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The Development of Questions in Child and Child-directed Speech in Turkish

Yıl 2025, Cilt: 36 Sayı: 1, 49 - 81, 29.06.2025

Vildan İnci Kavak

https://doi.org/10.18492/dad.1189101

Öz

Child-directed questions are significant in high-quality mother-child interactions (Ninio, 1980; Rowe et al., 2017). This paper examines the probable effects of Turkish child-directed speech (CDS) on the acquisition of wh-words of a Turkish child. In this study, the spontaneous speech of a Turkish boy and his mother was video recorded weekly between the ages of 20 and 22 months by his mother during day-time activities such as play, meals and leisure time. Then, it was studied to identify the frequency and the form as directed to the child. The results were compared to understand how the frequency and form of questions changed over three months. While yes/no questions and wh-pronominals with the copula and with semantically general verbs were the question forms found substantially in child-directed speech, the child only produced intonation questions. It was revealed that there is a close relationship between input and acquisition at the sentence and verb level in the present data. This study contributes to language acquisition studies by enhancing our knowledge of how Turkish children acquire questions.

Anahtar Kelimeler

child language child speech Turkish language acquisition order of questions development of questions

Etik Beyan

Author Contributions: This research and all stages related to the research were conducted by a single author. Submission statement and verification: This study has not been previously published elsewhere. It is not under review in another journal. Publication of the study has been approved, either implicitly or explicitly, by all authors and the responsible authorities at the university/research center where the study was conducted. If the study is accepted for publication, it will not be published in the same form in another printed or electronic medium in Turkish or any other language without the written permission of the Journal of Linguistic Research. Conflict of Interest Statement: In line with the Committee on Publication Ethics (COPE) statement, I hereby declare that I had no conflicting interests regarding any parties to this study. Data Use: Data were collected after the participant’s legal guardian gave consent. Ethical Approval/Participant Consent: Ethical approval and written permissions were obtained from Islam Science and Technology University Social and Human Sciences Ethics Committee with the decision dated 03.04.2024. Every step of the research was conducted in accordance with ethical norms. The candidates gave their consent to participate voluntarily in the study. Financial Support: No financial support was received for the study. (If financial support was received, it should be stated.)

Kaynakça

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  • Bazeley, P. (2007). Qualitative data analysis with NVivo. Sage.
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  • Bloom, Louis. Merkin, S., & Wootten, J. (1982). Wh-questions: linguistic factors that contribute to the sequence of acquisition. Child Development, 53(4), 1084-1092. https://doi.org/10.2307/1129150
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  • Clancy, P. M. (1989). Form and function in the acquisition of Korean wh-questions. Journal of Child Language, 16(2), 323–347. https://doi.org/10.1017/S0305000900010448
  • Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). Routledge/Falmer.
  • Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage.
  • Cross, T. G. (1977). Mothers’ speech adjustments: The contribution of selected child listener variables. In C. E. Snow & C.Ferguson (Eds.), Talking to children: Language input and acquisition. Cambridge University Press.
  • Çakır, H., & Cengiz, Ö. (2016). The use of open ended versus closed ended questions in Turkish classrooms. Open Journal of Modern Linguistics, 6(2), 60-70.
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  • Ekmekçi, Ö. (1990). Türkçe’nin ediniminde soru tümcelerinin algılanımı. In A. S. Özsoy & H. Sebüktekin (Eds.), IV. Dilbilim Sempozyumu Bildirileri (pp. 215-232). Boğaziçi Üniversitesi Yayınları.
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  • Fernald, A., & Morikawa, H. (1993). Common themes and cultural variations in Japanese and American mothers’ speech to infants. Child development, 64(3), 637-656. https://doi.org/10.1111/j.1467-8624.1993.tb02933.x
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Çocuk Dili ve Çocuğa Yönelik Dilde Türkçe Soruların Gelişimi

