@article{article_477600, title={REPETITION IN CHILD-DIRECTED QUESTIONS; A COMPARISON OF TURKISH AND ENGLISH LANGUAGES}, journal={Firat University Journal of Social Sciences}, volume={29}, pages={73–80}, year={2019}, DOI={10.18069/firatsbed.477600}, author={İlhan, Berk}, keywords={Variation sets,repetition,child-directed speech,questions,early language acquisition}, abstract={<p class="MsoNormal" style="text-align:justify;line-height:normal;"> <span lang="en-us" style="font-size:10pt;font-family:’Times New Roman’, serif;" xml:lang="en-us">The studies for repetition in Child-directed Speech
(CDS) have focused mostly on affirmative and negative sentences without
discrimination and the children in these studies have been the ones who can
produce one or two words. There is a gap in the field of Turkish language
acquisition for studies which analyze speech directed to children at earlier
ages. In order to contribute to the field, the present study has investigated
if there are common variation sets in child-directed Turkish questions at early
ages or not and whether there are different variation sets in English and
Turkish questions. As Turkish data, the conversations between Eylül (1:3) and
her caregivers have been recorded for two months by the researcher and English
data (Morgan, 1:3) has been obtained from CHILDES database. The analysis has
revealed that addition of specific reference and reordering are the most common
variation sets in Turkish questions. However, in English questions, the most
common sets are lexical substitution, rephrasing and deletion of specific
reference. Child directed questions in English tend to be economical, whereas,
Turkish questions provide more cues about the structure of language by
presenting them to the child by repetition.  </span> </p> <p> </p>}, number={2}, publisher={Fırat University}