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

Yıl 2021, Cilt 32, Sayı 3, 89 - 113, 31.12.2021
https://doi.org/10.18492/dad.779930

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.

Kaynakça

  • Akıncı, M.A. (1996). “Les pratiques langagières chez les immigrés turcs en France”, Ecarts d’Identité, 76., 14-17.
  • Akıncı, M.A. (2001). Développement des compétences narratives des enfants bilingues turc-français en France âgés de 5 à 10 ans, München: LINCOM.
  • Akıncı, M.A. (2008). “Language Use and Biliteracy Practices of Turkish-speaking Children and Adolescents in France”, Lytra, V. - Jorgensen, J. N. (Eds.), Multilingualism and Identities across Contexts: Cross-disciplinary perspectives on Turkish-speaking youth in Europe, Copenhagen: University of Copenhagen Press, 85-108.
  • Alan, S. (2005). Fransızca öğrenen Türklerin yaptıkları biçimbilimsel ve sözdizimsel yanlışların çözümlenmesi, Unpublished PhD, Ankara: Ankara Üniversitesi.
  • Bassano, D. (2000). “La constitution du lexique: le développement lexical précoce”, M. KAIL - M. FAYOL (eds), L’acquisition du langage: le langage en émergence, de la naissance à trois ans, Paris: Presse Universitaire de France, 137-192.
  • Ben-Zeev, S. (1977). “The influence of bilingualism on cognitive strategy and cognitive development”, Child Development, 48/3, 1009-1018.
  • Bhatia, T. K., Ritchie W. C. (2013). The Handbook of Bilingualism and Multilingualism, London: Wiley-Blackwell (Blackwell Handbooks in Linguistics).
  • Bornstein, M. H., Cote, L. R., Maital S., Painter K., Park, S.Y., Pascual, L., Pêcheux M.G. , Ruel J., Venuti, P. & Vyt, A. (2004). “Cross Linguistic Analysis of Vocabulary in Young Children: Spanish, Dutch, French, Hebrew, Italian, Korean, and American English”, Child Development, 75/4, 1115-1139.
  • Boysson-Bardies, B. (1996), Comment la parole vient aux enfants, Paris: Odile Jacob.
  • Caramazza, A. (1997). “How Many Levels of Processing Are There in Lexical Access?”, Cognitive neuropsychology, 14(1), 177-208.
  • Carey, S. (1978). “The child as word learner”, M. Halle - J. Bresnan - G. Miller (eds.), Linguistic theory and psychological reality, Cambridge: MIT Press, 264-293.
  • Chalumeau, S. & Efthymiou, H. (2010). Le bilinguisme précoce consécutif chez les enfants lusophones et turcophones: influence de la langue maternelle sur l’acquisition du français langue seconde, Unpublished MA thesis, Lyon: Université Claude Bernard Lyon 1, ISTR, Ecole d’Orthophonie.
  • Çiçek, A. (2004).“Türkçeye giren Fransızca kökenli bazı kelimeler üzerine bir inceleme”, Journal of Turkish Research Institute, 11/24, 1-9.
  • Clark, E. (1998). “Lexique et syntaxe dans l’acquisition du français”, Langue française, 118/1, 49-60.
  • Comesana, M., Soares, A.P. & Lima. C. (2010). “Semantic Representations of new Cognate vs. non cognates words: Evidence from two second language learning methods”, Procedia Social and Behavioral Sciences, 5, 199-203.
  • Costa, A. & Caramazza, A. (1999). “Is lexical selection in bilingual speech production language- specific? Further evidence from Spanish-English and English-Spanish bilinguals”, Bilingualism: Language and Cognition, 2/3, 231-244.
  • Costa, A., Caramazza, A. & Sebastian-Galles, N. (2000). “The cognate facilitation effect: Implications for models of lexical access”, Journal of Experimental Psychology: Learning, Memory, & Cognition, 26, 1283-1296.
  • Costa, A., Colome, À. & Caramazza, A. (2000). “Lexical Access in Speech Production: The Bilingual Case”, Psicológica, 21, 403-437.
  • Costa, A., Miozzo, M. & Caramazza, A. (1999). “Lexical Selection in Bilinguals: Do Words in the Bilingual’s Two Lexicons. Compete for Selection?”, Journal of Memory and Language, 41, 365-397.