Yıl 2025, Cilt: 36 Sayı: 1, 49 - 81, 29.06.2025

Vildan İnci Kavak

https://doi.org/10.18492/dad.1189101

Öz

Çocuğa yöneltilen sorular, anne-çocuk etkileşiminde önemli bir role sahiptir (Ninio, 1980; Rowe, Leech & Cabrera, 2017). Bu makale, çocuklara yönelik konuşmanın, bir Türk çocuğunun soru edinimi üzerindeki olası etkilerini ve gidişatını incelemektedir. Bu çalışmada, 20-22 ay yaşları arasındaki bir Türk erkek çocuğu ile annesinin spontan konuşmaları, oyun, yemek ve boş zaman gibi günlük aktiviteler sırasında annesi tarafından haftalık olarak videoya kaydedilmiştir. Daha sonra çocuğa yönelik soruların hem sıklığı hem de tarzı tespit edilmeye çalışılmış ve sonuçlar, üç aylık süre zarfında soru sıklığı ve tarzının nasıl değiştiğini kayıt altına almıştır. Çalışmadaki çocuğa yönelik iletişimde evet/hayır soruları ve isim ve semantik olarak genel fiillerle birlikte soru zamirleri en sık kullanılırken, çocuk yalnızca tonlama yaparak soru üretti. Mevcut verilerde cümle ve fiil düzeyinde girdi ve edinim arasında yakın bir ilişki olduğu saptandı. Bu çalışma, Türk çocuklarının soruları nasıl edindiklerine dair bilgimizi artırarak dil edinimi çalışmalarına katkı sağlamaktadır.

