Papers by Leyla Marti
EĞİTİM VE BİLİM, Nov 14, 2013
The current study investigates whether or how Turkish learners of English (TLEs) transfer pragmat... more The current study investigates whether or how Turkish learners of English (TLEs) transfer pragmatic knowledge from their native language into English when performing the speech act of complaining. A total of 3000 written responses collected from TLEs and native speakers of both English (ENSs) and Turkish (TNSs) via a ten-item discourse completion task were analyzed. The study points to diverse results: it reveals that (1) requests, hints, and annoyance are the most commonly-used strategies by all three groups. (2) TLEs use the strategies hints, ill consequences, direct accusation, and threats/warnings at frequencies that are closer to the ENSs' frequencies, (3) the TLEs, ENSs and TNSs are statistically indistinguishable in their use of annoyance, blame (behavior), and blame (person), and finally (4) the TLEs use modified blame at an intermediate level with respect to the ENSs and the TNSs, reflecting weak negative pragmatic transfer.
The current study investigates whether or how Turkish learners of English (TLEs) transfer pragmat... more The current study investigates whether or how Turkish learners of English (TLEs) transfer pragmatic knowledge from their native language into English when performing the speech act of complaining. A total of 3000 written responses collected from TLEs and native speakers of both English (ENSs) and Turkish (TNSs) via a ten-item discourse completion task were analyzed. The study points to diverse results: it reveals that (1) requests, hints, and annoyance are the most commonly-used strategies by all three groups. (2) TLEs use the strategies hints, ill consequences, direct accusation, and threats/warnings at frequencies that are closer to the ENSs' frequencies, (3) the TLEs, ENSs and TNSs are statistically indistinguishable in their use of annoyance, blame (behavior), and blame (person), and finally (4) the TLEs use modified blame at an intermediate level with respect to the ENSs and the TNSs, reflecting weak negative pragmatic transfer.
This study investigates the emotions one experiences when one participates in impolite discourses... more This study investigates the emotions one experiences when one participates in impolite discourses. Specifically, it addresses the question of whether different cultures experience different emotions in the light of discourses deemed impolite. We begin by discussing the nature of impoliteness, pointing out that key concepts such as face and sociality rights seem to be closely connected to particular emotions. We discuss the role of cognition in the mediation of emotion, arguing that it is essential in the explanation of impoliteness, and indeed cultural variation. We analyse 500 reports of impoliteness events generated by undergraduates based in England, Finland, Germany, Turkey and China. We extract emotion labels from our data and classify them into emotion groups. Our results suggest that there is less cultural variation at higher level emotion categories, but more at lower level. For example, our Chinese and Turkish data suggests that our informants contrast with the other datasets in experiencing sadness to a greater degree.
This study involved a corpus-based textual analysis of authorial presence markers in the argument... more This study involved a corpus-based textual analysis of authorial presence markers in the argumentative essays of Turkish and American students. Utilising Hyland’s interactional metadiscourse model (2005a) as the analysis framework, it aimed to compare the features of stance in L1 and L2 essays by Turkish learners of English with those in essays by monolingual American students. Also, discourse-based interviews with ten students contributed to an understanding of the use of markers in their L1 and L2 writing. The results indicate that the use of authorial presence markers in English essays by Turkish students was more similar to the use of these markers in writing by novice native English-speaking students than to the use of markers in the Turkish students’ own writing in Turkish. The textual and interview data are discussed in relation to writing instruction, L1 writing conventions, and the institutional context.
This article examines a female teacher’s and a male teacher’s interactions with female and male s... more This article examines a female teacher’s and a male teacher’s interactions with female and male students in English as a Foreign Language (EFL) classrooms. Lessons in two EFL classrooms in the preparatory school of a state university in Turkey, one classroom with a female teacher and the other with a male teacher, were observed and video-taped for two months. The lessons were transcribed and analysed using an adaptation of Sinclair and Coulthard’s (1975, 1992) Classroom Discourse Analysis Model. The findings of the study showed that in general there was not an equal distribution between teachers’ moves, both academic and nonacademic, directed to female and male students in either classroom. The results of the study are discussed in reference to relevant literature on gender and classroom interaction and the authors draw attention to pedagogical implications. Keywords: Gender and Classroom Interaction, Teacher-Student Interaction, In/Equality in the Classroom, EFL Classrooms in Turkey.
Journal of English for Academic Purposes, 2019
This study aimed to investigate the role of nativeness and expertise on reporting practices in wr... more This study aimed to investigate the role of nativeness and expertise on reporting practices in writing with regards to patterns of use and construction of stance. The study compared four corpora of research articles and papers in the field of applied linguistics written by expert native English writers, Turkish non-native expert English writers, novice native English writers, and Turkish novice non-native English writers. A corpus-based analysis explored the features of these other-sourced research reports, that is, verb controlling that clauses focusing on subject type, reference type, and reporting verbs. Findings show that expertise level is an important factor in disciplinary writing as native and non-native expert writers show little variation in their reporting practices whereas remarkable variation is found between nonnative novice writers and the other groups. Furthermore, findings support the view that nonnative writing is discursively hybrid, a phenomenon that is more evident in novice writing.
