Türk İngilizce öğretmenliği öğrencilerinin tartışmacı yazılarındakı dilbilgisel eşdizimlerin derlem tabanlı analizi

The significance of collocation is highlighted since it plays a crucial role in enhancing EFL/ESL learners' speaking, reading, listening, and writing skills, and facilitates more natural communication. It is often argued that non-native writers struggle to use grammatical collocations as effectively as native speakers, and even proficient learners who have achieved a significant degree of fluency in a foreign language may commit collocational errors. The present study aimed to reveal the use of grammatical collocations by Turkish learners of English through a corpus-based methodology. To this end, a learner corpus was compiled from argumentative essays written between 2009 and 2023 by prospective English teachers enrolled in the ELT Program at the Faculty of Education, Anadolu University. For comparison purposes, LOCNESS was used as the reference native corpus. The study examined learners' overuse and underuse of grammatical collocation patterns based on Benson et al.'s (2010) framework. Additionally, the study delved into the incorrect usage of grammatical collocations in the learner corpus and errors were analysed through an interpretative approach based on predefined error categories to identify potential sources of errors. The findings revealed that, despite some similarities in pattern usage, learners avoided certain patterns perceived as complex and tended to prefer simpler structures. The analysis of the sources of errors showed that intralingual errors outnumbered interlingual errors; however, L1 transfer errors were still notable. The study outlined methodological and theoretical implications for teaching grammatical collocations and emphasised the need to enhance their representation in textbooks and dictionaries based on the findings.