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Annelerin Hikaye Anlatımı Bağlamında Kullandıkları Yantümce Yapıları

Year 2021, Volume: 32 Issue: 3 - Acquisition of Turkish in monolingual and bilingual populations: Essays in honor of Hatice Sofu (Guest Editors: Feyza Altınkamış - Aslı Altan), 43 - 70, 31.12.2021

Hande Ilgaz , Aslı Altan , Serap Haşimoğlu-ertaş

https://doi.org/10.18492/dad.762679
Cited By: 1

Abstract

Bu çalışma, annelerin çocuğa yönelik hikaye anlatımı bağlamında kullandıkları yantümce yapılarını incelemekte, bu yapıların çocuğun yaşına göre değişiklik gösterip göstermediğini araştırmaktadır. 85 anne tarafından 36 ila 72 aylık çocuklarına resimlerden oluşan bir hikaye kitabı okunmuş ve toplanan dil verisi -mA, -mAK, -DIK, -(y)AcAK yantümce ekleri içeren yapılar açısından kodlanmıştır. Buna ek olarak, bu yapılar arasında zihinsel durum içeren eylemler sınıflandırılmış ve analiz edilmiştir. Beklenenin aksine, sonuçlar anneler tarafından kullanılan yapıların anaokulu çağındaki çocukların yaşlarına göre değişiklik göstermediği yönündedir. Ancak, tercih edilen ek konusunda farklılıklar gözlemlenmiştir. En sık kullanılan yantümce türü, -mAK eki ile oluşturulan yapılar olmuştur. Daha sonra ise kullanım sıklığı sırasıyla, -DIK, -mA ve -(y)AcAK yapıları tercih edilmiştir. Zihin durumu içeren eylemin yantümce eylemi olarak kullanıldığı yapılar en seyrek gözlemlenen yapılar olmuştur. Sonuçlar daha önce alanda yapılan çalışmaların sonuçlarını destekler niteliktedir, zihinsel eylemlerin edinimi konusundaki sonuçlar detaylı tartışılmaktadır.

Keywords

tümleç yantümceleri çocuğa yönlendirilmiş konuşma anne-çocuk hikaye anlatımı zihinsel durum içeren eylemler okul öncesi dil edinimi

