A Corpus-Based Study on the Use of MAKE by Turkish EFL Learners

Autor/in	Babanoglu, M. Pinar
Titel	A Corpus-Based Study on the Use of MAKE by Turkish EFL Learners
Quelle	In: International Journal of Education and Literacy Studies, 2 (2014) 2, S.43-47 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2202-9478
Schlagwörter	Foreign Countries; Word Frequency; English (Second Language); Second Language Learning; Native Speakers; Statistical Significance; Preferences; Interference (Language); Persuasive Discourse; Essays; Grammar; Lexicology; Learning Strategies; Use Studies; Turkey + Suchen Sie Ihr Suchwort? Ausland; Word analysis; Frequency; Wortanalyse; Häufigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Muttersprachler; Persuasion; Persuasive Kommunikation; Essay; Aufsatzunterricht; Grammatik; Lexikologie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Benutzerschulung; Türkei
Abstract	This study examines the lexical and grammatical use of a high frequency verb "MAKE" by Turkish EFL learners. Major goals are to investigate whether Turkish learners of English use MAKE appropriately in their argumentative essays and to see to what extent L1 transfer plays a role in such usage and to what extent different learner groups from different L1s share common interlanguage features. Overuse, underuse and misuse of MAKE by learners and native speakers gathered by frequency calculations from native speakers' and two learners' corpora and comparison of them among each other constitute the quantitative backbone of the research. Results showed that Turkish learners have difficulty in the use of MAKE to a certain degree. Consequently, learners should be made aware of especially delexical and grammatical patterning of high frequency verbs in English such as MAKE and they should also be shown the difference in the use of these verbs between their L1 and L2. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01