Language Acquisition and Language Disorders, 2016
Journal of English for Academic Purposes, 2015
This study involved a corpus-based textual analysis of authorial presence markers in the argument... more This study involved a corpus-based textual analysis of authorial presence markers in the argumentative essays of Turkish and American students. Utilising Hyland's interactional metadiscourse model (2005a) as the analysis framework, it aimed to compare the features of stance in L1 and L2 essays by Turkish learners of English with those in essays by monolingual American students. Also, discourse-based interviews with ten students contributed to an understanding of the use of markers in their L1 and L2 writing. The results indicate that the use of authorial presence markers in English essays by Turkish students was more similar to the use of these markers in writing by novice native English-speaking students than to the use of markers in the Turkish students' own writing in Turkish. The textual and interview data are discussed in relation to writing instruction, L1 writing conventions, and the institutional context.
Martı, L. (2000). Cross-cultural speech act realisation: The case of requests in the Turkish spee... more Martı, L. (2000). Cross-cultural speech act realisation: The case of requests in the Turkish speech of Turkish monolingual and Turkish-German bilingual speakers (pp. 383-391). In A. Göksel and C. Kerslake (eds). Studies on Turkish Linguistics and Turkic Languages: Proceedings in The Ninth International Conference on Turkish Linguistics, Oxford, 12-14 August 1998. Wiesbaden: Harrassowitz.
Marti, L. (2012). Tangential floor in a classroom setting. System, 40(3) 398-406.
http://dx.doi.o... more Marti, L. (2012). Tangential floor in a classroom setting. System, 40(3) 398-406.
http://dx.doi.org/10.1016/j.system.2012.07.006
This article examines floor management in two classroom sessions: a task-oriented computer lesson and a literature lesson. Recordings made in the computer lesson show the organization of floor when a task is given to students. Temporary or " incipient " side floors (Jones and Thornborrow, 2004) emerge beside the main floor. In the literature lesson, a permanent side floor is established by Turkish-German bilinguals alongside the main floor. To describe this type of floor, the term " tangential floor " is proposed. An analysis of turns in the two lessons reveals that the code-switching by the bilinguals contributes to the shaping and unfolding of floor. In the literature lesson, they use German in the tangential floor, but use more Turkish, with a few code-switching episodes, in the task-oriented computer lesson.
Culpeper, J., Schauer, G. Marti, L. Mei, M and M. Nevala (2014). Impoliteness and emotions in a c... more Culpeper, J., Schauer, G. Marti, L. Mei, M and M. Nevala (2014). Impoliteness and emotions in a cross-cultural perspective. In A. Langlotz and A. Soltysik Monnet (Eds.), SPELL: Swiss Papers in English Language and Literature, 30, (pp. 67-88). Tübingen: Narr Verlag.
This study investigates the emotions one experiences when one participates in impolite discourses. Specifically, it addresses the question of whether different cultures experience different emotions in the light of discourses deemed impolite. We begin by discussing the nature of impoliteness, pointing out that key concepts such as " face " and " sociality rights " seem to be closely connected to particular emotions. We discuss the role of cognition in the mediation of emotion, arguing that it is essential in the explanation of impoliteness, and indeed cultural variation. We analyse 500 reports of impoliteness events generated by undergraduates based in England, Finland, Germany, Turkey and China. We extract emotion labels from our data and classify them into emotion groups. Our results suggest that there is less cultural variation at higher level emotion categories, but more at lower level. For example, our Chinese and Turkish data suggests that our informants contrast with the other datasets in experiencing sadness to a greater degree.
Intercultural Pragmatics 7-4: 597–624, 2010
This paper investigates cross-cultural variation in the perception of impoliteness. It is based o... more This paper investigates cross-cultural variation in the perception of impoliteness. It is based on 500 impoliteness events reported by students in England, China, Finland, Germany and Turkey. The main analytical framework adopted is Spencer-Oatey's (e.g. 2000) "rapport management", covering various types of face as well as sociality rights. We offer some clarifications of this framework, and explain and demonstrate how it can be operationalised for quantitative analysis. In general, it offers a good account of our data, though accommodating ambiguous cases proved to be a major challenge. Our quantitative analysis suggests that three of the five categories of Spencer-Oatey's framework are key ones, namely, quality face, equity rights and association rights. Furthermore, differences between our geographically separated datasets emerge. For example, the England-based data has a preponderance of impoliteness events in which quality face is violated, whereas the China- based data has a preponderance where equity rights are violated. We offer some explanations for these differences, relating them where possible to broader cultural issues.
