Abstract
Çocuğa
yöneltilen dil üzerine yapılan çalışmalar çoğunlukla ayrım yapmadan olumlu ve
olumsuz düz cümlelere odaklanmıştır. Türk dili edinimi alanında erken
yaşlardaki çocuğa yöneltilen dili inceleyen çalışmalar açısından eksiklik
bulunmaktadır. Alana katkıda bulunmak amacıyla, bu çalışmada çocuğa erken
yaşlarda yöneltilen Türkçe sorularında yaygın olarak kullanılan tekrarlamaların
olup olmadığını incelemiş, İngilizce ve Türkçe sorularında tekrarlamalar
açısından bir fark olup olmadığı karşılaştırılmıştır. Türkçe veri, Eylül (1:3)
ve ebeveynleri arasındaki diyaloglar iki ay boyunca araştırmacı tarafından
kaydedilmiş, İngilizce veri (Morgan (1:3) ise CHILDES veri tabanından
alınmıştır. Verilerin analizi, Türkçede, özel referans ekleme ve yeniden sıralama
tekrarlamalarının kullanımının yaygın olduğunu ortaya çıkarmıştır. İngilizce
sorularında ise, en yaygın kullanılan tekrarlamaların, kelime değiştirme,
yeniden ifade etme ve özel referansın çıkarılması olduğunu göstermiştir. Çocuğa
yöneltilen İngilizce soruların daha ekonomik olmaya eğimli olup; Türkçe sorular
ise tekrarlama yoluyla çocuğa dilin yapısı hakkında daha fazla ipucu sunmuştur.
References
- Brent, M. R. & Siskind, J. M (2001), The role of exposure to isolated words in early vocabulary development, Cognition, 81, 31-44.
- Broen, P.A.(1972), The verbal environment of the language-learning child, ASHA Monograph, Number 17, American Speech and Hearing Association. Washington D.C.
- Hoff-Ginsberg, E.(1986) ,Function and structure in maternal speech: Their relation to the child’s development of syntax, Developmental Psychology, 22(3):155–163.
- Hoff-Ginsberg, E. (1990), Maternal speech and the child’s development of syntax: a further look, Journal of Child Language, 17:85–99.
- Kaye, K. (1980), Why we don’t talk ‘baby talk’ to babies, Journal of Child Language, 7:489–507.
- Küntay, A.C. & Slobin, D.I. (1996), Listening to a Turkish mother: Some puzzles for acquisition, Social Interaction, Social Context, and Language. Essays in the Honor of Susan Ervin-Tripp; 265-286.
- Küntay, A.C. & Slobin, D.I. (2002), Putting interaction back into child language: Examples from Turkish, Psychology of Language and Communication; 6:5-14.
- Long, M., Tao, S., Vega, D., Jiang, T., Wen, Q., & Sophia, L. (2016), Repetition across successive sentences facilitates young children’s word learning, HHS Public Access, 8(5), 444–454. https://doi.org/10.1158/1940-6207.CAPR-14-0359.Nrf2-dependent
- Snow, C.E. (1972), Mothers’ speech to children learning language, Child Development, 43(2):549– 565.
- Wirén, M., Björkenstam, K. N., Grigonyté, G., & Cortes, E. E. (2016), Longitudinal Studies of Variation Sets in Child-directed Speech, Proceedings of the 7th Workshop on Cognitive Aspects of Computational Language Learning, 3, 44–52. https://doi.org/10.18653/v1/W16-1907
Abstract
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.
References
- Brent, M. R. & Siskind, J. M (2001), The role of exposure to isolated words in early vocabulary development, Cognition, 81, 31-44.
- Broen, P.A.(1972), The verbal environment of the language-learning child, ASHA Monograph, Number 17, American Speech and Hearing Association. Washington D.C.
- Hoff-Ginsberg, E.(1986) ,Function and structure in maternal speech: Their relation to the child’s development of syntax, Developmental Psychology, 22(3):155–163.
- Hoff-Ginsberg, E. (1990), Maternal speech and the child’s development of syntax: a further look, Journal of Child Language, 17:85–99.
- Kaye, K. (1980), Why we don’t talk ‘baby talk’ to babies, Journal of Child Language, 7:489–507.
- Küntay, A.C. & Slobin, D.I. (1996), Listening to a Turkish mother: Some puzzles for acquisition, Social Interaction, Social Context, and Language. Essays in the Honor of Susan Ervin-Tripp; 265-286.
- Küntay, A.C. & Slobin, D.I. (2002), Putting interaction back into child language: Examples from Turkish, Psychology of Language and Communication; 6:5-14.
- Long, M., Tao, S., Vega, D., Jiang, T., Wen, Q., & Sophia, L. (2016), Repetition across successive sentences facilitates young children’s word learning, HHS Public Access, 8(5), 444–454. https://doi.org/10.1158/1940-6207.CAPR-14-0359.Nrf2-dependent
- Snow, C.E. (1972), Mothers’ speech to children learning language, Child Development, 43(2):549– 565.
- Wirén, M., Björkenstam, K. N., Grigonyté, G., & Cortes, E. E. (2016), Longitudinal Studies of Variation Sets in Child-directed Speech, Proceedings of the 7th Workshop on Cognitive Aspects of Computational Language Learning, 3, 44–52. https://doi.org/10.18653/v1/W16-1907
Details
| Primary Language | English |
|---|---|
| Journal Section | Issue |
| Authors | |
| Publication Date | August 30, 2019 |
| Submission Date | November 1, 2018 |
| Published in Issue | Year 2019 |