Use of 'But' for Semantic and Pragmatic Contrast by Turkish EFL Students

Autor/in	Altunay, Dilek
Titel	Use of 'But' for Semantic and Pragmatic Contrast by Turkish EFL Students
Quelle	In: Language Teaching Research Quarterly, 13 (2019), S.106-120 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2667-6753
Schlagwörter	Pragmatics; Semantics; Language Usage; Second Language Learning; Second Language Instruction; English (Second Language); Form Classes (Languages); Turkish; Native Language; Undergraduate Students; English Literature; Universities; Essays; Persuasive Discourse; Writing (Composition); Classification; Error Correction; Transfer of Training; Linguistic Input; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Pragmalinguistik; Semantik; Sprachgebrauch; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Analytischer Sprachbau; Türkisch; Englische literatur; University; Universität; Essay; Aufsatzunterricht; Persuasion; Persuasive Kommunikation; Schreibübung; Classification system; Klassifikation; Klassifikationssystem; Korrektur; Training; Transfer; Ausbildung; Sprachbildung; Ausland; Türkei
Abstract	The connective 'but' mainly represents two different contrastive relations (Lakoff, 1971; Van Dijk, 1979; Blakemore, 1989). One of them is semantic, which shows semantic opposition and where no expectation is denied. The other is pragmatic, which shows a denial of expectation. This study aimed to investigate the use of 'but' by Turkish EFL students in their L2 writings in terms of the relations it indicated. The participants of the study were the first-year students in the Department of English Language and Literature in Hatay Mustafa Kemal University in Turkey. Students' argumentative essays written in the Research and Study Techniques course were used for the study. Each instance of 'but' was coded based on the relation it indicated, and then those relations were separated into categories depending on their meaning in the context. The findings showed that the number of pragmatic uses was higher than semantic uses in the students' L2 writings and that the pragmatic uses could be categorized as violated expectation, correction, evidence, and emphasizing condition. The study revealed that L1 transfer, frequency in the L2 input, context, position of the connective 'but' in the sentence, and the type of the essay were related to the use of semantic or pragmatic contrast. The study also revealed that the unmarked function of 'but' could be violated expectations. (As Provided).
Anmerkungen	European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01