Authorial presence in L1 and L2 novice academic writing: Cross-linguistic and cross-cultural perspectives
This study involved a corpus-based textual analysis of authorial presence markers in the argument... more This study involved a corpus-based textual analysis of authorial presence markers in the argumentative essays of Turkish and American students. Utilising Hyland's interactional metadiscourse model (2005a) as the analysis framework, it aimed to compare the features of stance in L1 and L2 essays by Turkish learners of English with those in essays by monolingual American students. Also, discourse-based interviews with ten students contributed to an understanding of the use of markers in their L1 and L2 writing. The results indicate that the use of authorial presence markers in English essays by Turkish students was more similar to the use of these markers in writing by novice native English-speaking students than to the use of markers in the Turkish students' own writing in Turkish. The textual and interview data are discussed in relation to writing instruction, L1 writing conventions, and the institutional context.
Journal of Pragmatics, 2006
This study focuses on both the realisation and politeness perception of requests made by Turkish ... more This study focuses on both the realisation and politeness perception of requests made by Turkish monolingual speakers and Turkish-German bilingual returnees. It investigates the possibility that the Turkish-German bilingual returnees' pragmatic performance may have been affected by pragmatic transfer from German. As an initial step, a discourse completion test (DCT) was administered to Turkish monolinguals and Turkish-German bilingual returnees, in order to elicit requests in 10 different situations. Second, a politeness rating questionnaire was used to measure the perceived politeness of requests in Turkish in order to investigate the relationship between indirectness and politeness. The results of the questionnaire showed that indirectness and politeness are related, but not linearly linked concepts. In regard to indirectness, a cross-cultural comparison revealed that Turkish monolingual speakers seemed to prefer more direct strategies when compared to German speakers. Although the overall results of the DCT did not confirm pragmatic transfer, in some strategies the bilinguals preferred indirectness more than Turkish monolinguals did À a finding which is consistent with the hypothesis that they experienced some influence from German. Furthermore, this study explores the nature of requests beyond the limits of traditional speech act theory. Adopting a broader perspective when analyzing the DCT data (i.e., moving beyond the Blum-Kulka et al. [1989] framework), my study shows that informants employ strategies other than those reported in most studies using DCTs: deliberate choices of opting out, providing alternative solutions, and attempts at negotiation. A re-analysis of the DCT data revealed that in some situations, the Turkish monolinguals tended to be more reluctant to make a request, whereas the Turkish-German bilinguals opted out less frequently, but preferred indirect strategies. Thus, further investigation needs to cover not only the 'said', but also the 'unsaid' responses of the requestees, in order to shed more light on the issue of indirectness. #
Book Chapters by Leyla Marti
Bayyurt, Y and Martı, L. (2016). Cross-linguistic effects in the use of suggestion formulas by L2... more Bayyurt, Y and Martı, L. (2016). Cross-linguistic effects in the use of suggestion formulas by L2 Turkish learners. In A. Gürel (eds.) Second Language Acquisition of Turkish (pp. 195-220). Amsterdam: John Benjamins. ISBN: 978 90 272 5322 4
Studies in Intercultural, Cognitive and Social Pragmatics, 2007
This study aims at investigating the perceived politeness of request strategies in Turkish, compa... more This study aims at investigating the perceived politeness of request strategies in Turkish, comparing the results cross-culturally and exploring the indirectness-politeness link. Turkish speakers rated request strategies according to a nine-point scale from extremely polite to extremely impolite. In order to explore the indirectness-politeness link, a cross-cultural comparison was made. Whereas Brown and Levinson (1987) and Leech’s (1983) influential politeness theories underline a strong relationship between these two notions, studies such as Blum-Kulka’s (1987) show that this might not be the case. The results of my study show that direct strategies can also be perceived as very polite. Turkish politeness results are compared with results obtained in Hebrew and English in the Blum-Kulka (1987) study. The results of this questionnaire suggest that the indirectness-politeness relationship is a complex one. As a next step, individual request strategies rather than directness categories are studied in order to make an in-depth analysis. Focusing on individual request strategies enables us (a) to find out whether all the request strategies grouped into particular directness categories were assessed the same (e.g. whether [and if] all hints were perceived as polite) and (b) to explore other factors that have an influence on politeness.
Teaching English as a Foreign Language: Proposals for the Language Classroom. Periferic Edicions (Spain). , 2012
This study investigates the use of suggestions in second language (L2) Turkish produced by first ... more This study investigates the use of suggestions in second language (L2) Turkish produced by first language (L1) English-speakers. The data were collected via a discourse completion test (DCT) comprising 10 situations as well as a collection of essays written to 'a friend'. Participants in the study were 15 advanced learners of L2 Turkish and 30 native speakers of Turkish.