Anahtar Kelimeler

çocuk dili çocuğa yöneltilen dil Türkçe dil edinimi soru sırası soru gelişimi

Kaynakça

  • Aksu-Koc, A. & Slobin, D. I. (1985). The acquisition of Turkish. In Slobin, D. I., (ed.) The crosslinguistic study of language acquisition (Vol. 1. The data). Erlbaum.
  • Altınkamış, F., Kern, S., & Sofu, H. (2014). When context matters more than language: Verb or noun in French and Turkish caregiver speech. First Language, 34(6), 537–550. https://doi.org/10.1177/0142723714560179
  • Bailey, C. S., Denham, S. A., & Curby, T. W. (2013). Questioning as a component of scaffolding in predicting emotion knowledge in preschoolers. Early Child Development and Care, 183(2), 265–279. https://doi.org/10.1080/03004430.2012.671815
  • Bates, E., Camaioni, L. & Volterra, V. (1975). The acquisition of performatives prior to speech. Merrill-Palmer Quarterly, 21(3), 205-226.
  • Bazeley, P. (2007). Qualitative data analysis with NVivo. Sage.
  • Beringer, G. & Garvey, C. (1981). Relevant replies to questions: Answers versus evasions. Journal of Psycholinguistic Research, 10. 403-420. https://doi.org/10.1007/BF01067166
  • Berman, R. (1985). The acquisition of Hebrew. In D. I. Slobin (Ed.), The crosslinguistic study of language acquisition (Vol. 1). Erlbaum.
  • Blank, M. & Allen, D. A. (1976). Understanding ‘why’: Its significance in early intelligence. In M. Lewis (Ed.), Origins of intelligence: infancy and early childhood. Plenum.
  • Bloom, Louis. Merkin, S., & Wootten, J. (1982). Wh-questions: linguistic factors that contribute to the sequence of acquisition. Child Development, 53(4), 1084-1092. https://doi.org/10.2307/1129150
  • Broen, P. A. (1972). The verbal environment of the language-learning child. American Speech and Hearing Association.
  • Cairns, H. S. & Hsu, J. R. (1978). Who, why, when and how: a developmental study. Journal of Child Language 5(3). 477-488. https://doi.org/10.1017/S0305000900002105
  • Carey, S. (1978). The child as a word learner. In M. Halle, J. Bresnan, & G. A. Miller (Eds.), Linguistic theory and psychological reality (pp. 264–293). MIT Press.
  • Choi, S. (2000). Caregiver input in English and Korean: Use of nouns and verbs in book-reading and toy-play contexts. Journal of Child Language, 27(1), 69–96. https://doi.org/10.1017/S0305000999004018
  • Clancy, P. M. (1985). The acquisition of Japanese. In D. I. Slobin (Ed.), The crosslinguistic study of language acquisition (Vol. 1). Erlbaum.
  • Clancy, P. M. (1989). Form and function in the acquisition of Korean wh-questions. Journal of Child Language, 16(2), 323–347. https://doi.org/10.1017/S0305000900010448
  • Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). Routledge/Falmer.
  • Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage.
  • Cross, T. G. (1977). Mothers’ speech adjustments: The contribution of selected child listener variables. In C. E. Snow & C.Ferguson (Eds.), Talking to children: Language input and acquisition. Cambridge University Press.
  • Çakır, H., & Cengiz, Ö. (2016). The use of open ended versus closed ended questions in Turkish classrooms. Open Journal of Modern Linguistics, 6(2), 60-70.
  • Ekmekçi, Ö. (1979). Acquisition of Turkish. A longitudinal study on the early language development of a Turkish child [PhD Dissertation]. University of Texas at Austin.
  • Ekmekçi, Ö. (1990). Türkçe’nin ediniminde soru tümcelerinin algılanımı. In A. S. Özsoy & H. Sebüktekin (Eds.), IV. Dilbilim Sempozyumu Bildirileri (pp. 215-232). Boğaziçi Üniversitesi Yayınları.
  • Erreich, A. (1984). Learning how to ask: patterns of inversion in yes-no and wh-questions. Journal of Child Language, 11(3), 579-592. https://doi.org/0.1017/S0305000900005961
  • Ervin, S. & Miller, W. (1977). Early discourse: some questions about questions. In M. Lewis & L. Rosenblum (Eds.), Interaction, conversation and the development of language. Wiley.
  • Ervin-Tripp, S. (1970). Discourse agreement: how children answer questions. In J. R. Hayes (ed.), Cognition and the development of language. Wiley.
  • Fernald, A., & Morikawa, H. (1993). Common themes and cultural variations in Japanese and American mothers’ speech to infants. Child development, 64(3), 637-656. https://doi.org/10.1111/j.1467-8624.1993.tb02933.x
  • Forner, M. (1977). The mother as LAD: interaction between order and frequency of parental input and child production. In F. R. Eckman & A. J. Hastings (Eds.), Studies in first and second language acquisition. Newbury.
  • Gopnik, A. & Meltzoff, A. N. (1987). Language and thought in the young child: Early semantic developments and their relationship to object permanence, means-end understanding, and categorization. In K. E. Nelson (Ed.), Children’s language (Vol. 6) (pp. 191-212). Erlbaum.
