Bir Devlet Üniversitesindeki İsteğe Bağlı Hazırlık Sınıfı Öğrencilerinin Paragraf Yazımındaki Söylem Belirleyicilerin Analizi / Analysis of Discourse Markers in Paragraph Writings of Preparatory Elective Class Students in a State University
Abstract
Yazma becerisi bir dildeki üretimsel becerilerden biridir ve çok önemlidir ama bu becerinin ana dilde bile geliştirilmesi çok zordur. Diğer bir deyişle sadece dilbilgisi kurallarını doğru kullanmak ve sözcük bilmek mükemmel bir yazma becerisi sağlamaz. Cümleler arasında, cümleleri birbiri ile ilişkilendirmek için söylem belirleyicilerin kullanımı, yazıyı uyumlu ve tutarlı hale getirir. Bu yüzden bu çalışmada, yüksek puan alan öğrencilerle ve düşük puan alan öğrencilerin paragraflarında söylem belirleyicilerin kullanımının incelenmesi amaçlanmıştır. Final sınav kağıdında öğrencilerden seçtikleri üç resimden biri hakkında paragraf yazmaları istenmiştir. B1 seviye yabancı dil (İngilizce) öğrencisi oldukları için yüz ya da yüz yirmi kelimelik bir paragraf yazmaları beklenmiştir. İki öğretim elemanın öğrencilerin her birinin yazma sınavlarını akademik olmayan kritere (bu kritere bağlı çeşitli alt kriterler: sözcüklerin doğruluğu, sözcük çeşitliliği, dilbilgisi doğruluğu, dil bilgisi çeşitliliği, paragraf yapısı, fikirlerin niteliği ve uygunluğu, bağlantılar, noktalama, büyük harf kullanımı ve yazım yanlışları) göre değerlendirmesinden sonra, bu çalışma için onam formu gönderen öğrencilerin yazıları hem nicel hem de nitel olarak incelenmiştir. Düşük puanlı ve yüksek puanlı olarak her bir kategori için on öğrencinin kağıtları incelenmiştir. Sonuçlar, yüksek puan alan öğrencilerin düşük puan alan öğrencilere göre daha fazla söylem belirleyici kullandığını göstermiştir. Bunun dışında, söylem belirleyicilerin yanlış ve aşırı kullanımı yazıyı dağınık ve anlaşılmaz hale getirdiği belirlenmiştir. Son olarak, ileri düzey kullanımlar ile yazma sınavından alınan puanlar arasında pozitif bir ilişki olduğu tespit edilmiştir. Çalışmanın bir sonucu olarak, öğrencilere söylem belirleyicilerin anlamsal ve işlevsel kullanımının öğretilmesi gerektiği ortaya çıkmıştır. Bu yüzden de öğretmenler, yabancı dilde yazma becerisinin gelişimi için söylem belirleyicilerin farklı yöntem ve yollarla öğretimini sağlamaya çalışmalılar.
References
- Adeyemi, B. B. (2018). Use of discourse markers in writing and answering essay questions among undergraduates in ondo state university of science and technology, Okitipupa, Nigeria. International Journal of Learning, Teaching and Educational Research, 17 (7), 106-119.
- Al-khazraji, A. (2019). Analysis of discourse markers in essays writing in ESL classroom. International Journal of Instruction, 12 (2), 559-572.
- Aidinlou, N. A. (2012). The effect of discourse markers instruction on EFL learners’ writing. World Journal of Education, 2 (2), 10-16.
- Aysu, S. (2017). The use of discourse markers in the writings of Turkish students of English as a foreign language: a corpus based study. Journal of Higher Education and Science, 7 (1), 132-138. https://doi.org/10.5961/jhes.2017.191
- Choemue, S., & Bram, B. (2021). Discourse markers in academic and non-academic writings of Thai EFL learners. Studies in English Language and Education, 8(3), 1209-1226.
- Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education. Routledge Falmer.
- Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge University Press.
- Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson Education.
- Crible, L., & Cuenca, M.J. (2017). Discourse markers in speech: characteristics and challenges for corpus annotation. Dialogue and Discourse, 8 (2), 149-166.
