seval ÇAKIR, Instr. Yücel ÖZ, Instr. Zuhal KIYLIK, Res. Assist. Tuncay KARALIK, Res. Assist. Esin DÜNDAR, vii Instr. Dilek Aydın ATEŞ, and Instr. İlknur CİVAN particularly for giving me all necessary assistance in data collection procedure. Without their collaboration, none of the data would have been collected. Also, I would like to thank all the future English language teachers in the program, who participated in the research for sparing their valuable time and effort in data collection procedure. I would like to express my deep gratitude to Prof. Dr. Zülal BALPINAR for her guidance during my master and doctoral education. She has always been there holding her door open for me in the sorrows and joys of my life. Additionally, I would like to express my appreciation to Prof. Dr. Hülya ÖZCAN for the enthusiasm and sense of humor she had and made me feel it while teaching language in her classes. Special thanks are extended to The Scientific and Technological Research Council of Turkey (TÜBİTAK) for supporting me financially throughout my doctoral education. Besides that, I would like to extend a special note of gratitude to Instr. Ayla BALCI in ELT Program, Instr. Carmel Charles SANT at the School of Foreign Languages and Lucas SINCLAIR from Japan for checking the content-validity of the tests during test development procedure. They have provided valuable feedback and suggestions for the revisions in test items. I also wish to thank Instr. Bethany Kaitlyn Lucille BROBERG for being a rater in the interrater reliability analysis during the qualitative phase of the study. My special thanks
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