  • Hatch, J. A. (2002). Doing qualitative research in education settings. State University of New York Press.
  • Heath, S. B. (1981). Questioning at home and at school: a comparative study. In G. Spindler (Ed.), Doing ethnography: Educational anthropology in action. Holt, Rinehart & Winston.
  • Heath, S. B. (1983). Ways with words: language, life and work in communities and classrooms. Cambridge University Press.
  • Honig, A. S., & Wittmer, D. S. (1981). Teacher questions to male and female toddlers. Early Child Development and Care, 9, 19-32. https://doi.org/10.1080/0300443820090102
  • Göksel, A., & Kerslake, C. (2005). Turkish. Routledge.
  • Holzman, M. (1972). The use of interrogative forms in the verbal interaction of three mothers and their children. Journal of Psycholinguistic Research 1. 311-336. https://doi.org/10.1007/BF01067786
  • Holzman, M. (1974). The verbal environment provided by mothers for their very young children. Merrill-Palmer Quarterly 20. 31-42.
  • Ingram, D. (1974). The acquisition of the English verbal auxiliary and copula in normal and linguistically deviant children. ASHA Monographs, 18, 5-14.
  • Inci-Kavak, V. (2018). The development of forms of negation in the acquisition of Turkish. Journal of Language and Linguistic Studies, 14(4), 93-110.
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  • Mills, A. E. (1985). The acquisition of German. In D. I. Slobin (Ed.), The crosslinguistic study of language acquisition (Vol. 1) (pp. 141-254). Erlbaum.
  • Mol, S. E., Bus, A. G., & De Jong, M. T. (2009). Interactive book reading in early education: A tool to stimulate print knowledge as well as oral language. Review of Educational Research, 79(2), 979-1007. https://doi.org/10.3102/0034654309332561
  • Naigles, L. & 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
  • Nelson, K. (1973). Structure and strategy in learning to talk. Monographs of the Society for Research in Child Development.
  • Newport, E., Gleitman, H. & Gleitman, L. (1977). Mother, I’d rather do it myself: some effects and non-effects of maternal speech style. In C. Snow & C. Ferguson (Eds.), Talking to children: language input and acquisition (pp. 109-149). Cambridge University Press.
  • Ninio, A. (1980). Picture-book reading in mother-infant dyads belonging to two sub- groups in Israel. Child Development, 51(2), 587-590. https://doi.org/10.2307/1129299
  • Okubo, A. (1967). Yooji gengo no hattatsu (Children’s language development). Tokyodoo.
  • Olsen-Fulero, L. & Conforti, J. (1983). Child responsiveness to mother questions of varying type and presentation. Journal of Child Language 10(3). 495-520. https://doi.org/10.1017/S030500090000533X
  • Piaget, J. (1927). La causalité physique chez l’enfant. Paris.
  • Robinson, J. B., Burns, B. M., & Davis, D. W. (2009). Maternal scaffolding and at- tention regulation in children living in poverty. Journal of Applied Developmental Psychology, 30(2), 82-91. https://doi.org/10.1016/j.appdev.2008.10.013
  • Rowe, M. L., Leech, K. A., & Cabrera, N. (2017). Going beyond input quantity: Wh‐questions matter for toddlers’ language and cognitive development. Cognitive science, 41, 162-179. https://doi.org/10.1111/cogs.12349
  • Rowland, C. F., & Pine, J. M. (2000). Subject–auxiliary inversion errors and wh-question acquisition:’What children do know?’. Journal of Child Language, 27(1), 157-181. https://doi.org/10.1017/s0305000999004055
  • Rowland, C.F. & Pine, J. M. & Lieven, E. V.M. & Theakston, A. L. (2003). Determinants of acquisition order in wh-questions: re-evaluating the role of caregiver speech. Journal of Child Language 30(3), 609-635. https://doi.org/10.1017/S0305000903005695
  • Rowland, C. F., Pine, J. M., Lieven, E. V., & Theakston, A. L. (2005). The incidence of error in young children’s wh-questions. Journal of Speech Language Hearing Research, 48(2), 384-404. https://doi.org/10.1044/1092-4388(2005/027)
  • Saldana, J. (2015). The coding manual for qualitative researchers. Sage.
  • Savic, S. (1975). Aspects of adult-child communication: the problem of question acquisition. Journal of Child Language, 2(2), 251-60. https://doi.org/10.1017/S0305000900001070
  • Schieffelin, B. B. & Eisenberg, A. R. (1984). Cultural variation in children’s conversations. In R. Schiefelbusch & J. Pickar (eds.), The acquisition of communicative competence (pp. 378-420). University Park Press.
  • Shatz, M. (1978). Children’s comprehension of their mothers’ question-directives. Journal of Child Language 5(1), 39-46. https://doi.org/10.1017/S0305000900001926
