Research Article
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Effects of Second Language Acquisition on Narrative Structure and Linguistic Processes in Preschool and School- Aged Children

Year 2019, Volume: 39 Issue: 2, 369 - 399, 24.12.2019

Aslı Aktan-erciyes

https://doi.org/10.26650/SP2019-0023

Abstract

This research examines the effects of second language acquisition in early childhood on the structural and linguistic properties of narrative skills in the child’s native language. To investigate these questions, narrative and vocabulary skills in monolingual and bilingual children (Frog story) were evaluated. One hundred and twelve five- and seven-year-old monolingual (Language 1 [L1]: Mother tongue, Turkish) (N = 61) and bilingual (L1, Turkish; Language 2 [L2]: Second language, English) (N = 51) children participated in the study. Narrative skills were evaluated only for Turkish for monolingual children, whereas bilingual children were tested in English as well, the latter test taking place on a separate day. For the structural evaluation of narrative discourse, a schema is used to evaluate the narrative skills of bilingual children. The elements in the schema are: Frog story elements, sequence, perspective / emotion and affect, and finally engagement. In order to evaluate the linguistic complexity simple and complex clauses were coded. The percentage of complex clauses with respect to total clauses was used as an indication of linguistic complexity. There were two age groups in the monolingual and bilingual groups. The findings revealed that in L1: Turkish, bilingual and monolingual children differed for narrative structure components regardless of age group. Monolinguals outperformed their bilingual peers for frog story elements, sequence, perspective affect, and engagement. Age differences indicated that for five-yearolds there were no differences between monolinguals and bilinguals for perspective affect and engagement which were difficult skills to display at that age. Monolingual children were better at incorporating more complex structures into their narratives compared to bilinguals. It was found that bilingual and monolingual children did not differ in L1 vocabulary skills. The results showed that early exposure to L2 might result in negative outcomes for L1 narrative development.

Keywords

Second language acquisition bilingualism narrative skills

References

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  • Arnold, J. E. ve Griffin, Z. M. (2007). The effect of additional characters on choice of referring expression: Everyone counts. Journal of Memory and Language, 56(4), 521-536. doi:10.1016/j. jml.2006.09.007
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İkinci Dil Ediniminin Okul Öncesi ve Okul Çağı Çocuklarında Anlatı Becerilerinin Kurgusal ve Dilbilgisel Süreçlerine Olan Etkisi

Year 2019, Volume: 39 Issue: 2, 369 - 399, 24.12.2019

Aslı Aktan-erciyes

https://doi.org/10.26650/SP2019-0023

Abstract

Bu araştırma erken çocuklukta ikinci dil öğrenmenin anadildeki anlatı becerilerinin kurgusal ve dil bilgisel yapılarının üzerindeki etkilerini incelemektedir. Bu soruları araştırmak için tek dilli ve iki dilli çocuklara anlatı becerileri görevi (kurbağa hikayesi), sözcük dağarcığı testleri uygulanmıştır. Beş ve yedi yaşındaki 112 tek dilli (Dil 1 [D1]: Anadil, Türkçe) (N = 61) ve iki dilli (D1, Türkçe, Dil 2 [D2]: İkinci dil, İngilizce) (N = 51) çocuk araştırmaya katılmıştır. Anlatı becerileri tek dilli çocuklar için sadece Türkçe oturumla değerlendirilmiş, iki dilli çocuklar Türkçe dışında farklı bir oturum gününde ve farklı bir araştırmacıyla İngilizce olarak da değerlendirilmiştir. Anlatı söylemlerinin kurgusal açıdan değerlendirilmesi için alan yazında iki dilli çocukların anlatı becerilerini değerlendirmek için kullanılan ve dört temel alanı kapsayan bir şema kullanılmıştır. Buna göre hikayeler kurbağa hikayesi unsurları, akış, perspektif/duygu ve son olarak anlatımda canlılık alanlarında değerlendirilmiştir. Dil bilgisel karmaşıklık değerlendirilmesi için basit ve karmaşık cümlecikler kodlanmıştır. Karmaşık cümleciklerin yüzdesel oranı dil bilgisel karmaşıklık düzeyinin göstergesi olarak alınmıştır. Bulgular, anadilde anlatı becerilerinin iki dilli çocuklarda tek dilli çocuklara göre farklılık gösterdiğini, anlatı kurgusu unsurlarında (kurbağa hikayesi unsurları, akış, perspektif/duygu ve canlılık) ve dil bilgisel karmaşıklık alanlarında tek dilli çocukların iki dilli çocuklardan daha iyi performans gösterdiğini ortaya koymuştur. Yaşla ilgili farklılıklar beş yaşta perspektif/duygu ve canlılık unsurlarında tek ve iki dilli çocuklar arasında fark olmadığını, bu becerilerin bu yaş grubu için zor olduğunu ortaya koymuştur. İki dilli çocukların D1 sözcük dağarcığı becerilerinde tek dili çocuklardan farkı olmadığı bulunmuştur. Sonuçlar erken dönemde başlayan yoğun ikinci dil pratiklerinin anadildeki anlatı becerileri açısından olumsuz etkiler ortaya koyabileceğini göstermiştir.