References

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  • Aksu-Koç, A. A. (1994). Development of linguistic forms: Turkish, in Relating Events in Narrative: A Crosslinguistic Developmental Study (pp. 329-385), R. A. Berman and D. I. Slobin (Eds.). Hillsdale: Erlbaum.
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  • Altan, A. (2005). Türkçede Tümleç Yantümcelerinin Edinimi. In 19. Ulusal Dilbilim Kurultayı Bildirileri Kitabı, M. Sarı, H. Nas (Derleyenler), Harran Üniversitesi, Şanlıurfa.
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  • Ergül C., Akoğlu G., Sarıca A. D., Tufan M., & Karaman G. (2015). Examination of Shared Book Reading Activities in Kindergartens Based on .Dialogic Reading. Mersin University Journal of the Faculty of Education, 11(3), 603-619.
  • Harris, P. L. (2005). Conversation, pretense, and theory of mind. In J. W. Astington & J. A. Baird (Eds.), Why language matters for theory of mind (pp. 70– 83). New York, NY: Oxford University Press.
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  • Hoff, E., & Core, C. (2013). Input and language development in bilingually developing children. Semin. Speech Lang., 34, 215–226. https://doi.org/10.1055/s-0033-1353448
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  • Ilgaz, H. & Allen, J. W. P. (in press). Constructing a theory of mind: From language or through language? Synthese, 1-22. https://doi.org/10.1007/s11229-020-02581-8
  • Johanson, L. (2013). Selection of Subjunctors in Turkic Non-Finite Complement Clauses. Bilig, 67. Kural, Murat. (1994). Yantümcede Çekim Ekleri. Dilbilim Araştırmaları. Ankara: BBB. 80-111.
  • Lieven, E. & Tomasello M. (2008). Children’s first language acquisition from a usage-based perspective. In P. Robinson, N.C. Ellis (Eds.), Handbook of cognitive linguistics and second language acquisition (pp. 168-196), New York & London: Routledge.
  • Mayer, M. (1969). Frog, where are you?. New York: Dial Press.
  • Melzi, G., & Caspe, M. (2005). Variations in maternal narrative styles during book reading interactions. Narrative Inquiry, 15(1), 101-125. https://doi.org/10.1075/ni.15.1.06mel
  • Melzi, G., Schick, A. R., & Kennedy, J. L. (2011). Narrative elaboration and participation: Two dimensions of maternal elicitation style. Child Development, 82(4), 1282-1296. https://doi.org/10.1111/j.1467-8624.2011.01600.x
  • Metin, G. T., & Gökçay, G. (2014). Bebeklik ve Erken Çocukluk Döneminde Kitap Okuma: Çocuk Sağlığı İzlemlerinde Etkili Bir Gelişim Önerisi. Journal of the Child/ Çocuk Dergisi, 14(3).
  • Marchman, V. A., Martínez, L. Z., Hurtado, N., Grüter, T., & Fernald, A. (2017). Caregiver talk to young Spanish‐English bilinguals: comparing direct observation and parent‐report measures of dual‐language exposure. Developmental Science, 20(1), e12425. https://doi.org/10.1111/desc.12425
  • Milligan, K., Astington, J. W., & Dack, L. A. (2007). Language and theory of mind: Meta‐analysis of the relation between language ability and false belief understanding. Child Development, 78, 622– 646. doi:10.1111/j.1467‐8624.2007.01018.x
  • Naigles, L. R., & Hoff-Ginsberg, E. (1998). Why are some verbs learned before other verbs? Effects of input frequency and structure on children's early verb use. Journal of child language, 25(1), 95-120. https://doi.org/10.1017/S0305000997003358
  • Nakipoğlu, M. & Yıldız, E. (2015). Complementation and Acquisition: The case of Turkish. In Ankara Papers in Turkish and Turkic Linguistics, Proceedings of the 16th International Conference on Turkish Linguistics (pp. 267-276). Turcologica. Wiesbaden: Harrassowitz.
  • Nelson, K. (1996). Language in cognitive development: The emergence of the mediated mind. New York: Cambridge University Press.
  • Nelson, K. (2005). Language pathways to the community of minds. In J. W. Astington & J. Baird (Eds.), Why language matters to theory of mind (pp. 26– 49). New York: Oxford University Press.
  • Nelson, K. (2007). Young minds in social worlds: Experience, meaning, and memory. Cambridge, MA: Harvard University Press.
  • Nielsen, M., Haun, D., Kärtner, J., & Legare, C. H. (2017). The persistent sampling bias in developmental psychology: A call to action. Journal of Experimental Child Psychology, 162, 31-38. https://doi.org/10.1016/j.jecp.2017.04.017
  • Nilsson, K. K., & de Lopez, K. J. (2016). Theory of mind in children with specific language impairment: A systematic review and meta‐analysis. Child Development, 87(1), 143-153. https://doi.org/10.1111/cdev.12462
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  • Ruffman, T., Puri, A., Galloway, O., Su, J., & Taumoepeau, M. (2018). Variety in parental use of “want” relates to subsequent growth in children’s theory of mind. Developmental psychology, 54(4), 677-688. https://psycnet.apa.org/doi/10.1037/dev0000459
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Turkish Mothers’ Use of Complementation in Storytelling

Year 2021, Volume: 32 Issue: 3 - Acquisition of Turkish in monolingual and bilingual populations: Essays in honor of Hatice Sofu (Guest Editors: Feyza Altınkamış - Aslı Altan), 43 - 70, 31.12.2021

Hande Ilgaz , Aslı Altan , Serap Haşimoğlu-ertaş

https://doi.org/10.18492/dad.762679
Cited By: 1

Abstract

This study investigated whether the amount and types of nominalizing complements Turkish speaking mothers use in storytelling vary by their preschool children’s age. Eighty-five middle-class mothers narrated a wordless storybook to their children (36 to 72 months). Mothers’ story-related talk was coded for complements formed with the nominalizing suffixes -mA, -mAK, -DIK, -(y)AcAK. These complement structures were then coded for whether they contained mental state verbs. Contrary to expectation, the results demonstrated no difference in mothers’ use of complementation by their children’s age. However, there were significant differences in suffix type. -mAK constructions were found to be the most frequently used complement type, followed by -DIK, -mA, and -(y)AcAK constructions. In addition, complement structures that contained a mental state verb as the complement verb were found to be the least frequent. The results show remarkable similarities with findings from the acquisition of complementation literature and are discussed in terms of their implications.

