KATKISIZ EYLEM YAPILARININ METİNSEL EŞDİZİMLİLİĞİ
TEXTUAL COLLOCATION OF PURE ACTION STRUCTURES

Author(s): Meltem Ayabakan Ipek
Subject(s): Foreign languages learning, Morphology, Lexis, Historical Linguistics, Sociolinguistics, School education, State/Government and Education, Sociology of Education, Stylistics
Published by: Artsürem Bilim Sanat Danışmanlık A.Ş (Artsürem Yayıncılık)
Keywords: Pure actions; pure action structures; textual collocation; thematic roles; member structure;
Summary/Abstract: In this study, the textual collocation appearances of light verb constructions in secondary school Turkish textbooks were investigated within the framework of their thematic roles and argument structures. Light verbs, which are not appeared in the sentence on their own but are used together with another verb or noun and have a high degree of abstraction (Butt, 2003), require lexical or syntactical use with a noun. The main purpose of the study is to determine how the light verb constructions that emerge as a result of this requirement are included in the texts in secondary school Turkish textbooks and to examine them at the semantics-syntax intersection, in other words, within the textual collocation network of the light verb constructions. In order to analyze the complex data layers that emerged due to the subject and purpose of this study, Data Mining was used, and a special-purpose corpus was created using the Python 3.10.8 programming language, the VsCode IDE and the Pandas library with the MEB-approved 5th, 6th, 7th and 8th grade secondary school Turkish textbooks. The data obtained from the corpus were analyzed using the Collocation Method together with inductive and deductive methods. As a result of the analysis, it was determined that the light verbs of take, throw, do, stop, be, make and give were combined with different names and turned into light verb constructions and were included in the books with an unbalanced frequency distribution. It has been determined that the light verb constructions presented in secondary school Turkish textbooks show syntactic position variability in text sentences and carry all the thematic roles in Frawley's (1992) classification, especially agent, theme, and experiencer, at different frequencies in the argument structures. It is thought that the conclusions reached in the light of the findings of this research will contribute to the teaching of Turkish both as a native language and a foreign language, while revealing the didactic view of light verbs and light verb constructions in Turkish. It is also argued that this study will pioneer the creation of the thematic role hierarchy in Turkish and will form the theoretical basis for subsequent studies on thematic roles.

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