Eylem yanulamlaması üzerine kesitsel bir araştırma: İngilizceyi yabancı dil olarak öğrenen öğrencilerin olgu dışı biliş eylemlerini kullanım durumları

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.