Keywords

nominalizing complements child-directed speech mother-child storytelling complements with mental state verbs preschool children

Thanks

We would like to thank Bahar Bozbıyık, Elif Bürümlü-Kısa, and Ecem Mutlu for their assistance in data collection. We would also like to thank the volunteer research assistants at the Bil-Ge Lab for their excellent attention to detail in transcribing mother-child interactions. Finally, we would like to thank the parents and children who visited our lab and lent support to our studies. Without their support, this paper would not be possible.

References

  • Adrián, J. E., Clemente, R., Villanueva, L., & Rieffe, C. (2005). Parent–child picture-book reading, mothers' mental state language and children's theory of mind. Journal of Child Language, 32(3), 673-686. doi:10.1017/S0305000905006963
  • Aksu-Koç, A. A. (1994). Development of linguistic forms: Turkish, in Relating Events in Narrative: A Crosslinguistic Developmental Study (pp. 329-385), R. A. Berman and D. I. Slobin (Eds.). Hillsdale: Erlbaum.
  • Altan, A. (2007). What experimental data tells us about acquisition of complementation in Turkish. Turkic Languages, 11.
  • Altan, A. (2005). Türkçede Tümleç Yantümcelerinin Edinimi. In 19. Ulusal Dilbilim Kurultayı Bildirileri Kitabı, M. Sarı, H. Nas (Derleyenler), Harran Üniversitesi, Şanlıurfa.
  • Altan, A., & Hoff, E. (2018). Complex structures in the child directed speech of native and nonnative speakers. Psycholinguistics and cognition in language processing (pp. 127–139). Washington, DC: ICI Global.
  • Altınkamış, F. & Altan, A. (2015). A Usage-based Approach into the Acquisition of Relative Clauses in Turkish. Dilbilim Araştırmaları, 2016/1, 69-91. İstanbul: Boğaziçi Üniversitesi Yayınevi.
  • Altınkamış, F., Altan, A. & Sofu, H. (2014). İlgi tümceciklerinin çocuğa yöneltilmiş konuşmadaki özellikleri. 27. Ulusal Dilbilim Kurultayı Bildirileri. N. Büyükkantarcıoğlu, I. Özyıldırım, E. Yarar, E. Yağlı (eds.). 51-60.
  • Astington, J. W., & Jenkins, J. M. (1999). A longitudinal study of the relation between language and theory‐of‐mind development. Developmental Psychology, 35, 1311–1320. doi:10.1037/0012‐1649.35.5.1311
  • Bartsch, K., & Wellman, H. M. (1995). Children talk about the mind. Oxford, UK: Oxford University Press.
  • Berman, R. A., & Slobin, D. I. (Eds.). (1994). Relating events in narrative: A crosslinguistic developmental study. Hillsdale, NJ: Erlbaum.
  • Bretherton, I., & Beeghly, M. (1982). Talking about internal states: The acquisition of an explicit theory of mind. Developmental Psychology, 18(6), 906. https://doi.org/10.1037/0012-1649.18.6.906
  • Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
  • Bloom, L. (1991). Language Development from two to three. New York: Cambridge University Press.
  • Bloom, L., Rispoli, M., Gartner, B. and Hafitz, J. (1989). Acquisition of complementation. Journal of Child Language, 16. 101- 120. https://doi.org/10.1017/S0305000900013465
  • Bozbıyık, B., Ilgaz, H., & Allen, J. W. P. A. (2017). The Relation between Turkish Mothers' Mental State Talk and Their Children’s Theory of Mind Abilities. Poster presented at the Society for Research in Child Development Biennial Meeting (SRCD), Austin, Texas.
  • Csató, Éva Á. (2010). Two types of complement clauses in Turkish. In: Turcology in Mainz. Eds. Hendrik Boeschoten and Julian Rentzsch. Wiesbaden: Harrassowitz. 107–122.
