Araştırma Makalesi
PDF EndNote BibTex Kaynak Göster

Semantic Content of Turkish Children’s Private Speech

Yıl 2021, Cilt 32, Sayı 3, 5 - 16, 31.12.2021
https://doi.org/10.18492/dad.759307

Öz

In the present study, the content of private speech that Turkish monolingual children produced was investigated. Data were obtained from 28 children between the ages of 3;1 and 5;7 in three age groups while they were playing with a wooden toy house and its figures. The content categories of Winsler et al. (2003) were used in this study with a slight alteration in one of the categories due to the nature of the data. The results obtained in this study presented both similarities and differences with the existing literature. Children in all age groups produced the highest amount of private speech in Description of the Environment and Task category. There were no private speech utterances in Motivational/Evaluative Statements in children’s private speech. The results suggest that planning, problem solving and self-regulatory functions of private speech are represented in its content. In addition, linguistic and pragmatic features of social speech are observed in the content and language of private speech.

Kaynakça

  • Bayhan, P., & Saranli, A. G. (2010). Vygotsky nin Kuramına Dayanan Kendine Yönelik Konuşma Davranışının Okul Öncesi Dönemdeki Gelişimi ve Uygulamalarda Kullanımı. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 30(3), 819-834.
  • Berk, L. E. (1992). Children’s private speech: an overview of theory and the status of research. In R. M. Diaz & L. E. Berk (eds), Private speech: from social interaction to self-regulation. (pp. 17-54) Hillsdale, NJ: Erlbaum.
  • Berk, L. E. (1994). Why children talk to themselves. Scientific American, 11,78-83.
  • Berk, L. E. and Spuhl, S. T. (1995). Maternal interaction, private speech and task performance in preschool children. Early Childhood Research Quarterly, 10, 145-169.
  • Copeland, A. P. (1979). Types of private speech produced by hyperactive and non-hyperactive boys. Journal of Abnormal Child Psychology,7, 169-177.
  • Demir, T. (2010). Konuşma eğitiminde benmerkezci konuşmaya yönelik bir deneme. Kastamonu Eğitim Dergisi, 18(2), 415-430.
  • Diaz, R. M. (1992). Methodological concerns in the study of private speech. In R. M. Diaz & L. E. Berk (eds), Private speech: from social interaction to self-regulation. (pp.55-84) Hillsdale, NJ: Erlbaum.
  • Diaz, R., Winsler, A., Atencio, D. and Harbers, K. (1992). Mediation of self-regulation through the use of private speech. International Journal of Cognitive Education & Mediated Learning, 2, 155-167.
  • Feigenbaum, P. (1992). Development of Syntactic and Discourse Structures of Private Speech. In R. M. Diaz and L. E. Berk (Eds.) Private speech: from social interaction to self-regulation. (pp. 181-198) Lawrence Erlbaum Associates, Publishers, New Jersey.
  • Johnson, J. E. & Ershler, J. (1981). Developmental trends in preschool play as a function of classroom program and child gender. Child Development 52, 995-1004.
  • Keleş, S., & Alisinanoğlu, F. (2014). Observations and Views of Preschool Teachers about Private Speech Term of Vygotsky. Elementary Education Online, 13(1), 205-222.
  • Krafft, K. C. and Berk, L. E. (1998). ‘Private speech in two preschools: Significance of open-ended activities and make-believe play for verbal regulation’. Early Childhood Research Quarterly, 13, No.4, 637-658.
  • Matuga, J. M. (2003). Children’s private speech during algorithmic and heuristic drawing tasks. Contemporary Educational Psychology, 28(4), 552-572.
  • Pellegrini, A. D. (1981). The development of preschoolers’ private speech. Journal of Pragmatics, 5, 445-458.
  • Piaget, J. (1962). The language and thought of the child (M. Gabain, Trans.). Cleveland, OH: Meridian. (Original work published 1923)
  • Rubin, K.H. (1979). The impact of the natural setting on private speech. In G. Zivin (Ed.), The development of self-regulation through private speech (pp. 265–294). New York: Wiley
  • Rubin, K., and Dyck, L. (1980). Preschoolers’ private speech in a play setting. Merrill-Palmer Quarterly, 26, 219-229.
  • Vygotsky, L. V. (1986). Thought and language (A. Kozylin, Trans.), Cambridge, MA: MIT Press, (Original work published in 1934).
  • Winsler, A., Carlton, M. P., & Barry, M. J. (2000). Age-related changes in preschool children's systematic use of private speech in a natural setting. Journal of Child Language, 27(3), 665-687.
  • Winsler, A., De León, J.R., Wallace, B., Carlton, M.P, & Willson-Quayle, A. (2003). Private speech in preschool children: Developmental stability and change, across-task consistency, and relations with classroom behavior. Journal of Child Language.

Türkçe Edinen Çocukların Kendi Kendine Konuşmalarının Anlamsal İçeriği

Yıl 2021, Cilt 32, Sayı 3, 5 - 16, 31.12.2021
https://doi.org/10.18492/dad.759307

Öz

Bu çalışmada Türkçeyi anadil olarak edinen tek dilli çocukların kendi kendilerine konuşmalarındaki içerik özellikleri incelenmiştir. Çalışmanın verisi, yaşları 3;1 ile 5;7 arasında olan üç yaş grubundan 28 çocuğun oyuncak ahşap bir ev ve onun parçalarıyla kendi kendilerine oynarken ürettikleri konuşmalardan elde edilmiştir. Bu çalışmada Winsler ve ark. (2003) tarafından oluşturulan içerik kategorileri kullanılmış ancak bu çalışmada elde edilen veriye özgü olarak bir kategoride değişiklik yapılmıştır. Bu çalışmada elde edilen sonuçlar var olan alan yazınla hem benzerlikler hem de farklılıklar ortaya koymuştur. Tüm yaş gruplarındaki çocuklar en fazla Çevre ve Görevi Tanımlama kategorisinde kendi kendine konuşma üretmiştir. Çocukların kendi kendine konuşmalarında Motivasyon/Değerlendirme İçeren Cümlelere rastlanmamıştır. Sonuçlar gösteriyor ki kendi kendine konuşmanın planlama, problem çözme ve öz düzenleme işlevleri konuşmanın içeriğinde görülmektedir. Ayrıca kişiler arası konuşmanın dilsel ve edimsel özellikleri kendi kendine yapılan konuşmada kullanılan dilde ve içeriğinde gözlemlenmiştir.