Second Language Acquisition of Turkish, Jun 1, 2016
This study investigates the use of suggestions in second language (L2) Turkish produced by first ... more This study investigates the use of suggestions in second language (L2) Turkish produced by first language English speakers. The data were collected via a discourse completion task and essays in the form of a letter to a friend. Participants were 15 advanced L2 Turkish learners and 30 native Turkish speakers. The findings
show that suggestions made by L2 participants in both tasks differed considerably from the way these were used by native speakers in terms of sensitivity to social context: the L2 learners were found to be less sensitive to social context
than native speakers. Native-nonnative differences in the choice and use of suggestion strategies indicate a particular difficulty associated with the acquisition of speech acts even for high-proficiency learners.
Keywords: suggestions, interlanguage pragmatics, L2 Turkish, acquisition of speech acts, study abroad context
books by Leyla Marti
Uploads
Papers by Leyla Marti
http://dx.doi.org/10.1016/j.system.2012.07.006
This article examines floor management in two classroom sessions: a task-oriented computer lesson and a literature lesson. Recordings made in the computer lesson show the organization of floor when a task is given to students. Temporary or " incipient " side floors (Jones and Thornborrow, 2004) emerge beside the main floor. In the literature lesson, a permanent side floor is established by Turkish-German bilinguals alongside the main floor. To describe this type of floor, the term " tangential floor " is proposed. An analysis of turns in the two lessons reveals that the code-switching by the bilinguals contributes to the shaping and unfolding of floor. In the literature lesson, they use German in the tangential floor, but use more Turkish, with a few code-switching episodes, in the task-oriented computer lesson.
This study investigates the emotions one experiences when one participates in impolite discourses. Specifically, it addresses the question of whether different cultures experience different emotions in the light of discourses deemed impolite. We begin by discussing the nature of impoliteness, pointing out that key concepts such as " face " and " sociality rights " seem to be closely connected to particular emotions. We discuss the role of cognition in the mediation of emotion, arguing that it is essential in the explanation of impoliteness, and indeed cultural variation. We analyse 500 reports of impoliteness events generated by undergraduates based in England, Finland, Germany, Turkey and China. We extract emotion labels from our data and classify them into emotion groups. Our results suggest that there is less cultural variation at higher level emotion categories, but more at lower level. For example, our Chinese and Turkish data suggests that our informants contrast with the other datasets in experiencing sadness to a greater degree.
Book Chapters by Leyla Marti
show that suggestions made by L2 participants in both tasks differed considerably from the way these were used by native speakers in terms of sensitivity to social context: the L2 learners were found to be less sensitive to social context
than native speakers. Native-nonnative differences in the choice and use of suggestion strategies indicate a particular difficulty associated with the acquisition of speech acts even for high-proficiency learners.
Keywords: suggestions, interlanguage pragmatics, L2 Turkish, acquisition of speech acts, study abroad context
books by Leyla Marti
http://dx.doi.org/10.1016/j.system.2012.07.006
This article examines floor management in two classroom sessions: a task-oriented computer lesson and a literature lesson. Recordings made in the computer lesson show the organization of floor when a task is given to students. Temporary or " incipient " side floors (Jones and Thornborrow, 2004) emerge beside the main floor. In the literature lesson, a permanent side floor is established by Turkish-German bilinguals alongside the main floor. To describe this type of floor, the term " tangential floor " is proposed. An analysis of turns in the two lessons reveals that the code-switching by the bilinguals contributes to the shaping and unfolding of floor. In the literature lesson, they use German in the tangential floor, but use more Turkish, with a few code-switching episodes, in the task-oriented computer lesson.
This study investigates the emotions one experiences when one participates in impolite discourses. Specifically, it addresses the question of whether different cultures experience different emotions in the light of discourses deemed impolite. We begin by discussing the nature of impoliteness, pointing out that key concepts such as " face " and " sociality rights " seem to be closely connected to particular emotions. We discuss the role of cognition in the mediation of emotion, arguing that it is essential in the explanation of impoliteness, and indeed cultural variation. We analyse 500 reports of impoliteness events generated by undergraduates based in England, Finland, Germany, Turkey and China. We extract emotion labels from our data and classify them into emotion groups. Our results suggest that there is less cultural variation at higher level emotion categories, but more at lower level. For example, our Chinese and Turkish data suggests that our informants contrast with the other datasets in experiencing sadness to a greater degree.
show that suggestions made by L2 participants in both tasks differed considerably from the way these were used by native speakers in terms of sensitivity to social context: the L2 learners were found to be less sensitive to social context
than native speakers. Native-nonnative differences in the choice and use of suggestion strategies indicate a particular difficulty associated with the acquisition of speech acts even for high-proficiency learners.
Keywords: suggestions, interlanguage pragmatics, L2 Turkish, acquisition of speech acts, study abroad context