“Bir Karma Yöntem Araştırması Yabancı Dil Olarak Türkçe Öğrenenlerin Kullandıkları Sözcüksel Çıkarım Stratejileri
11. Uluslararası Yabancı Dil Olarak Türkçe Öğretimi Kongresi, Bursa, Türkiye, 24 - 26 Nisan 2026, ss.201-202, (Özet Bildiri)
- Yayın Türü: Bildiri / Özet Bildiri
- Basıldığı Şehir: Bursa
- Basıldığı Ülke: Türkiye
- Sayfa Sayıları: ss.201-202
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Ondokuz Mayıs Üniversitesi Adresli: Evet
Özet
This study aims to investigate the lexical inference strategies employed by learners of Turkish as a foreign language when they encounter unknown words. Vocabulary knowledge is a fundamental component of the language learning process and has a decisive impact on reading comprehension skills. When learners encounter unknown words in texts, they primarily attempt to infer meaning from context. This cognitive process, termed lexical inference, involves evaluating cues related to the text, syntax, and morphology. This skill contributes not only to text comprehension but also to the independent learning of new words. In the quantitative dimension of this mixed-methods study, a scale was administered to identify the strategies used by learners, and the data were analyzed using descriptive statistics. The study group consisted of international students learning Turkish in Samsun. The findings indicate that learners employ different strategies. A significant proportion of participants primarily consider the general context and analyze the sentence containing the unknown word when attempting to infer its meaning. Learners frequently use strategies such as examining the word's function within the sentence, extracting clues from other words, and making inferences. Some learners also benefit from textual coherence by utilizing preceding and subsequent sections of the text. The results show that learners do not rely on a single strategy but rather use multiple strategies in combination. Strategies such as inferring meaning from context, determining the word's function, and making predictions based on the overall meaning of the text exhibit higher usage levels compared to others. It was found that learners rarely skip unknown words or pass over them without attempting to infer meaning, indicating a tendency to employ active cognitive strategies. The findings reveal that lexical inference skill plays a significant role in the reading process. Accordingly, it is considered that strategy instruction aimed at developing learners' skills in inferring meaning from context should be emphasized more in teaching Turkish as a foreign language. Practices that enable learners to notice cues within texts during reading activities could contribute to more effective comprehension of unknown words. Furthermore, organizing instructional materials to support the use of various inference strategies could help make vocabulary learning more durable and functional.