Abstract
This study aims to investigate what kinds of
syntactic, semantic and/or pragmatic cues children use in order to determine
the focus of a sentence, by examining how Turkish-acquiring preschoolers
interpret sentences that contain the restrictive focus particle sadece ("only"). Our study
constitutes the first inquiry into the comprehension of focus particles in
Turkish in the acquisition literature, and by utilizing unique syntactic
properties of Turkish such as scrambling in designing the experimental
materials, it maintains the view that the scope misassignment errors detected
in previous studies on languages other than Turkish stem from a pragmatic bias
that causes children to designate the object NP or the last NP of the sentence
– which often coincides with the object NP – as the default focus, and not from
instantiating a non-adult-like syntactic representation for sentences with
focus particles.
Keywords
acquisition of Turkish focus restrictive focus particles pragmatic development truth value judgment task
References
- Bohnacker, U., Rosén, C. (2008). The clause-initial position in L2 German declaratives: Transfer of information structure. Studies in Second Language Acquisition, 30(4), 511-538. http://dx.doi.org/10.1017/S0272263108080741
- Candan, A., Küntay, A.C., Yeh, Y., Cheung, H., Wagner, L., & Naigles, L.R. (2012). Language and age effects in children’s processing of word order. Cognitive Development, 27(3), 205-221. http://dx.doi.org/10.1016/j.cogdev.2011.12.001
- Crain, S., Ni, W.J., & Conway, L. (1994). Learning, parsing and modularity. In C. Clifton, L. Frazier, & K. Rayner (Eds.), Perspectives on sentence processing, (pp. 443–467). Hillsdale, NJ: Lawrence Erlbaum.
- Crain, S., & Thornton, R. (1998). Investigations in Universal Grammar: A Guide to Experiments on the Acquisition of Syntax and Semantics. Cambridge, MA: MIT Press.
- Erguvanlı, E. (1984). The function of word order in Turkish grammar. Berkeley: University of California Press.
- Höhle, B., Fritzsche, T., Müller, A. (2016). Children’s Comprehension of Sentences with Focus Particles and the Role of Cognitive Control: An Eye Tracking Study with German-Learning 4-Year-Olds. PLoS ONE 11(3): e0149870. doi:10.1371/journal. pone.0149870
- Kim, S. (2011). Focus particles at syntactic, semantic and pragmatic interfaces: The acquisition of only and even in English. (Yayınlanmamış Doktora Tezi) http://www.ling.hawaii.edu/graduate/Dissertations/SoYoungKimFinal.pdf
- König, E. (1991). The Meaning of Focus Particles. London: Routledge.
- Lambrecht, K. (1994). Information structure and sentence form. Cambridge: Cambridge University Press.
- Lambrecht, K. (2000). When subjects behave like objects: An analysis of the merging of S and O in sentence-focus constructions across languages. Studies in Language, 24(3), 611-682. http://www.jbe-platform.com/content/journals/10.1075/sl.24.3.06lam
- Müller, A. (2010). Wie interpretieren Kinder nur? Experimentelle Untersuchungen zum Erwerb von Informationsstruktur. (Yayınlanmamış Doktora Tezi). http://publishup.uni-potsdam.de/opus4-ubp/files/5594/mueller_diss.pdf
- Müller, A., Schulz, P. & Höhle, B. (2011a). How the understanding of focus particles develops: Evidence from child German. In M. Pirvulescu et al. (Eds.), Selected Proceedings of the 4th Conference on Generative Approaches to Language Acquisition North America (GALANA 2010) (pp. 163-171). Somerville, MA: Cascadilla Press.
- Müller, A., Schulz, P. & Höhle, B. (2011b). Pragmatic children: How German children interpret sentences with and without the focus particle only. In J. Meibauer & M. Steinbach (Eds.), Experimental Pragmatics / Semantics (pp. 79-100). Amsterdam: John Benjamins Publishing Company.
- Notley, A., Zhou, P., Crain, S., & Thornton, R. (2009). Children’s Interpretation of Focus Expressions in English and Mandarin. Language Acquisition, 16(4), 240-282. http://dx.doi.org/10.1080/10489220903266669
- Oflazer, K., Say, B., Hakkani-Tür, D.Z., & Tür, G. (2003). Building a Turkish treebank. In A. Abeille (Ed.), Treebanks: Building and Using Parsed Corpora (pp. 261-277). Dordrecht: Kluwer.
- Paterson, K. B., Liversedge, S. P., Rowland, C., & Filik, R. (2003). Children’s comprehension of sentences with focus particles. Cognition, 89(3), 263–294. http://dx.doi.org/10.1016/s0010-0277(03)00126-4
- Zhou, P., & Crain, S. (2009). Focus in child language: Evidence from the acquisition of Chinese. In J. Crawford, K. Otaki, & M. Takahashi (Eds.), Proceedings of the 3rd Conference on Generative Approaches to Language Acquisition North America (GALANA 2008) (pp. 336-346). Somerville, MA: Cascadilla Press.