Kaynakça

  • Bayhan, P., & Saranli, A. G. (2010). Vygotsky nin Kuramına Dayanan Kendine Yönelik Konuşma Davranışının Okul Öncesi Dönemdeki Gelişimi ve Uygulamalarda Kullanımı. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 30(3), 819-834.
  • Berk, L. E. (1992). Children’s private speech: an overview of theory and the status of research. In R. M. Diaz & L. E. Berk (eds), Private speech: from social interaction to self-regulation. (pp. 17-54) Hillsdale, NJ: Erlbaum.
  • Berk, L. E. (1994). Why children talk to themselves. Scientific American, 11,78-83.
  • Berk, L. E. and Spuhl, S. T. (1995). Maternal interaction, private speech and task performance in preschool children. Early Childhood Research Quarterly, 10, 145-169.
  • Copeland, A. P. (1979). Types of private speech produced by hyperactive and non-hyperactive boys. Journal of Abnormal Child Psychology,7, 169-177.
  • Demir, T. (2010). Konuşma eğitiminde benmerkezci konuşmaya yönelik bir deneme. Kastamonu Eğitim Dergisi, 18(2), 415-430.
  • Diaz, R. M. (1992). Methodological concerns in the study of private speech. In R. M. Diaz & L. E. Berk (eds), Private speech: from social interaction to self-regulation. (pp.55-84) Hillsdale, NJ: Erlbaum.
  • Diaz, R., Winsler, A., Atencio, D. and Harbers, K. (1992). Mediation of self-regulation through the use of private speech. International Journal of Cognitive Education & Mediated Learning, 2, 155-167.
  • Feigenbaum, P. (1992). Development of Syntactic and Discourse Structures of Private Speech. In R. M. Diaz and L. E. Berk (Eds.) Private speech: from social interaction to self-regulation. (pp. 181-198) Lawrence Erlbaum Associates, Publishers, New Jersey.
  • Johnson, J. E. & Ershler, J. (1981). Developmental trends in preschool play as a function of classroom program and child gender. Child Development 52, 995-1004.
  • Keleş, S., & Alisinanoğlu, F. (2014). Observations and Views of Preschool Teachers about Private Speech Term of Vygotsky. Elementary Education Online, 13(1), 205-222.
  • Krafft, K. C. and Berk, L. E. (1998). ‘Private speech in two preschools: Significance of open-ended activities and make-believe play for verbal regulation’. Early Childhood Research Quarterly, 13, No.4, 637-658.
  • Matuga, J. M. (2003). Children’s private speech during algorithmic and heuristic drawing tasks. Contemporary Educational Psychology, 28(4), 552-572.
  • Pellegrini, A. D. (1981). The development of preschoolers’ private speech. Journal of Pragmatics, 5, 445-458.
  • Piaget, J. (1962). The language and thought of the child (M. Gabain, Trans.). Cleveland, OH: Meridian. (Original work published 1923)
  • Rubin, K.H. (1979). The impact of the natural setting on private speech. In G. Zivin (Ed.), The development of self-regulation through private speech (pp. 265–294). New York: Wiley
  • Rubin, K., and Dyck, L. (1980). Preschoolers’ private speech in a play setting. Merrill-Palmer Quarterly, 26, 219-229.
  • Vygotsky, L. V. (1986). Thought and language (A. Kozylin, Trans.), Cambridge, MA: MIT Press, (Original work published in 1934).
  • Winsler, A., Carlton, M. P., & Barry, M. J. (2000). Age-related changes in preschool children's systematic use of private speech in a natural setting. Journal of Child Language, 27(3), 665-687.
  • Winsler, A., De León, J.R., Wallace, B., Carlton, M.P, & Willson-Quayle, A. (2003). Private speech in preschool children: Developmental stability and change, across-task consistency, and relations with classroom behavior. Journal of Child Language.

Ayrıntılar

Birincil Dil İngilizce
Konular Sosyal
Bölüm Makaleler
Yazarlar

Emel UÇAR> (Sorumlu Yazar)
Çukurova Üniversitesi Yabancı Diller Yüksek Okulu
Türkiye


Hatice SOFU>
Çukurova Üniversitesi Eğitim Fakültesi İngiliz Dili Eğitimi Bölümü
Türkiye

Yayımlanma Tarihi 31 Aralık 2021
Yayınlandığı Sayı Yıl 2021, Cilt 32, Sayı 3

Kaynak Göster

APA Uçar, E. & Sofu, H. (2021). Semantic Content of Turkish Children’s Private Speech . Dilbilim Araştırmaları Dergisi , Tek dilli ve iki dilli topluluklarda Türkçenin edinimi: Hatice Sofu Armağanı (Konuk Editörler: Feyza Altınkamış - Aslı Altan) , 5-16 . DOI: 10.18492/dad.759307