Keywords

İkinci dil edinimi iki dillilik anlatı becerileri dil bilgisel karmaşıklık anlatı yapısı

References

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  • Aktan-Erciyes, A. ve Aksu-Koç, A. (2016). Second language exposure in the preschool. N. Ketrez ve B. Haznedar (Ed.), The acquisition of Turkish in childhood içinde (ss. 389 – 412). Amsterdam: John Benjamins.
  • Aksu-Koç, A. ve Aktan-Erciyes (2018). Narrative discourse: Developmental perspectives. A. Bar-On ve D. Ravid (Ed.), Handbook of communications disorders: Theoretical, empirical, and applied linguistic perspectives içinde (ss. 329-356). Amsterdam: De Gruyter Mouton.
  • Aksu-Koç, A. ve Nicolopoulou, A. (2015). Character reference in young children’s narratives: A crosslinguistic comparison of English, Greek, and Turkish. Lingua, 155, 62-84. doi:10.1016/j. lingua.2014.04.006.
  • Arnold, J. E. ve Griffin, Z. M. (2007). The effect of additional characters on choice of referring expression: Everyone counts. Journal of Memory and Language, 56(4), 521-536. doi:10.1016/j. jml.2006.09.007
  • Bamberg, M. (Ed.). (1997). Narrative development: Six approaches. Mahwah, NJ: Erlbaum.
  • Bamberg, M. ve Damrad-Frye, R. (1991). On the ability to provide evaluative comments: Further explorations of children’s narrative competencies. Journal of Child Language, 18(3), 689-710. doi: 10.1017/S0305000900011314
  • Bennett-Kastor, T. (2002). The “frog story” narratives of Irish–English bilinguals. Bilingualism: Language and Cognition, 5(2), 131-146. doi:10.1017/S1366728902000238
  • Berman, L. ve Slobin, D. I. (1994). Relating events in narrative: Across linguistic developmental study. Hillsdale, NJ: Lawrence Erlbaum Associates Inc., Publishers.
  • Berman, R. A. (2009). Language development in narrative contexts. The Cambridge handbook of child language içinde (ss. 355-375). Cambridge, UK: Cambridge University Press.
  • Cummins, J. (1991). Interdependence of first-and second-language proficiency in bilingual children. E. Bialystok (Ed.), Language processing in bilingual children içinde (ss. 70-89). Cambridge: Cambridge University Press.
  • Curenton, S. M. ve Justice, L. M. (2004). African American and Caucasian preschoolers’ use of decontextualized language. Language, Speech, and Hearing Services in Schools, 2(1), 1-25. doi:10.1044/0161-1461(2004/023)
  • Dickinson, D. K. ve Snow, C. E. (1987). Interrelationships among prereading and oral language skills in kindergartners from two social classes. Early Childhood Research Quarterly, 2(1), 1-25. doi:10.1016/0885-2006(87)90010-X
  • Dunn L. M. ve Dunn D. M. (2007). Peabody Picture Vocabulary Test (4. Baskı). Minneapolis, USA: Pearson Assessment.
  • Feagans, L. ve Appelbaum, M. I. (1986). Validation of language subtypes in learning disabled children. Journal of Educational Psychology, 78(5), 358-372. doi: 0022-0fi63/86/$0O.75
  • Gerrig, R. J. ve O’Brien, E. J. (2005). The scope of memory-based processing. Discourse Processes, 39(2-3), 225-242. doi: 10.1080/0163853X.2005.9651681
  • Gutiérrez-Clellen, V. F. (2002). Narratives in two languages: Assessing performance of bilingual children. Linguistics and Education, 13(2), 175-197. doi: 10.1016/S0898-5898(01)00061-4
  • Halliday, M. A. K. ve Hasan, R. (1976). Cohesion in English. Longman: London.