- Zhou, P., & Crain, S. (2010). Focus Identification in Child Mandarin. Journal of Child Language, 37(5), 965-1005. doi: 10.1017/S0305000909990110
Abstract
Bu
çalışmada sınırlayıcı odak parçacığı sadece’yi içeren tümceleri Türkçe edinen
okul öncesi çocukların nasıl yorumladıklarını inceleyerek çocukların tümcelerin
odağını belirlemede ne tür sözdizimsel, anlamsal ve/veya edimsel ipuçlarını
kullandıklarına ışık tutmayı hedeflemekteyiz. Çalışmamız dil edinimi
alanyazınında odak parçacıklarının çocuklarca kavranışını Türkçe’de inceleyen
ilk çalışma olması açısından önem taşımaktadır ve deney materyallerinin
tasarımında Türkçe’nin çalkalama gibi özgün sözdizimsel özelliklerinden de
yararlanarak alanyazında daha önce saptanmış hataların çocukların odak
parçacıkları için yanlış bir sözdizimsel gösterim kuramlamalarından değil,
tümcenin nesnesini veya – çoğu zaman nesneyle örtüştüğü için nesneden kolayca
ayrımsanamayan – son ad öbeğini tümcenin odağı kabul etmelerine yol açan
edimsel bir yanlılık geliştirmelerinden kaynaklandığı görüşünü savunmaktadır.
Keywords
Türkçe’nin edinimi odak sınırlayıcı odak parçacıkları edimsel gelişim doğruluk değeri yargılama testi
References
- Bohnacker, U., Rosén, C. (2008). The clause-initial position in L2 German declaratives: Transfer of information structure. Studies in Second Language Acquisition, 30(4), 511-538. http://dx.doi.org/10.1017/S0272263108080741
- Candan, A., Küntay, A.C., Yeh, Y., Cheung, H., Wagner, L., & Naigles, L.R. (2012). Language and age effects in children’s processing of word order. Cognitive Development, 27(3), 205-221. http://dx.doi.org/10.1016/j.cogdev.2011.12.001
- Crain, S., Ni, W.J., & Conway, L. (1994). Learning, parsing and modularity. In C. Clifton, L. Frazier, & K. Rayner (Eds.), Perspectives on sentence processing, (pp. 443–467). Hillsdale, NJ: Lawrence Erlbaum.
- Crain, S., & Thornton, R. (1998). Investigations in Universal Grammar: A Guide to Experiments on the Acquisition of Syntax and Semantics. Cambridge, MA: MIT Press.
- Erguvanlı, E. (1984). The function of word order in Turkish grammar. Berkeley: University of California Press.
- Höhle, B., Fritzsche, T., Müller, A. (2016). Children’s Comprehension of Sentences with Focus Particles and the Role of Cognitive Control: An Eye Tracking Study with German-Learning 4-Year-Olds. PLoS ONE 11(3): e0149870. doi:10.1371/journal. pone.0149870
- Kim, S. (2011). Focus particles at syntactic, semantic and pragmatic interfaces: The acquisition of only and even in English. (Yayınlanmamış Doktora Tezi) http://www.ling.hawaii.edu/graduate/Dissertations/SoYoungKimFinal.pdf
- König, E. (1991). The Meaning of Focus Particles. London: Routledge.
- Lambrecht, K. (1994). Information structure and sentence form. Cambridge: Cambridge University Press.
- Lambrecht, K. (2000). When subjects behave like objects: An analysis of the merging of S and O in sentence-focus constructions across languages. Studies in Language, 24(3), 611-682. http://www.jbe-platform.com/content/journals/10.1075/sl.24.3.06lam
- Müller, A. (2010). Wie interpretieren Kinder nur? Experimentelle Untersuchungen zum Erwerb von Informationsstruktur. (Yayınlanmamış Doktora Tezi). http://publishup.uni-potsdam.de/opus4-ubp/files/5594/mueller_diss.pdf
- Müller, A., Schulz, P. & Höhle, B. (2011a). How the understanding of focus particles develops: Evidence from child German. In M. Pirvulescu et al. (Eds.), Selected Proceedings of the 4th Conference on Generative Approaches to Language Acquisition North America (GALANA 2010) (pp. 163-171). Somerville, MA: Cascadilla Press.
- Müller, A., Schulz, P. & Höhle, B. (2011b). Pragmatic children: How German children interpret sentences with and without the focus particle only. In J. Meibauer & M. Steinbach (Eds.), Experimental Pragmatics / Semantics (pp. 79-100). Amsterdam: John Benjamins Publishing Company.
- Notley, A., Zhou, P., Crain, S., & Thornton, R. (2009). Children’s Interpretation of Focus Expressions in English and Mandarin. Language Acquisition, 16(4), 240-282. http://dx.doi.org/10.1080/10489220903266669
- Oflazer, K., Say, B., Hakkani-Tür, D.Z., & Tür, G. (2003). Building a Turkish treebank. In A. Abeille (Ed.), Treebanks: Building and Using Parsed Corpora (pp. 261-277). Dordrecht: Kluwer.
- Paterson, K. B., Liversedge, S. P., Rowland, C., & Filik, R. (2003). Children’s comprehension of sentences with focus particles. Cognition, 89(3), 263–294. http://dx.doi.org/10.1016/s0010-0277(03)00126-4
- Zhou, P., & Crain, S. (2009). Focus in child language: Evidence from the acquisition of Chinese. In J. Crawford, K. Otaki, & M. Takahashi (Eds.), Proceedings of the 3rd Conference on Generative Approaches to Language Acquisition North America (GALANA 2008) (pp. 336-346). Somerville, MA: Cascadilla Press.
- Zhou, P., & Crain, S. (2010). Focus Identification in Child Mandarin. Journal of Child Language, 37(5), 965-1005. doi: 10.1017/S0305000909990110
Details
| Journal Section | Research Articles |
|---|---|
| Authors | |
| Publication Date | July 3, 2017 |
| Published in Issue | Year 2017 |
Cited By
A Corpus-driven Study on the Turkish Focus Particle Sırf
Dil Eğitimi ve Araştırmaları Dergisi
Muhammet Fatih Adıgüzel
https://doi.org/10.31464/jlere.561121
Bu eser
Dergi DOI:10.18492/dad