  • Çelebi Öncü, E. (2016). Etkileşimli kitap okumanın beş-altı yaş çocuklarının sosyal durumlara yaklaşımlarına etkisinin incelenmesi. Ana Dili Eğitimi Dergisi, 4(4), 489-503.
  • de Villiers, J., & de Villiers, P. (2000). Linguistic determinism and the understanding of false beliefs. In P. Mitchell & K. Riggs (Eds.), Children's reasoning and the mind (pp. 189– 226). Hove, UK: Psychology Press.
  • De Villiers, J. G., & Pyers, J. E. (2002). Complements to cognition: A longitudinal study of the relationship between complex syntax and false-belief-understanding. Cognitive development, 17(1), 1037-1060. https://doi.org/10.1016/S0885-2014(02)00073-4
  • de Villiers, P. (2005). The role of language in theory of mind development: What deaf children tell us. In J. Astington & J. Baird (Eds.), Why language matters for theory of mind (pp. 266– 297). Oxford, UK: Oxford University Press.
  • Devine, R. T., & Hughes, C. (2018). Family correlates of false belief understanding in early childhood: A metaanalysis. Child Development, 89, 971–987. https://doi.org/10.1111/cdev.12682.
  • Erguvanlı-Taylan, E. (1998). Türkçede Tümce Yapısına Sahip Tümleç Yan Tümceleri. Doğan Aksan Armağanı, 155-164.
  • Ergül C., Akoğlu G., Sarıca A. D., Tufan M., & Karaman G. (2015). Examination of Shared Book Reading Activities in Kindergartens Based on .Dialogic Reading. Mersin University Journal of the Faculty of Education, 11(3), 603-619.
  • Harris, P. L. (2005). Conversation, pretense, and theory of mind. In J. W. Astington & J. A. Baird (Eds.), Why language matters for theory of mind (pp. 70– 83). New York, NY: Oxford University Press.
  • Hayes, D. P., & Ahrens, M. G. (1988). Vocabulary simplification for children: A special case of ‘motherese’?. Journal of child language, 15(2), 395-410. https://doi.org/10.1017/S0305000900012411
  • Hoff, E., & Core, C. (2013). Input and language development in bilingually developing children. Semin. Speech Lang., 34, 215–226. https://doi.org/10.1055/s-0033-1353448
  • Huttenlocher, J., Waterfall, H., Vasilyeva, M., Vevea, J., & Hedges, L. V. (2010). Sources of variability in children’s language growth. Cognitive psychology, 61(4), 343-365. https://doi.org/10.1016/j.cogpsych.2010.08.002
  • Ilgaz, H. & Allen, J. W. P. (in press). Constructing a theory of mind: From language or through language? Synthese, 1-22. https://doi.org/10.1007/s11229-020-02581-8
  • Johanson, L. (2013). Selection of Subjunctors in Turkic Non-Finite Complement Clauses. Bilig, 67. Kural, Murat. (1994). Yantümcede Çekim Ekleri. Dilbilim Araştırmaları. Ankara: BBB. 80-111.
  • Lieven, E. & Tomasello M. (2008). Children’s first language acquisition from a usage-based perspective. In P. Robinson, N.C. Ellis (Eds.), Handbook of cognitive linguistics and second language acquisition (pp. 168-196), New York & London: Routledge.
  • Mayer, M. (1969). Frog, where are you?. New York: Dial Press.
  • Melzi, G., & Caspe, M. (2005). Variations in maternal narrative styles during book reading interactions. Narrative Inquiry, 15(1), 101-125. https://doi.org/10.1075/ni.15.1.06mel
  • Melzi, G., Schick, A. R., & Kennedy, J. L. (2011). Narrative elaboration and participation: Two dimensions of maternal elicitation style. Child Development, 82(4), 1282-1296. https://doi.org/10.1111/j.1467-8624.2011.01600.x
  • Metin, G. T., & Gökçay, G. (2014). Bebeklik ve Erken Çocukluk Döneminde Kitap Okuma: Çocuk Sağlığı İzlemlerinde Etkili Bir Gelişim Önerisi. Journal of the Child/ Çocuk Dergisi, 14(3).