  • Costa, A., Santesteban, M. & Cano, A. (2005). “On the facilitatory effects of cognate words in bilingual speech production”, Brain and Language, 94/1, 94-103.
  • Costa, A., Santesteban, M. & Ivanova, I. (2006). “How do highly proficient bilinguals control their lexicalization process? Inhibitory and language-specific selection mechanisms are both functional”, Journal of Experimental Psychology: Learning, Memory, and Cognition, 32 (5), 1057-1074.
  • Costa, A., Santesteban, M. (2004). “Lexical access in bilingual speech production: Evidence from language switching in highly proficient bilinguals and L2 learners”, Journal of Memory and Language, 50, 491-511.
  • Cummins, J. (1979). “Linguistic Interdependence and the Educational Development of Bilingual Children”, Review of Educational Research, 49/2, 222-251.
  • De Houwer, A. (2009). An Introduction to Bilingual Development, Clevedon/Buffalo: Multilingual Matters.
  • Dijkstra T., Miwa, K., Brummelhuis, B., Sappelli M. & Baayen, H. (2010). “How cross language similarity and task demands affect cognate recognition”, Journal of Memory and Language, 62, 284-301.
  • Finkbeiner, M. - Gollan, T. H. - Caramazza, A. (2006). “Lexical access in bilingual speakers: What’s the (hard) problem?”, Bilingualism: Language and Cognition, 9/21, 153-156.
  • Font, N. & Lavaur, J.M. (1998). “Représentation des mots cognats et non cognats en mémoire chez les bilingues français-espagnol”, Psychologie Française, 43/4. 329-338.
  • Genesee, F., Paradis, J. & Crago, M. B. (2011). Dual language development and disorders. A handbook on bilingualism and second language learning, Baltimore MD: Brookes.
  • Gollan, T. H. & Acenas, L.A.R. (2004). “What Is a TOT? Cognate and Translation Effects on Tip-of-the-Tongue States in Spanish-English and Tagalog-English Bilinguals”, Journal of Experimental Psychology: Learning, Memory, and Cognition, 30/1, 246-269.
  • Green, D. W. (1998).“Mental control of the bilingual lexico-semantic system”, Bilingualism: Language and Cognition, 1, 67-81.
  • Grosjean, F. (2010). Bilingual: Life and reality, Cambridge, Harvard University Press.
  • Gumperz, J. J. (1964). “Linguistic and Social Interaction in Two Communities”, American Anthropologist, 66/6-2, 137-153.
  • Hamurcu-Süverdem, B. (2015), Développement du turc et du français en situation de bilinguisme précoce. Le cas d’enfants d’origine turque scolarisés en maternelle, Unpublished PhD, Rouen: Université de Rouen.
  • Hamurcu-Süverdem, B., Akıncı, M.A. (2017). “Fransa’da erken okullaşma döneminde göçmen kökenli Türk çocuklarda iki dillilik gelişimi”, In E. Esen & H. Engin (eds), Bir çocuk, iki dil, Antalya: Akdeniz University Press.
  • Helot, C. (2007). Du bilinguisme en famille au plurilinguisme à l’école, Paris: L’Harmattan.
  • Junker, D. A. and Stockman, I. J. (2002). Expressive vocabulary of German-English bilingual toddlers, American Journal of speech-Language Pathology, 11, 381-394.
  • Kara, N. (2011). Contribution à l’intercompréhension entre le turc et le français: les transparences lexicales, Unpublished MA thesis, Reims: Université de Reims Champagne-Ardenne.
  • Kern, S. (2001). Le langage en émergence, Approche Neuropsychologique des Apprentissages chez l’Enfant, 13, 8-12.
  • Kern, S. (2005). De l’universalité et des spécificités du développement langagier précoce, J.M. Hombert (ed.), Aux origines des langues et du langage, Paris: Fayard, 270-291.
