Politeness in Young (Between 4.3 - 5.7) Children's Speech in Turkish

Yıl 2020, Cilt: 17 Sayı: 1, 1 - 24, 15.01.2020

Gamze Almacıoğlu

Öz

Having the
knowledge of a language is not limited to acquire the phonology, morphology and
syntax of that language. Being a competent language user, children must acquire
how to use the grammars of a language to communicate appropriately in a great
variety of communicative situations. It means that language acquisition does
not only include linguistic competence, at the same time, it includes pragmatic
competence (Ya-ting, 2008). Thus pragmatic competence has an important place in
the children’s language acquisition process. This paper is related to
children’s pragmatic development which
brings
together linguistic pragmatics and child development. Turkish children’s
language in play was analysed and the results were presented, focusing on the
use of politeness phenomena. The results of the study are compared with the
previous ones made in different languages. By contrast with the results of
these studies, the present study found no significant differences in boys’ and
girls’ use of mitigation. The girls and the boys often used an assertive,
unmitigated style at the same level in their play, however, in other studies;
girls appear to be politer than boys when they play. This article re-emphasized
the need for language and gender research on children to be thoroughly contextualized
and the importance of considering the socio-cultural context in research on
children’s language. Indeed, the
results are used to express the link between children's acquisition of
pragmatic competence and crucial social, cultural and educational implications.

Anahtar Kelimeler

pragmatics, Children’s language, Linguistic politeness, Mitigation, Language and gender

Türk Çocukların (4.3 – 5.7) Konuşmalarındaki Nezaket İfadeleri

Öz

Bir dilin bilgisine sahip olmak, o
dilin ses-bilgisi, biçim-bilgisi ve sözdizimini edinmekle sınırlı değildir.
Yetkin bir dil kullanıcısı olan çocuklar, bir dilin gramerini, çok çeşitli
iletişimsel durumlarda, uygun şekilde iletişim kurmak için nasıl kullanacaklarını
öğrenmelidirler. Bu, dil ediniminin yalnızca dilsel yeterliliği içermemesi,
aynı zamanda pragmatik yeterliliği de içermesi anlamına gelir (Ya-ting, 2008).
Dolayısıyla pragmatik yetkinlik, çocukların dil edinim sürecinde önemli bir
yere sahiptir. Bu makale, “dilbilimsel pragmatik” ile “çocuk gelişimi”ni
birlikte içeren “çocukların dil bilgisel pragmatik gelişimi” ile ilgilidir.
Mevcut çalışmada, sonuçlar, Türk çocukların oyun esnasında kullandıkları dil
analiz edilerek ve nezaket olgularının kullanımı göz önünde bulundurularak
sunuldu. Çalışmanın sonuçları, daha önce farklı dillerde yapılmış olan
çalışmalarla da karşılaştırıldı. Bu çalışmaların sonuçlarının aksine, mevcut
çalışmada, erkek ve kız çocuklarının yumuşatma (mitigation) kullanımlarında anlamlı
bir farklılık bulunamadı. Diğer çalışmalarda, genellikle,  oyun esnasında kızlar erkeklerden daha
kibarken bu çalışmada, kızlar ve erkekler aynı seviyelerde iddialı ve sert bir
stil kullandılar. Bu makale, çocuklar üzerine yapılan dil ve cinsiyet araştırmalarının
kapsamlı bir şekilde bağlamsallaştırılmasının gerekliliğini ve çocuk-dili
araştırmalarında sosyo-kültürel yapıyı göz önüne almanın önemini yeniden
vurgulamaktadır. Nitekim, sonuçlar, çocukların pragmatik yeterlilik kazanımı
ile önemli sosyal, kültürel ve eğitimsel etkiler arasındaki bağı ifade etmek
için kullanılmıştır.

Anahtar Kelimeler

edimbilim, çocukdili, dilbilimselkibarlık, dilvecinsiyet

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