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Style, Mediation, and Change

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Intonation and Prosodic Structure

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Intonation and Prosodic Structure "provides a state-of-the-art survey of intonation and prosodic structure."

Academic Paper

Title: A Proposition for Grammatical Consciousness-Raising Activities on ‘–sEyDI’ and ‘–DIysE’ Conditional Clauses for Native Turkish Students
Author: Ozge Can
Email: click here TO access email
Institution: Dokuz Eylül University
Linguistic Field: Applied Linguistics
Subject Language: Turkish
Abstract: Consciousness-raising can be defined as the process of developing people's awareness so as to change the conditions which they regard as unfavorable. When the language phenomenon within the framework of education, conciousness-raising should not be regarded only as learners' generating grammatical sentences or the abilities of evaluating their linguistic correctness. In conciousness-raising activities (for native speakers), implicit knowledge should be supported. The aim of conciousness-raising activities is to draw the learners' attention to the characteristics of their mother-tongue. Thus, the learner is able to develop an awareness about some linguistic properties (Suter, 2001, p.3). This study intends to make a suggestion for conciousness-raising activities about '-sEyDI' and '-DIysE' conditionals for native Turkish students. The activities that are suggested to achieve this goal are based on the application of Larsen-Freeman's three dimensional grammar teaching modal, which involves the teaching of form, meaning and function, to 'sEyDI' and '-DIysE' conditional sentences in Turkish. Activity I has been designed to set up a formula for the structures of the main and subordinate clauses in sentences, depending on whether 'sEyDI' and '-DIysE' conditional caluses are 'factual' or 'non-factual/hypothetical'; Activity II, to add 'sEyDI' and '-DIysE' conditional sentences to actions in the proper way according to their presuppositional values specified in prantheses as factual or hypothethical; Activity III, to fill in the blanks with the proper 'sEyDI' or '-DIysE' conditional sentences within the framework of reality in a given context; Activity IV, to use 'sEyDI' and '-DiysE' conditional sentences from the mouth of the characters, appropriate to the context provided by pictures. All of these activities are designed as a proposition to help students improve their implicit learning by focusing on the integrated morphological, semantic, and functional usages of 'sEyDI' and '-DIysE' conditional sentences. Through the suggested activities it is aimed that students will develop a awareness of how sentences with 'sEyDI' and '-DIysE' are constructed both semantically and grammatically; will state their reasons for choosing conditional sentences appropriate to the context provided; will develop their ability to operate the input in a functioanl way within the framework of the information provided and they will bear in their minds that when conditional sentences differ formally, they differ semantically as well. It is thought that the practice of these suggestions by native Turkish students will enable them to compare and contrast 'sEyDI' and '-DIysE' conditional sentences, and 'develop an awareness' of the functional qualities of these structures. However, the scope of this study must be extended in order to achieve the stated goals and the effectiveness of the consciousness-raising activities related to the students’ mother tongue must be controlled.
Type: Individual Paper
Status: Completed
Publication Info: Hacettepe University, Journal of Faculty of Letters, 27(1), 73-87.
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