  • Kinginger, C. (2008). Répertoires: décentrage et expressions identitaire, G. Zarate, - D. Levy – C. Kramsch, C. (sous la dir.). Précis du Plurilinguisme et du pluriculturalisme, Paris: Editions des Archives Contemporaines, 47-50.
  • Kroll, J. F. & De Groot, A. (2005). Handbook of bilingualism. Psycholinguistic approaches, Oxford: Oxford University Press.
  • Kroll, J. F. & Gollan, T. H. (2014). Speech Planning in Two Languages: What Bilinguals Tell Us about Language Production, In M. Goldrick, V. Ferreira & Michele Miozzo (eds), The Oxford Handbook of Language Production, Oxford, New York: Oxford University Press, 165-181.
  • Kroll, J. F. & Stewart, E. (1994). Category interference in translation and picture naming: evidence for asymmetric connections between bilingual memory representations, Journal of Memory and Language, 33/2, 149-174.
  • Kroll, J. F., Bobb, S. C., Misra, M. & Guo T. (2008). Language selection in bilingual speech: Evidence for inhibitory processes, Acta Psychologica, 128, 416-430.
  • Le Coz, A. & Lhoste-Lassus, A. (2011). Compétences lexicales et morphosyntatiques des enfants bilingues franco-turcs de grande section de maternelle: comparaison avec leurs pairs monolingues français, Unpublished MA thesis, Lyon, Université Claude Bernard Lyon 1, ISTR, Ecole d’orthophonie.
  • Levelt, W. J.M., Roelofs, A. & Meyer, A. S. (1999). A theory of lexical access in speech production, Behavioral and Brain Sciences, 22, 1-75.
  • Manigand, A. (1991). Processus d’insertion scolaire d’enfants d’origine étrangère: Étude des trajectoires scolaires d’une population d’enfants turcs, Unpublished PhD, Bordeaux: Université Bordeaux II.
  • Manigand, Alain (1999), Le silence des enfants turcs à l’école, Psychologie & Éducation, 37, 57-73.
  • MORRISON, C. M., Chappell, T. D. & Ellis, A. W. (1997). “Age of acquisition norms for a large set of object names and their relation to adult estimates and other variables”, Quarterly Journal of Experimental Psychology: Human Experimental Psychology, 50A/3, 528-559.
  • Oker, A. & Akinci, M. A. (2012). Processus implicite de dénomination de mots chez des enfants bilingues franco-turcs de 5 ans, CogniTextes, 8. http://cognitextes.revues.org/626.
  • Pearson, B. Z., Fernandez, S. C. & OLLER, D. K. (1993). “Lexical Development in Bilingual Infants and Toddlers: Comparison to Monolingual Norms”, Language Learning, 43/1, 93-120.
  • Potter, M. C., So, K. F., Von Eckhardt, B. & Feldman, L. B. (1984). Lexical and conceptual representation in beginning and more proficient bilinguals, Journal of Verbal Learning and Verbal Behavior, 23, 23-38.
  • Rondal, J.A., Esperet, E., Gombert, J.E., Thibaut, J.P. & Comblain, C. (2000). Développement du langage oral, J.A. Rondal & X. Seron (eds), Troubles du langage: Bases théoriques, diagnostic et rééducation, Liège: Pierre Mardaga, 107-178.
  • Sağlam, M.Y. (2007). “Türkçe’deki Terim Sorunsalı”, Türkbilig, 14, 168-176.
  • Singleton, D. & Ó Laoire, M. (2006). “Psychotypologie et facteur L2 dans l’influence translexicale”, Acquisition et Interaction en Langue Etrangère, 24, 101-117.
  • Singleton, D. (1994). “Introduction : le rôle de la forme et du sens dans le lexique mental en L2”, Acquisition et Interaction en Langue Etrangère, 3, 3-27.
  • Türk Dil Kurumu (2011). Türkçe Sözlük, Anlara: Türk Dil Kurumu Yayınları: 549.
  • Yan, X. (2014). Cognate words picture naming in non-alphabetic languages: evidence from Cantonese-Mandarin bilinguals. Unpublished MA thesis, Hong Kong: The University of Hong Kong, Faculty of Education (http://hdl.handle.net/10722/206739).
  • Zablit, C. & Trudeau, N. (2008). “Le vocabulaire chez les jeunes enfants libanais arabophones, francophones et bilingues”, Glossa, 10, 36-52.