  • Marchman, V. A., Martínez, L. Z., Hurtado, N., Grüter, T., & Fernald, A. (2017). Caregiver talk to young Spanish‐English bilinguals: comparing direct observation and parent‐report measures of dual‐language exposure. Developmental Science, 20(1), e12425. https://doi.org/10.1111/desc.12425
  • Milligan, K., Astington, J. W., & Dack, L. A. (2007). Language and theory of mind: Meta‐analysis of the relation between language ability and false belief understanding. Child Development, 78, 622– 646. doi:10.1111/j.1467‐8624.2007.01018.x
  • Naigles, L. R., & Hoff-Ginsberg, E. (1998). Why are some verbs learned before other verbs? Effects of input frequency and structure on children's early verb use. Journal of child language, 25(1), 95-120. https://doi.org/10.1017/S0305000997003358
  • Nakipoğlu, M. & Yıldız, E. (2015). Complementation and Acquisition: The case of Turkish. In Ankara Papers in Turkish and Turkic Linguistics, Proceedings of the 16th International Conference on Turkish Linguistics (pp. 267-276). Turcologica. Wiesbaden: Harrassowitz.
  • Nelson, K. (1996). Language in cognitive development: The emergence of the mediated mind. New York: Cambridge University Press.
  • Nelson, K. (2005). Language pathways to the community of minds. In J. W. Astington & J. Baird (Eds.), Why language matters to theory of mind (pp. 26– 49). New York: Oxford University Press.
  • Nelson, K. (2007). Young minds in social worlds: Experience, meaning, and memory. Cambridge, MA: Harvard University Press.
  • Nielsen, M., Haun, D., Kärtner, J., & Legare, C. H. (2017). The persistent sampling bias in developmental psychology: A call to action. Journal of Experimental Child Psychology, 162, 31-38. https://doi.org/10.1016/j.jecp.2017.04.017
  • Nilsson, K. K., & de Lopez, K. J. (2016). Theory of mind in children with specific language impairment: A systematic review and meta‐analysis. Child Development, 87(1), 143-153. https://doi.org/10.1111/cdev.12462
  • Noonan, M. (1985). Complementation. In T. Shopen (Ed.), Language typology and syntactic description (Vol. II) (pp. 42–140). Cambridge: Cambridge University Press.
  • Ochs, E. (1983). Cultural dimensions of language acquisition. In E. Ochs and B. B. SchieVelin (eds), Acquiring Conversational Competence, (pp. 185–191). London: Routledge & Kegan Paul.
  • Ögel-Balaban, H. (2015). The Development of narrative skills in Turkish-speaking children: a complexity approach. Unpublished Dissertation. ODTÜ, Ankara.
  • Özsoy, Sumru A. 1999. Türkçe. Boğaziçi Üniversitesi Yayınları: Istanbul.
  • Palmer, M. B. (2006). Using Language Sampling to Analyze Adolescent Syntactical Structures. Perspectives on School-Based Issues, 7(1), 9-15. https://doi.org/10.1044/sbi7.1.9
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Details

Primary Language English
Journal Section Research Articles
Authors

Hande Ilgaz

Aslı Altan

Serap Haşimoğlu-ertaş

Publication Date December 31, 2021
Published in Issue Year 2021Volume: 32 Issue: 3 - Acquisition of Turkish in monolingual and bilingual populations: Essays in honor of Hatice Sofu (Guest Editors: Feyza Altınkamış - Aslı Altan)

Cite

APA Ilgaz, H., Altan, A., & Haşimoğlu-ertaş, S. (2021). Turkish Mothers’ Use of Complementation in Storytelling. Dilbilim Araştırmaları Dergisi, 32(3), 43-70. https://doi.org/10.18492/dad.762679

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Journal DOI: 10.18492/dad