30.2626, Diss: Applied Linguistics; Language Acquisition: Sibel Sogut: ''EFL Learners' Use of Non-factive Cognitive Verb Complementation: A Cross-sectional Investigation''

[The LINGUIST List]

LINGUIST List: Vol-30-2626. Wed Jul 03 2019. ISSN: 1069 - 4875.

Subject: 30.2626, Diss: Applied Linguistics; Language Acquisition: Sibel Sogut: ''EFL Learners' Use of Non-factive Cognitive Verb Complementation: A Cross-sectional Investigation''

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Date: Wed, 03 Jul 2019 16:57:40
From: Sibel SOGUT [siblsogut at gmail.com]
Subject: EFL Learners' Use of Non-factive Cognitive Verb Complementation: A Cross-sectional Investigation

 
Institution: Anadolu University 
Program: English Language Teaching 
Dissertation Status: Completed 
Degree Date: 2019 

Author: Sibel Sogut

Dissertation Title: EFL Learners' Use of Non-factive Cognitive Verb
Complementation: A Cross-sectional Investigation 

Linguistic Field(s): Applied Linguistics
                     Language Acquisition


Dissertation Director(s):
İlknur KEÇİK

Dissertation Abstract:

The main purpose of this study was to examine EFL learners’ use of non-factive
cognitive verb (think, believe, assume, suppose) complementation patterns and
their related verb senses, and to shed light on learners’ competence at
receptive level and performance at productive level. To investigate the
achievement level of learners at recognition and production levels,
quantitative data analyses were conducted. In order to examine the preferences
of the learners regarding verb complementation patterns and their related verb
senses, qualitative data analyses were conducted. In line with the objectives
of the current study, four types of tasks (Sentence Production, Sentence
Completion, Fill-in the Blanks, Grammaticality Judgment Tasks), which were
developed by using Corpus of Contemporary American English (COCA), were used
as data collection instruments. Semantic and syntactic properties of verbs
were analyzed through examining learner responses to the tasks. Valency
Dictionary of English (Herbst et.al, 2004) was used in deciding on and
identifying the syntactic and semantic properties of the cognitive verbs.
Based on the results of the study, learners were found to choose a number of
patterns and verb meanings over the others. Differences across participants
from different word levels and years of study in terms of their scores were
identified in all tasks. Considering learners’ responses to sentence
completion and Sentence Production Tasks, it was possible to say that common
unacceptable and problematic occurrences were erroneous complementation
patterns, the wrong choice of [Prep N] complementation pattern, inappropriate
use of indirect questions after the verbs, pattern-meaning mismatch, and
possible literal translation from their L1.




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