  • Hemphill, L. ve Snow, C. E. (1996). Language and literacy development: Discontinuities and differences. D. R. Olson ve N. Torrance (Ed.), Handbook of education and human development içinde (ss.173–201). Cambridge, MA: Blackwell.
  • Hickman, M. (2003). Children’s discourse: Person, space and time across languages. Cambridge University Press: Cambridge.
  • Hudson, J. A. ve Shapiro, L. R. (1991). From knowing to telling: The development of children’s scripts, stories, and personal narratives. A. McCabe ve C. Peterson (Ed.), Developing narrative structure içinde (ss. 89-136). Hillsdale, NJ: Erlbaum.
  • Iluz-Cohen, P. ve Walters, J. (2012). Telling stories in two languages: Narratives of bilingual preschool children with typical and impaired language. Bilingualism: Language and Cognition, 15(1), 58-74. doi:10.1017/S1366728911000538
  • Johnston, J. R. (2008). Narratives: Twenty-five years later. Topics in Language Disorders, 28(2), 93-98. doi: 10.1097/01.TLD.0000318931.08807.01
  • Kail, M., ve Hickmann, M. (1992). French children’s ability to introduce referents in narratives as a function of mutual knowledge. First language, 12(34), 73-94. doi:10.1177/014272379201203405
  • Karmiloff-Smith, A. (1981). A functional approach to child language: A study of determiners and reference (Vol. 24). Cambridge: Cambridge University Press.
  • Kaufman, D. (2001). Narrative development in Hebrew and English. L. Verhoeven ve S. Stromqvist (Ed.), Narrative development in a multilingual context içinde (ss. 319–340). Amsterdam: John Benjamins Publishing.
  • Kazak-Berument, S. ve Güven, A. G. (2013). Türkçe İfade Edici ve Alıcı Dil (TİFALDİ) Testi: I. Alıcı Dil Kelime Alt Testi standardizasyon ve güvenilirlik geçerlik çalışması. Türk Psikiyatri Dergisi, 24(3), 192-201.
  • Kuppersmit, J. ve Berman, R. (2001). Linguistic features of Spanish-Hebrew children’s narratives. L. Verhoeven ve S. Stomqvist (Ed.), Narrative development in a multilingual context içinde (ss. 277–318). Amsterdam: John Benjamins
  • Kupersmitt, J., Yifat, R. ve Blum-Kulka, S. (2014). The development of coherence and cohesion in monolingual and sequential bilingual children’s narratives: Same or different?. Narrative Inquiry, 24(1), 40-76. doi: https://doi.org/10.1075/ni.24.1.03kup
  • Küntay, A. C. (2002). Development of the expression of indefiniteness: Presenting new referents in Turkish picture-series stories. Discourse Processes, 33(1), 77-101. doi:https://doi.org/10.1207/ S15326950DP3301_04
  • Küntay, A. ve Nakamura, K. (2004). Linguistic strategiesserving evaluative functions: A comparison between Japanese and Turkish narratives. In S. Strömqvist ve L.Verhoeven (Ed.), Relating events in narrative (Vol. 2):Typological and contextual perspectives içinde (ss. 329–358). Mahwah, NJ: Lawrence Erlbaum.
  • Labov, W. ve Waletsky, J. (1967). Narrative analysis. T. J. Hjelm (Ed.), Essays on the verbal and visual arts içinde (ss. 12-44). Seattle: University of Washington Press.
  • Mayer, M. (1969). Frog, Where are you? New York: Dial Press.
  • Miller, J. F., Heilmann, J., Nockerts, A., Iglesias, A., Fabiano, L. ve Francis, D. J. (2006). Oral language and reading in bilingual children. Learning Disabilities Research and Practice, 21(1), 30-43. doi: https://doi.org/10.1111/j.1540-5826.2006.00205.x
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Primary Language Turkish
Journal Section Research Article
Authors

