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The present study sets out to measure Turkish EFL learners' receptive affix knowledge and productive derivative vocabulary knowledge. More specifically, the extent to which Turkish EFL learners recognize written form of affixes, know the meaning of affixes and determine the part of speech of the derivatives produced by means of affixes and how good such learners are at producing derivatives have been investigated. Sasao and Webb's (2017) Word Part Levels Test (WPLT) to diagnose learners' receptive affix knowledge and the Contextualized Derivative Recall Test developed by Iwaizumi and Webb (2021) to measure EFL learners' productive derivative vocabulary knowledge have been used. The findings regarding EFL learners' receptive affix knowledge reveal that EFL learners have problems with affixes with the difficulty levels of medium and hard. The further results devoted to EFL learners' productive derivative knowledge indicate that they manage to produce almost seventy-one percent of the total number of the derivatives tested. Further analysis of correct derivatives produced in terms of their grammatical class shows that nouns and verbs are the least challenging derivatives to produce for EFL learners. Last, the highest number of correctly derived forms are among the derivatives at 3K-5K word frequency bands.

The purpose of this study is to examine the vocabulary included in listening texts in the textbooks used in teaching Turkish to foreigners according to their types. The study was limited to New Istanbul Turkish For International Students Course Book-A1 level. Accordingly, a total of eighteen listening texts in six units were analyzed. The document analysis method was used in the study. For this purpose, the words in the listening texts were analyzed as nouns, verbs, and phrases according to the distinction in the word list in the source of the study. In the analysis of the texts, the word types in the listening texts were compared with the word list shared with the reader at the end of each unit, and this ratio was reflected in the word types of tables with numerical values. Accordingly, a total of 592 words were included in eighteen listening texts. Of these, 429 are nouns, 129 are verbs and 34 are phrases. While a total of 957-word types are included in the word lists given in the book, 754 of them are nouns, 179 of them are verbs and 24 of them are phrases. When the word types within the listening texts in the book were analyzed, it was found that 149 out of 592-word types were used again. Another comparison is related to common uses. The word types in the listening texts were compared with the word lists in the textbook and 137 common word types were found. When at the distribution of word type preferences in the listening texts from the first unit to the last unit, it is observed that nouns, verbs, and phrases are partially distributed in a balanced way.

The purpose of this work is to determine how widely and in which semantic and morphologic categories, word associations are used by children. There is no study about word associations children use in the acquisition of Turkish as their mother tongue. Participants of the current research consisted of a total of 90 kids between 4.0 and 6.0 years of age in 3 different cities in Turkey based on easy accessibility. The data obtained by transferring oral language texts produced by children in their natural habitat to the computer environment was analyzed by evaluating according to their age brackets. Semantic categories are free-combinations, collocations (sub-categories; semi-restricted collocations, restricted collocations, figurative idioms and pure idioms) and co-creations. Morphologic categories are determined as rigid noun phrases, predicative relations, and phrasal templates. As a result, it was seen that the production of children in the participation group increases as age increases. Generally, it is seen that children in the 6.0 age group produce more complete word associations compared to lower age groups. Word association productions of 6.0-year-old children are more than the total word association productions of children in 4.0 and 5.0. It was determined that children perform productions in the free-combination category the most between semantic categories, and they make up predicative relations the most between morphologic categories. This result matches theories of development and acquisition and the characteristics of Turkish.

The present study aims to reveal the use of high-frequency verbs "make" and "do" when they occur in a verb+noun combination in the argumentative essays of Turkish learners of English. In this context, the present study investigated the grammatical and semantic patterns and erroneous productions in the learner corpus. The investigation made use of a learner corpus and LOCNESS as the reference native corpus for comparison purposes. The findings showed that there were some similarities and dissimilarities among two corpora in terms of grammatical and semantic properties. Based on the findings of the current study and previous studies, the present study shared theoretical and practical implications particularly for language teaching settings.

An important part of the grammatical proficiency of students learning Turkish as a foreign language is the use of verb complements in terms of case suffixes used with verbs. The suffixes that determine the relations between nouns and verbs that make up the two main word categories of Turkish are case suffixes. Noun case suffixes, whose main function is to connect nouns to verbs, are one of the most difficult subjects for students learning Turkish as a foreign language. However, there are few studies on teaching noun case suffixes to foreign students. The aim of this study, which was prepared based on the deficiency in the relevant literature, is to determine the usage levels of noun case suffixes in the oral expressions of French bilingual Somalian students learning Turkish. The study group of the research consists of 25 Somalian students studying at the B1, B2 and C1 levels at Bursa Uludag University Turkish Teaching Center in the 2019-2020 academic year and voluntarily participated in this research. The data obtained within the scope of this research, which was designed as a qualitative case study, were analyzed according to the suffix category that provides the relationship between the noun case suffixes and the verbs in the sentence. Other functions of the noun case suffix that provide the connection between nouns and nouns, nouns and prepositions are excluded from the scope of the study. The research data obtained by the semi-structured interview technique were analyzed using frequency analysis, which is one of the sub-techniques of content analysis. As a result of the study, it was determined that 25 French bilingual Somalian students learning Turkish made mistakes at a rate of about half when using the verbs with case suffixes, and they used the nominative case with the least mistakes.