  • Snow, C.E. (1972). Mothers’ speech to children learning language. Child Development, 43(2), 549-565. https://doi.org/10.2307/1127555
  • Snow, C. (1978). The conversational context of language acquisition. In R. Campbell & P. Smith (Eds.), Recent advances in the psychology of language: Language development and mother-child interaction (pp. 253-270). Plenum.
  • Sofu, H. (1998). Soru tümcelerinin edinimi. Dilbilim Araştırmaları Dergisi, 90-98.
  • Sofu, H., & Türkay, F. (2005, February). Input frequency effects of child-directed speech in terms of noun-verb dominance. In Presented Conference on (In) determinismus in der Sprache on February (pp. 23-25).
  • Sofu, H. & Türkay-Altınkamış, F. (2006). Input Frequency Effects in terms of Noun/Verb Dominance. Çukurova University, Eğitim Fakültesi Dergisi 3(32), 229-241.
  • Spall, S. (1998). Peer debriefing in qualitative research: Emerging operational models. Qualitative Inquiry, 4(2), 280-292. https://doi.org/10.1177/107780049800400208
  • Spillett, M. A. (2003). Peer debriefing: Who, what, when, why, how. Academic Exchange Quarterly, 7(3), 36-40.
  • Stromswold, K. J. (1990). Learnability and the acquisition of auxiliaries. [PhD Dissertation]. MIT.
  • Tardif, T., Shatz, M., & Naigles, L. (1997). Caregiver speech and children’s use of nouns versus verbs: Acomparison of English, Italian, and Mandarin. Journal of Child Language, 24(3), 535-565. https://doi.org/10.1017/s030500099700319x
  • Theakston, A. L. & Lieven, E. V. M. & Pine, J. M. & Rowland, C. F. (2004). Semantic Generality, input frequency and the acquisition of syntax. Journal of Child Language, 31(1), 61-99. https://doi.org/10.1017/S0305000903005956
  • Tribushinina, E., Van Den Bergh, H., Kilani-Schoch, M., Aksu-Koç, A., Dabašinskienė, I., Hrzica, G., ... & Dressler, W. (2013). The role of explicit contrast in adjective acquisition: A cross-linguistic longitudinal study of adjective production in spontaneous child speech and parental input. First Language, 33(6), 594-616. https://doi.org/10.1177/0142723713503146
  • Türkay, F., & Akyol, O. (2012). Does Turkish child-directed speech predict the acquisition order of wh- questions?. In E. Kincses Nagy & M. Biasci (Eds.), Studia Uralo-Altaica (pp. 515-525). University of Szeged.
  • Türkay-Altınkamış, F. (2005). Children’s early lexicon in terms of noun/verb dominance [PhD Dissertation]. Çukurova University, Adana, Türkiye.
  • Türkay-Altınkamış, F. & Kern, S. (2008). Türk ve Fransız anneler tarafından çocuğa yönlendirilmiş konuşmadaki farklılıklar: Ad/eylem kullanımına karşılaştırmalı bir bakış açısı. In Y. Aksan & M. Aksan (Eds.), 21. Ulusal Dilbilim Kurultayı bildirileri. (pp. 373-376). Mersin Üniversitesi.
  • Türkay-Altınkamış, F. & Sofu, H. & Uçar, E. (2010). Soru adıllarının edinimi. In Ç. Sağın-Şimşek & Ç. Hatipoğlu (Eds.), 24. Ulusal Dilbilim Kurultayı bildirileri (pp. 277-285). Orta Doğu Teknik Üniversitesi.
  • Tyack, D. & Ingram, D. (1977). Children’s production and comprehension of questions. Journal of Child Language 4(2). 211-224. https://doi.org/10.1017/S0305000900001616
  • Uçar, A. (2009). Eylemde çokanlamlılık ve sözlük girdisi olarak katkısız eylemler. In Y. Aksan & M. Aksan (Eds.), 21. Ulusal Dilbilim Kurultayı bildirileri. (pp.137-145). Mersin Üniversitesi.
  • Ünlütabak, B., Aktan-Erciyes, A., Yılmaz, D., Kandemir, S., & Göksun, T. (2022). Parental input during book reading and toddlers’ elicited and spontaneous communicative interactions. Journal of Applied Developmental Psychology, 81, 101436. https://doi.org/10.1016/j.appdev.2022.101436
  • Wanner, E. & Gleitman, L. R. (1982). Language acquisition: the state of the state of the art. In E. Wanner & L. Gleitman (Eds.), Language acquisition: The state of the art. Cambridge University Press.
  • Weinstein, Y., McDermott, K. B., & Roediger, H. L. (2010). A comparison of study strategies for passages: Rereading, answering questions, and generating questions. Journal of Experimental Psychology: Applied, 16(3), 308–316. https://doi.org/10.1037/a0020992
  • Wode, H. (1974). Some stages in the acquisition of questions by monolingual children. WORD, 27(1-3), 261-310. https://doi.org/10.1080/00437956.1971.11435628
Toplam 87 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dilbilim
Bölüm Makaleler
Yazarlar

Vildan İnci Kavak 0000-0001-7249-9048

Yayımlanma Tarihi 29 Haziran 2025
Yayımlandığı Sayı Yıl 2025Cilt: 36 Sayı: 1

Kaynak Göster

APA İnci Kavak, V. (2025). The Development of Questions in Child and Child-directed Speech in Turkish. Dilbilim Araştırmaları Dergisi, 36(1), 49-81. https://doi.org/10.18492/dad.1189101

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Dergi DOI:10.18492/dad