Farklı kökenlere sahip İngilizce öğrenenlerin derlem analizi: İngilizce fiil kalıpları sözlüğü (Pdev) aracılığı ile fiil-isim kalıplarının incelenmesi

This thesis aims to investigate how native and non-native learners of English use verb-noun patterns. In line with this purpose, this thesis focuses on the use of verb-noun patterns in the argumentative essays of Turkish, Norwegian and Japanese learners. Contrastive Interlanguage Analysis (CIA) was employed through applying corpus-pattern analysis (CPA) methodology to see how learners from different L1 backgrounds and native speakers of English use verb-noun patterns in their argumentative essays. Both quantitative and qualitative analyses were employed and TICLE, NICLE and JPICLE, sub-corpora of the International Corpus of Learner English (ICLE) were compared to the Louvain Corpus of Native English Essays (LOCNESS) consisting of articles by native speakers of English. Pearson Test of English (PTE) Collocation list was used as a reference for word selection. Verbs were selected based on several strict selection criteria. As for the quantitative analysis, frequency and log-likelihood analysis were done to observe if there was a statistically significant difference across target corpora and to see to what extent learners used the target patterns. The concordance lines were matched with their patterns in the Pattern Dictionary of English Verbs (PDEV) which was an online tool providing pattern descriptions for verbs. Moreover, the qualitative analysis included concordance lines comparisons across three learner corpora. As a result of quantitative analysis, only verbs accept and allow were found statistically significant for further analysis. The analysis for two verbs showed some possible divergent patterns which did not have any matches in the PDEV. Thus, further examination was done to decide whether they were divergent or not. Grammar Patterns 1: Verbs was used to check these patterns and British National Corpus (BNC) was used to check if these patterns had their frequency in native data or not. Based on the findings of this thesis, it was seen that CPA and PDEV were easily applied to learner corpora; however, it was also observed that there was a difference between Turkish and Norwegian learners and similarity between Turkish and Japanese learners for the use of verb-noun patterns in their essays. It could be suggested that learners who have different L1 backgrounds should be taught verb-noun collocations in teaching materials to increase collocational awareness.