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

Yıl 2021, Cilt 32, Sayı 3, 89 - 113, 31.12.2021
https://doi.org/10.18492/dad.779930

Öz

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.

Kaynakça

  • Akıncı, M.A. (1996). “Les pratiques langagières chez les immigrés turcs en France”, Ecarts d’Identité, 76., 14-17.
  • Akıncı, M.A. (2001). Développement des compétences narratives des enfants bilingues turc-français en France âgés de 5 à 10 ans, München: LINCOM.
  • Akıncı, M.A. (2008). “Language Use and Biliteracy Practices of Turkish-speaking Children and Adolescents in France”, Lytra, V. - Jorgensen, J. N. (Eds.), Multilingualism and Identities across Contexts: Cross-disciplinary perspectives on Turkish-speaking youth in Europe, Copenhagen: University of Copenhagen Press, 85-108.
  • Alan, S. (2005). Fransızca öğrenen Türklerin yaptıkları biçimbilimsel ve sözdizimsel yanlışların çözümlenmesi, Unpublished PhD, Ankara: Ankara Üniversitesi.
  • Bassano, D. (2000). “La constitution du lexique: le développement lexical précoce”, M. KAIL - M. FAYOL (eds), L’acquisition du langage: le langage en émergence, de la naissance à trois ans, Paris: Presse Universitaire de France, 137-192.
  • Ben-Zeev, S. (1977). “The influence of bilingualism on cognitive strategy and cognitive development”, Child Development, 48/3, 1009-1018.
  • Bhatia, T. K., Ritchie W. C. (2013). The Handbook of Bilingualism and Multilingualism, London: Wiley-Blackwell (Blackwell Handbooks in Linguistics).
  • Bornstein, M. H., Cote, L. R., Maital S., Painter K., Park, S.Y., Pascual, L., Pêcheux M.G. , Ruel J., Venuti, P. & Vyt, A. (2004). “Cross Linguistic Analysis of Vocabulary in Young Children: Spanish, Dutch, French, Hebrew, Italian, Korean, and American English”, Child Development, 75/4, 1115-1139.
  • Boysson-Bardies, B. (1996), Comment la parole vient aux enfants, Paris: Odile Jacob.
  • Caramazza, A. (1997). “How Many Levels of Processing Are There in Lexical Access?”, Cognitive neuropsychology, 14(1), 177-208.
  • Carey, S. (1978). “The child as word learner”, M. Halle - J. Bresnan - G. Miller (eds.), Linguistic theory and psychological reality, Cambridge: MIT Press, 264-293.
  • Chalumeau, S. & Efthymiou, H. (2010). Le bilinguisme précoce consécutif chez les enfants lusophones et turcophones: influence de la langue maternelle sur l’acquisition du français langue seconde, Unpublished MA thesis, Lyon: Université Claude Bernard Lyon 1, ISTR, Ecole d’Orthophonie.
  • Çiçek, A. (2004).“Türkçeye giren Fransızca kökenli bazı kelimeler üzerine bir inceleme”, Journal of Turkish Research Institute, 11/24, 1-9.
  • Clark, E. (1998). “Lexique et syntaxe dans l’acquisition du français”, Langue française, 118/1, 49-60.
  • Comesana, M., Soares, A.P. & Lima. C. (2010). “Semantic Representations of new Cognate vs. non cognates words: Evidence from two second language learning methods”, Procedia Social and Behavioral Sciences, 5, 199-203.
  • Costa, A. & Caramazza, A. (1999). “Is lexical selection in bilingual speech production language- specific? Further evidence from Spanish-English and English-Spanish bilinguals”, Bilingualism: Language and Cognition, 2/3, 231-244.
  • Costa, A., Caramazza, A. & Sebastian-Galles, N. (2000). “The cognate facilitation effect: Implications for models of lexical access”, Journal of Experimental Psychology: Learning, Memory, & Cognition, 26, 1283-1296.
  • Costa, A., Colome, À. & Caramazza, A. (2000). “Lexical Access in Speech Production: The Bilingual Case”, Psicológica, 21, 403-437.
  • Costa, A., Miozzo, M. & Caramazza, A. (1999). “Lexical Selection in Bilinguals: Do Words in the Bilingual’s Two Lexicons. Compete for Selection?”, Journal of Memory and Language, 41, 365-397.
