Author :
Abstract
İltifatlara verilen cevaplar üzerine önemli miktarda kaynak yayınlamış olmasına rağmen bu türdeki çalışmalar genel olarak belirli bir dildeki iltifatlara verilen cevaplar ya da diller arası kültürel benzerlikler ve farklılıklara dayanmaktadır. Ancak, ikinci dil bilmenin ana dildeki iltifatlara verilen cevaplara etkisi de son yapılan çalışmalarda ele alınmıştır. Bu çalışmada bir grup İngilizce öğretmeninin ve İngilizce bilmeyen Türk öğretmeninin çalıştıkları yerlerde kendilerine yapılan iltifatlara verdikleri cevaplar karşılaştırılmaktadır. Çalışmanın amacı bu iki grup arasında İngilizce bilmenin iltifatlara verilen cevaplara etkisini araştırarak literatürde farklı kullanım alanlarının genişletilmesini sağlamaktır. 30 İngilizce öğretmeni ve 30 İngilizce bilmeyen Türk öğretmeni bu çalışmanın katılımcılarını oluşturmaktadır. Çalışmadaki veriler 8 belirlenmiş durumla ilgili (dış görünüş, kişilik, yetenek/iş ve sahip olunan şeyler) oluşturulan diyaloglara katılımcıların verdikleri kısa cevaplardan oluşmaktadır. Verilerin analizi bu kısa cevapların Holmes’un iltifatlara verilen cevaplar sınıflandırması çerçevesinde betimleyici istatistik kullanılarak yapılmıştır. Çalışmanın sonuçları belirli bir işyerinde ikinci dil bilmenin anadilde yapılan iltifatlara verilen cevaplara etkisi olabileceğini göstermektedir.
Keywords
Abstract
While there has been a considerable amount of literature which has been published on compliment responses (CRs), studies of this kind are usually based on CRs strategies of a particular language or cross cultural similarities and differences between languages. However, there is an increasing concern of the effects of second language (L2) on CRs strategies in native language (L1). The purpose of this study is to widen the scope of compliment speech act studies by examining variations in the use of CRs strategies among a group of English Language teachers and Turkish teachers who do not know English, in their workplaces and by identifying if there is an effect of L2 on their responses to compliments in Turkish. The data were collected through the use of a discourse completion task with 8 situational settings (physical appearance, personality, skill/work and possessions) to which 30 English Language teachers and 30 Turkish teachers who do not know English were asked to provide short responses. The analysis of the data were yielded by the responses to the discourse completion test was done by using descriptive statistics under the framework of Holmes taxonomy of CRs. The results of the study show that there might be a transfer from second language (L2) to CRs in native language (L1) in a particular working place.
Keywords
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