- Dumlao, R. P., & Wilang, J. D. (2019). Variations in the use of discourse markers by L1 and L2 English users. Indonesian Journal of Applied Linguistics, 9, 202-209. https://doi.org/10.17509/ijal.v9i1.15206
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- Feng, L. (2010). Discourse markers in English writing. Journal of International Social Research, 3 (11), 299-305.
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- Jalilifar, A. (2008). Discourse markers in composition writings: The case of Iranian learners of English as a foreign language. English Language Teaching, 1(2), 114-122.
- Kroon, C. (1997). Discourse markers, discourse structure and functional grammar. In J. H. Connolly, R. M. Vismans, C. S. Butler, & R. A. Gatward (Eds.), Discourse and pragmatics in functional grammar (pp.17-33). Mouton de Gruyter.
- Kuzborska, I., & Soden, B. (2018). The construction of opposition relations in high-, middle-, and low rated postgraduate ESL Chinese students’ essays. Journal of English for Academic Purposes, 34, 68-85.
- Martinez, A. C. L. (2004). Discourse markers in the expository writing of Spanish university students. IBERICA, 8, 63-80.
- Povolna, R. (2012). Casual and contrastive discourse markers in novice academic writing. Brno Studies in English, 38 (2), 131-148.
- Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J. (1985). A comprehensive grammar of the English language. Longman.
- Sun, W. (2013). The importance of discourse markers in English learning and teaching. Theory and Practice in Language Studies, 3(11), 2136-2140.
- Tagliamonte, S. (2005). So who? Like how? Just what? Discourse markers in the conversations of young Canadian. Journal of Pragmatics, 37, 1896-1915.
- Toprakçı, E. (2012). Rethinking classroom management: A new perspective, a new horizon, e-international journal of educational research, 3(3), 84-110. Retrivied: http://www.e-ijer.com/tr/download/article-file/89768
- Toprakçı, E. (2017). Class Management [Sınıf Yönetimi] Ankara: Pegem Publishing.
- Tree, J. E. F., & Schrock, J.C. (1999). Discourse markers in spontaneous speech: oh what a difference an oh makes. Journal of Memory and Language, 40, 280-295.
- Tribble, C. (1997). Writing. Oxford University Press.
- Urgelles- Coll, M. (2010). The syntax and semantics of discourse markers. Continuum International Publishing Group
- Yunus, M. M., & Haris, S.N.F. (2014). The use of discourse markers among form four sll students in essay writing. International Education Studies, 7(2), 54-63.
- Zorluel-Özer, H., & Okan, Z. (2018). Discourse markers in EFL classrooms: A corpus-driven research. Journal of Language and Linguistic Studies, 14(1), 50-66
Analysis of Discourse Markers in Paragraph Writings of Preparatory Elective Class Students in a State University / Bir Devlet Üniversitesindeki İsteğe Bağlı Hazırlık Sınıfı Öğrencilerinin Paragraf Yazımındaki Söylem Belirleyicilerin Analizi
Abstract
Writing is one of the productive skills and it is very important. However, it is a very difficult skill to develop even in the native language. In other words, knowing the grammar rules and vocabulary do not create a perfect writing. Using discourse markers between the sentences to relate them with one another makes it more coherent. Therefore, in this study it was aimed to scrutinize the use of discourse markers (DMs) in the paragraphs of high-scored students and low-scored students. In the final exam paper, students were asked to write a story about one of the three pictures they chose. They were expected to narrate a story with 100-120 words as they were intermediate level students (B1). After two instructors evaluated each of the students’ writing exams based on the non-academic criteria with the following sub-criteria: “accuracy of vocabulary, variety of vocabulary, accuracy of grammar, variety of grammar, paragraph structure, quality and relevance of ideas, linking words, punctuation and capitalization, and spelling mistakes”, the writings of students who sent their consents were analyzed both quantitatively and qualitatively in this current study. 10 papers for each category (low-scored students’ and high-scored students’ paragraphs) were examined. Results showed that high-scored students used more DMs than low scored-students. Furthermore, misuse of DMs and overuse of DMs, which result in redundancy in the texts, make the writings disorganized and incomprehensible. Finally, there was a positive relationship between advanced uses and writing scores. As an implication of the study, it should be noted that students should be equipped with the semantically and functionally correct use of DMs. Therefore, teachers should attempt to use different methods or ways to teach them in the classroom.