  • Costa, A., Santesteban, M. & Cano, A. (2005). “On the facilitatory effects of cognate words in bilingual speech production”, Brain and Language, 94/1, 94-103.
  • Costa, A., Santesteban, M. & Ivanova, I. (2006). “How do highly proficient bilinguals control their lexicalization process? Inhibitory and language-specific selection mechanisms are both functional”, Journal of Experimental Psychology: Learning, Memory, and Cognition, 32 (5), 1057-1074.
  • Costa, A., Santesteban, M. (2004). “Lexical access in bilingual speech production: Evidence from language switching in highly proficient bilinguals and L2 learners”, Journal of Memory and Language, 50, 491-511.
  • Cummins, J. (1979). “Linguistic Interdependence and the Educational Development of Bilingual Children”, Review of Educational Research, 49/2, 222-251.
  • De Houwer, A. (2009). An Introduction to Bilingual Development, Clevedon/Buffalo: Multilingual Matters.
  • Dijkstra T., Miwa, K., Brummelhuis, B., Sappelli M. & Baayen, H. (2010). “How cross language similarity and task demands affect cognate recognition”, Journal of Memory and Language, 62, 284-301.
  • Finkbeiner, M. - Gollan, T. H. - Caramazza, A. (2006). “Lexical access in bilingual speakers: What’s the (hard) problem?”, Bilingualism: Language and Cognition, 9/21, 153-156.
  • Font, N. & Lavaur, J.M. (1998). “Représentation des mots cognats et non cognats en mémoire chez les bilingues français-espagnol”, Psychologie Française, 43/4. 329-338.
  • Genesee, F., Paradis, J. & Crago, M. B. (2011). Dual language development and disorders. A handbook on bilingualism and second language learning, Baltimore MD: Brookes.
  • Gollan, T. H. & Acenas, L.A.R. (2004). “What Is a TOT? Cognate and Translation Effects on Tip-of-the-Tongue States in Spanish-English and Tagalog-English Bilinguals”, Journal of Experimental Psychology: Learning, Memory, and Cognition, 30/1, 246-269.
  • Green, D. W. (1998).“Mental control of the bilingual lexico-semantic system”, Bilingualism: Language and Cognition, 1, 67-81.
  • Grosjean, F. (2010). Bilingual: Life and reality, Cambridge, Harvard University Press.
  • Gumperz, J. J. (1964). “Linguistic and Social Interaction in Two Communities”, American Anthropologist, 66/6-2, 137-153.
  • Hamurcu-Süverdem, B. (2015), Développement du turc et du français en situation de bilinguisme précoce. Le cas d’enfants d’origine turque scolarisés en maternelle, Unpublished PhD, Rouen: Université de Rouen.
  • Hamurcu-Süverdem, B., Akıncı, M.A. (2017). “Fransa’da erken okullaşma döneminde göçmen kökenli Türk çocuklarda iki dillilik gelişimi”, In E. Esen & H. Engin (eds), Bir çocuk, iki dil, Antalya: Akdeniz University Press.
  • Helot, C. (2007). Du bilinguisme en famille au plurilinguisme à l’école, Paris: L’Harmattan.
  • Junker, D. A. and Stockman, I. J. (2002). Expressive vocabulary of German-English bilingual toddlers, American Journal of speech-Language Pathology, 11, 381-394.
  • Kara, N. (2011). Contribution à l’intercompréhension entre le turc et le français: les transparences lexicales, Unpublished MA thesis, Reims: Université de Reims Champagne-Ardenne.
  • Kern, S. (2001). Le langage en émergence, Approche Neuropsychologique des Apprentissages chez l’Enfant, 13, 8-12.
  • Kern, S. (2005). De l’universalité et des spécificités du développement langagier précoce, J.M. Hombert (ed.), Aux origines des langues et du langage, Paris: Fayard, 270-291.
  • Kinginger, C. (2008). Répertoires: décentrage et expressions identitaire, G. Zarate, - D. Levy – C. Kramsch, C. (sous la dir.). Précis du Plurilinguisme et du pluriculturalisme, Paris: Editions des Archives Contemporaines, 47-50.
  • Kroll, J. F. & De Groot, A. (2005). Handbook of bilingualism. Psycholinguistic approaches, Oxford: Oxford University Press.
