Cognate and Non-Cognate Lexical Access in Turkish of Bilingual and Monolingual 5 years-old Nursery School Children

Mehmet Ali Akıncı

doi:10.18492/dad.779930

EN TR

Cognate and Non-Cognate Lexical Access in Turkish of Bilingual and Monolingual 5 years-old Nursery School Children

Abstract

This study aims to characterize the development of French-Turkish bilingual children’s lexicon in order to better determine the nature of the difficulties they encounter as well as the specificities of their language use. In order to do this, 16 French-Turkish bilingual, 16 French monolingual and 20 Turkish monolingual 5 year-old nursery school children were asked to name pictures whose names are (i) cognates and (ii) non cognates in both languages. Our results reveal a high level of performance in cognate word recognition for French-Turkish bilinguals. This proves that these bilingual children knew these common words implicitly. On the one hand, this result questions the idea according to which a bilingual would not use words resulting from his L1 when he produces the word in his L2; and, on the other hand, it supports arguments in favor of the theory according to which both languages are activated for bilinguals even when using only one language.

Keywords

5 Yaş Okul Öncesi Dönemdeki Tek Dilli ve İki Dilli Çocukların Türkçede Eşasıllı ve Eşasıllı Olmayan Sözcüklere Sözlüksel Erişimi

Öz

Bu çalışma Fransa’da yaşayan Türkçe-Fransızca iki dilli çocukların eşasıllı olan ve olmayan kelimeler arasındaki sözlüksel yakınlığın kavramsal erişim üzerindeki etkisini incelemeyi amaçlamaktadır. Çalışmada 5 yaş grubundan 16 Fransızca-Türkçe iki dilli, 15 Fransızca tek dilli ve 20 Türkçe tek dilli çocuk her iki dilde i) eşasıllı ve ii) eşasıllı olmayan adlardan oluşan resim adlandırma testine katılmıştır. Sonuçlar Fransızca-Türkçe iki dilli çocukların eşasıllı kelime tanıma testinde yüksek bir başarı göstediklerini işaret etmektedir. Bu sonuç iki dilli çocukların örtük bir şekilde bu ortak kelimeleri bildiklerini kanıtlamaktadır. Bu sonuç bir yandan bir iki dillinin D2’de bir sözcük üretirken D1’den gelen bir sözcüğü kullanmayacağı görüşünü tartışmaya açarken diğer yandan sadece tek dil kullanıldığında bile her iki dilin etkinleştirildiği teorisinin lehinde olan tartışmaları desteklemektedir.

Anahtar Kelimeler

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

-

Bölüm

Araştırma Makalesi

Yazarlar

Mehmet Ali Akıncı ^*
0000-0002-7077-4322
France

Yayımlanma Tarihi

31 Aralık 2021

Gönderilme Tarihi

13 Ağustos 2020

Kabul Tarihi

30 Aralık 2021

Yayımlandığı Sayı

Yıl 2021 Cilt: 32 Sayı: 3

DOI

https://doi.org/10.18492/dad.779930

IZ

https://izlik.org/JA98RT33TK

Kaynak Göster

RIS / Bibtex

APA

Akıncı, M. A. (2021). Cognate and Non-Cognate Lexical Access in Turkish of Bilingual and Monolingual 5 years-old Nursery School Children. Dilbilim Araştırmaları Dergisi, 32(3), 89-113. https://doi.org/10.18492/dad.779930

Cognate and Non-Cognate Lexical Access in Turkish of Bilingual and Monolingual 5 years-old Nursery School Children

Cognate and Non-Cognate Lexical Access in Turkish of Bilingual and Monolingual 5 years-old Nursery School Children

Abstract

Keywords

5 Yaş Okul Öncesi Dönemdeki Tek Dilli ve İki Dilli Çocukların Türkçede Eşasıllı ve Eşasıllı Olmayan Sözcüklere Sözlüksel Erişimi

Öz

Anahtar Kelimeler

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

Kaynak Göster

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