Biliş ve kültürün, ikinci dil İngilizce ad bileşiklerinin üretimi ve anlamlandırılmasındaki etkisi

The present study investigates the factors that affect the production and the interpretation of L2 English Noun-Noun Compounds. In addition to the L1 typology (limited with compounding structure in this study) (Lardiere, 1995) on a form basis in the NNC production of the L2 learners, the study proposes two more factors: real-world knowledge and culture. The present study approaches to the interpretation process from a cognitive linguistic perspective. Analyzing learners' interpretation from a schematic view (Langacker, 1987), it is claimed that L2 learners' interpretation of L2 English NNCs is influenced by their cognitive schemas, as addressed in the study real-world knowledge. In other words, real-world knowledge is considered as a part of cognitive schemas by being investigated from a schematic perspective. In addition to the real-world knowledge of the learners, the present study proposes culture (cultural schemas) as the third factor affecting the learning process of L2 English NNCs, specifically, during the interpretation process. To determine the effect of the proposed factors, a picture elicitation task, a grammaticality judgement test and an interpretation task developed by the researcher are conducted on the participants of the study. The participants consist of three groups: Turkish (40), Italian (40) and English (10) native speakers. Turkish and Italian participants as L2 English learners have intermediate-level English proficiency. The results are analyzed utilizing both qualitative and quantitative methods (Independent t-test, content analysis). In the light of the results, the present study reveals important findings: (i) L1 compounding form is effective on the production of L2 English NNCs in terms of form; (ii) L2 knowledge on the target structures is an important factor on a form basis; (iii) real-world knowledge (and relevant cognitive schemas) and cultural schemas are a significant factor in the interpretation of novel NNCs and in the existence of a specific cultural schema, the cultural schema overweighs the real-world knowledge by increasing the saliency of the cultural concept in the schema activation process; (iv) Considering the context-dependency of schemas, L2 learners of different communities differ from each other in terms of their schemas, and so, their learning process. The novel findings about the effect of L1 culture on L2 with a cognitive perspective reveals important implications for L2 teaching and calls for paying attention to the native culture of the foreign language learners. Keywords: L2 English, Noun-Noun Compounds, real-world knowledge, cultural schemas, Cognitive Linguistics, Second Language Acquisition