  • Kroll, J. F. & Gollan, T. H. (2014). Speech Planning in Two Languages: What Bilinguals Tell Us about Language Production, In M. Goldrick, V. Ferreira & Michele Miozzo (eds), The Oxford Handbook of Language Production, Oxford, New York: Oxford University Press, 165-181.
  • Kroll, J. F. & Stewart, E. (1994). Category interference in translation and picture naming: evidence for asymmetric connections between bilingual memory representations, Journal of Memory and Language, 33/2, 149-174.
  • Kroll, J. F., Bobb, S. C., Misra, M. & Guo T. (2008). Language selection in bilingual speech: Evidence for inhibitory processes, Acta Psychologica, 128, 416-430.
  • Le Coz, A. & Lhoste-Lassus, A. (2011). Compétences lexicales et morphosyntatiques des enfants bilingues franco-turcs de grande section de maternelle: comparaison avec leurs pairs monolingues français, Unpublished MA thesis, Lyon, Université Claude Bernard Lyon 1, ISTR, Ecole d’orthophonie.
  • Levelt, W. J.M., Roelofs, A. & Meyer, A. S. (1999). A theory of lexical access in speech production, Behavioral and Brain Sciences, 22, 1-75.
  • Manigand, A. (1991). Processus d’insertion scolaire d’enfants d’origine étrangère: Étude des trajectoires scolaires d’une population d’enfants turcs, Unpublished PhD, Bordeaux: Université Bordeaux II.
  • Manigand, Alain (1999), Le silence des enfants turcs à l’école, Psychologie & Éducation, 37, 57-73.
  • MORRISON, C. M., Chappell, T. D. & Ellis, A. W. (1997). “Age of acquisition norms for a large set of object names and their relation to adult estimates and other variables”, Quarterly Journal of Experimental Psychology: Human Experimental Psychology, 50A/3, 528-559.
  • Oker, A. & Akinci, M. A. (2012). Processus implicite de dénomination de mots chez des enfants bilingues franco-turcs de 5 ans, CogniTextes, 8. http://cognitextes.revues.org/626.
  • Pearson, B. Z., Fernandez, S. C. & OLLER, D. K. (1993). “Lexical Development in Bilingual Infants and Toddlers: Comparison to Monolingual Norms”, Language Learning, 43/1, 93-120.
  • Potter, M. C., So, K. F., Von Eckhardt, B. & Feldman, L. B. (1984). Lexical and conceptual representation in beginning and more proficient bilinguals, Journal of Verbal Learning and Verbal Behavior, 23, 23-38.
  • Rondal, J.A., Esperet, E., Gombert, J.E., Thibaut, J.P. & Comblain, C. (2000). Développement du langage oral, J.A. Rondal & X. Seron (eds), Troubles du langage: Bases théoriques, diagnostic et rééducation, Liège: Pierre Mardaga, 107-178.
  • Sağlam, M.Y. (2007). “Türkçe’deki Terim Sorunsalı”, Türkbilig, 14, 168-176.
  • Singleton, D. & Ó Laoire, M. (2006). “Psychotypologie et facteur L2 dans l’influence translexicale”, Acquisition et Interaction en Langue Etrangère, 24, 101-117.
  • Singleton, D. (1994). “Introduction : le rôle de la forme et du sens dans le lexique mental en L2”, Acquisition et Interaction en Langue Etrangère, 3, 3-27.
  • Türk Dil Kurumu (2011). Türkçe Sözlük, Anlara: Türk Dil Kurumu Yayınları: 549.
  • Yan, X. (2014). Cognate words picture naming in non-alphabetic languages: evidence from Cantonese-Mandarin bilinguals. Unpublished MA thesis, Hong Kong: The University of Hong Kong, Faculty of Education (http://hdl.handle.net/10722/206739).
  • Zablit, C. & Trudeau, N. (2008). “Le vocabulaire chez les jeunes enfants libanais arabophones, francophones et bilingues”, Glossa, 10, 36-52.

Ayrıntılar

Birincil Dil İngilizce
Konular Sosyal
Bölüm Makaleler
Yazarlar

Mehmet Ali AKINCI> (Sorumlu Yazar)
Université de Rouen Normandie
0000-0002-7077-4322
France

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

Kaynak Göster

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 , Tek dilli ve iki dilli topluluklarda Türkçenin edinimi: Hatice Sofu Armağanı (Konuk Editörler: Feyza Altınkamış - Aslı Altan) , 89-113 . DOI: 10.18492/dad.779930