Keywords
University Foreign language education English education Discourse markers Paragraph writing
References
- Adeyemi, B. B. (2018). Use of discourse markers in writing and answering essay questions among undergraduates in ondo state university of science and technology, Okitipupa, Nigeria. International Journal of Learning, Teaching and Educational Research, 17 (7), 106-119.
- Al-khazraji, A. (2019). Analysis of discourse markers in essays writing in ESL classroom. International Journal of Instruction, 12 (2), 559-572.
- Aidinlou, N. A. (2012). The effect of discourse markers instruction on EFL learners’ writing. World Journal of Education, 2 (2), 10-16.
- Aysu, S. (2017). The use of discourse markers in the writings of Turkish students of English as a foreign language: a corpus based study. Journal of Higher Education and Science, 7 (1), 132-138. https://doi.org/10.5961/jhes.2017.191
- Choemue, S., & Bram, B. (2021). Discourse markers in academic and non-academic writings of Thai EFL learners. Studies in English Language and Education, 8(3), 1209-1226.
- Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education. Routledge Falmer.
- Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge University Press.
- Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson Education.
- Crible, L., & Cuenca, M.J. (2017). Discourse markers in speech: characteristics and challenges for corpus annotation. Dialogue and Discourse, 8 (2), 149-166.
- Dumlao, R. P., & Wilang, J. D. (2019). Variations in the use of discourse markers by L1 and L2 English users. Indonesian Journal of Applied Linguistics, 9, 202-209. https://doi.org/10.17509/ijal.v9i1.15206
- Fraser, B. (1999). What are discourse markers?. Journal of Pragmatics, 31, 931-952.
- Feng, L. (2010). Discourse markers in English writing. Journal of International Social Research, 3 (11), 299-305.
- Halliday, M. A. K., & Hasan, R. (1976). Cohesion in English. Longman.
- Jalilifar, A. (2008). Discourse markers in composition writings: The case of Iranian learners of English as a foreign language. English Language Teaching, 1(2), 114-122.
- Kroon, C. (1997). Discourse markers, discourse structure and functional grammar. In J. H. Connolly, R. M. Vismans, C. S. Butler, & R. A. Gatward (Eds.), Discourse and pragmatics in functional grammar (pp.17-33). Mouton de Gruyter.
- Kuzborska, I., & Soden, B. (2018). The construction of opposition relations in high-, middle-, and low rated postgraduate ESL Chinese students’ essays. Journal of English for Academic Purposes, 34, 68-85.
- Martinez, A. C. L. (2004). Discourse markers in the expository writing of Spanish university students. IBERICA, 8, 63-80.
- Povolna, R. (2012). Casual and contrastive discourse markers in novice academic writing. Brno Studies in English, 38 (2), 131-148.
- Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J. (1985). A comprehensive grammar of the English language. Longman.
- Sun, W. (2013). The importance of discourse markers in English learning and teaching. Theory and Practice in Language Studies, 3(11), 2136-2140.
- Tagliamonte, S. (2005). So who? Like how? Just what? Discourse markers in the conversations of young Canadian. Journal of Pragmatics, 37, 1896-1915.
- Toprakçı, E. (2012). Rethinking classroom management: A new perspective, a new horizon, e-international journal of educational research, 3(3), 84-110. Retrivied: http://www.e-ijer.com/tr/download/article-file/89768
- Toprakçı, E. (2017). Class Management [Sınıf Yönetimi] Ankara: Pegem Publishing.
- Tree, J. E. F., & Schrock, J.C. (1999). Discourse markers in spontaneous speech: oh what a difference an oh makes. Journal of Memory and Language, 40, 280-295.
- Tribble, C. (1997). Writing. Oxford University Press.
- Urgelles- Coll, M. (2010). The syntax and semantics of discourse markers. Continuum International Publishing Group
- Yunus, M. M., & Haris, S.N.F. (2014). The use of discourse markers among form four sll students in essay writing. International Education Studies, 7(2), 54-63.
- Zorluel-Özer, H., & Okan, Z. (2018). Discourse markers in EFL classrooms: A corpus-driven research. Journal of Language and Linguistic Studies, 14(1), 50-66
Details
| Primary Language | English |
|---|---|
| Subjects | Studies on Education |
| Journal Section | Issue Articles |
| Authors | |
| Publication Date | February 28, 2023 |
| Published in Issue | Year 2023 Volume: 14 Issue: 1 |
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