Aslı Aktan-erciyes This is me 0000-0002-6531-6140

Publication Date December 24, 2019
Submission Date March 14, 2019
Published in Issue Year 2019 Volume: 39 Issue: 2

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APA Aktan-erciyes, A. (2019). İkinci Dil Ediniminin Okul Öncesi ve Okul Çağı Çocuklarında Anlatı Becerilerinin Kurgusal ve Dilbilgisel Süreçlerine Olan Etkisi. Studies in Psychology, 39(2), 369-399. https://doi.org/10.26650/SP2019-0023
AMA Aktan-erciyes A. İkinci Dil Ediniminin Okul Öncesi ve Okul Çağı Çocuklarında Anlatı Becerilerinin Kurgusal ve Dilbilgisel Süreçlerine Olan Etkisi. Studies in Psychology. December 2019;39(2):369-399. doi:10.26650/SP2019-0023
Chicago Aktan-erciyes, Aslı. “İkinci Dil Ediniminin Okul Öncesi Ve Okul Çağı Çocuklarında Anlatı Becerilerinin Kurgusal Ve Dilbilgisel Süreçlerine Olan Etkisi”. Studies in Psychology 39, no. 2 (December 2019): 369-99. https://doi.org/10.26650/SP2019-0023.
EndNote Aktan-erciyes A (December 1, 2019) İkinci Dil Ediniminin Okul Öncesi ve Okul Çağı Çocuklarında Anlatı Becerilerinin Kurgusal ve Dilbilgisel Süreçlerine Olan Etkisi. Studies in Psychology 39 2 369–399.
IEEE A. Aktan-erciyes, “İkinci Dil Ediniminin Okul Öncesi ve Okul Çağı Çocuklarında Anlatı Becerilerinin Kurgusal ve Dilbilgisel Süreçlerine Olan Etkisi”, Studies in Psychology, vol. 39, no. 2, pp. 369–399, 2019, doi: 10.26650/SP2019-0023.
ISNAD Aktan-erciyes, Aslı. “İkinci Dil Ediniminin Okul Öncesi Ve Okul Çağı Çocuklarında Anlatı Becerilerinin Kurgusal Ve Dilbilgisel Süreçlerine Olan Etkisi”. Studies in Psychology 39/2 (December 2019), 369-399. https://doi.org/10.26650/SP2019-0023.
JAMA Aktan-erciyes A. İkinci Dil Ediniminin Okul Öncesi ve Okul Çağı Çocuklarında Anlatı Becerilerinin Kurgusal ve Dilbilgisel Süreçlerine Olan Etkisi. Studies in Psychology. 2019;39:369–399.
MLA Aktan-erciyes, Aslı. “İkinci Dil Ediniminin Okul Öncesi Ve Okul Çağı Çocuklarında Anlatı Becerilerinin Kurgusal Ve Dilbilgisel Süreçlerine Olan Etkisi”. Studies in Psychology, vol. 39, no. 2, 2019, pp. 369-9, doi:10.26650/SP2019-0023.
Vancouver Aktan-erciyes A. İkinci Dil Ediniminin Okul Öncesi ve Okul Çağı Çocuklarında Anlatı Becerilerinin Kurgusal ve Dilbilgisel Süreçlerine Olan Etkisi. Studies in Psychology. 2019;39(2):369-9.
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Psikoloji Çalışmaları / Studies In Psychology / ISSN- 1304-4680