Dil eğitimi alan öğrencilerin aradil gramerlerindeki görünüş, zaman ve söylem ilişkileri: Türkiye'de yabancı dil bağlamında analitik bir çalışma

Temporal semantics has been an intriguing research area in language acquisition since the 1970s and the 1980s. In this study, acquisition of temporality has been investigated in terms of two hypotheses: the Aspect Hypothesis and the Discourse Hypothesis. This study is concerned with how those hypotheses play a role in the developing temporal morphology of learners of English and aims to investigate which hypothesis has an impact on language development in terms of both comprehension and production. For this purpose, data collection tools consisting of two comprehension tasks and one production task were developed by the researcher and administered to students at different language levels. A total of 108 participants participated in the study. 90 of them were English as a foreign language (EFL) learners, and the remaining 18 were native speakers of English. The 90 learner participants consisted of equal numbers of students at Pre-intermediate, Intermediate, and Advanced levels in English (30 belonging to each level). The results showed that both the Aspect Hypothesis and the Discourse hypotheses had an impact on both students' and native speakers' temporal morphology in English.