This study explores how syntactic complexity and lexical complexity vary in argumentative essays written by L2 learners of English at B2 and C1 CEFR proficiency levels. We approach both syntactic complexity and lexical complexity from a multi-dimensional perspective, examining syntactic complexity at different levels (i.e., global, clausal, and phrasal) and including the three lexical dimensions as diversity, density, and sophistication. Undergraduate students (n=42) studying English Language Teaching at a private university in Turkey voluntarily participated in this study and completed an argumentative essay writing task. We manually coded their essays for syntactic complexity structures and used the automated analyzer developed by Lu (2012) for lexical complexity features. We calculated descriptive statistics separately for the lower-level and higher-level groups and investigated the syntactic complexity variation among the two groups using the nonparametric Mann-Whitney U test. Our results indicated significant variation among the two proficiency levels in three syntactic structures (finite complement clauses controlled by nouns, words before the main verb, and passives), while there was no significant difference between the groups in lexical complexity. These findings contribute to the understanding of the connection between linguistic features and L2 writing proficiency levels.

While the significance of corpus-based research in the teaching of foreign language and native language is increasing, the need for such studies is also increasing accordingly. The priority of the vocabulary taught in language education are identified through corpus-based studies in line with the international criteria set in the relevant field. Corpora and sub-corpora consisting of many layers, written and oral, improve the efficiency of the teaching/learning process for both teachers and learners. Corpus-based studies aiming to create word lists to be taught at the basic level are significant in this context to meet the needs of learners and teachers. In this study, 7 different A1 level textbooks and about 114-thousand-word data set used in teaching Turkish as a foreign language were examined based on the relevant corpus, and the type/token ratios of the sub-corpus were identified. The most frequently used words in A1 corpus in the field of Turkish teaching as a foreign language are classified according to their types. Frequency lists of the words that are considered to be functional and useful in the teaching of Turkish as a foreign language for both teachers and learners have been prepared; 250 most frequently used nouns, adjectives and verbs; 750 different words, which are considered to be a fairly comprehensive number for the basic level, are presented as suggestions within the scope of this study.

Learning collocations poses difficulties for foreign language learners despite their importance for fluency in the target language. Collocation learning and teaching should therefore be an integral part of foreign language instruction. With a focus on the receptive knowledge of collocations, this 5-week-long pretest/posttest quasi-experimental study aims to investigate the effectiveness of the use of an ONline COLLocation learning platform (ONCOLL) designed specifically for the explicit teaching of English adjective-noun collocations over traditional activities. Sixty-two first-year students from an English Language Teaching Department at a university were the participants of the study. Each week, the participants were provided with 10 sample sentences including the target adjective-noun collocations which were followed by two sets of exercises. While the control group (n=29) completed all the procedures with paper-and-pen materials and under the guidance of their teacher, the participants in the experimental group (n=33) used ONCOLL on individual computers and without the teacher's involvement. For data collection, an achievement test including 50 items was used as the pre- and post-test to determine whether differences between the two groups were statistically significant. Based on the results, the experimental group participants scored significantly higher than the participants of the control group, indicating the effectiveness of ONCOLL in learning collocations in a foreign language. This discrepancy could be attributed to some of ONCOLL's features such as 1) providing room for individualized learning, 2) requiring the analysis of all example sentences by the learners, and 3) requiring the learners to take the tests in the system repeatedly until they get a full score without any feedback.

In the path of academic writing, authors accomplish certain interactions with their readers through the means of meta-discourse markers such as hedges and boosters. There have been many studies that dwell on the function of meta-discourse markers (Abdi, Rizi, & Tavakoli, 2010; Crismore, 1984; Hyland, 1999, 2000, 2001; Longo, 1994). However, the ones that focus solely on hedges and boosters and comparison of the level of students such as MA versus PhD in a specific field of study are not as many. Therefore, the present corpus-based study investigates the possible reasons for changes of frequencies of hedges and boosters from MA to PhD level Turkish EFL students who proceed on their academic journey in the field of English Language Teaching. The discussion parts of ten MA theses and ten PhD dissertations were selected, written by the same students to be able to compare the possible improvements between levels. The texts were analyzed with the concordance program AntConc 3.5.7.0. The investigation revealed that the frequency of the occurrences of boosters was higher in PhD than in MA level, whereas the students used more hedges in their MA theses than in PhD dissertations. These findings may imply an increase in students' self-confidence while conveying ideas and discussing their findings from MA to PhD level, based on a broader academic experience and expertise having been gained in time by PhD students, as well as a certain degree of unawareness by both levels of students as to the use of meta-discourse markers and academic writing styles.

The aim of this study is to analyse the errors of higher education students in English writing tasks. In the study, the paragraphs in the exam papers of 57 preparatory class students, studying at a state university in Turkey in 2017-2018 academic year, were analysed. The study was conducted using qualitative research method. Case study was used in the research. Document analysis was used to collect data. The collected data were analysed in line with Surface Strategy Taxonomy and errors were identified and classified. As a result of the error analysis process, it was observed that the students made a total of 381 errors on 57 exam papers; 192 of them were misformation errors, 113 were omission errors, 65 were addition errors and only 11 were misordering errors. Misformation was the most frequent error among the students with a percentage of 50.39. In addition, the percentage of omission errors was 29.66%, that of addition errors was 17.06% and misordering errors was 2.89%. The professionals teaching English as a foreign language should focus more on prepositions, verb "to be", spelling, articles, singular/plural forms of nouns, word formation, tenses, word choice and subject-verb agreement, which were the most problematic areas of language listed under the four main categories by developing efficient instructional techniques and materials. They should also respect learners' errors and set up a positive atmosphere where learners can easily express themselves in the target language without the fear of committing errors.

The present study investigates the usage of speech like expressions in written works of Turkish learners of English. It also aims to find out the differences between C1 and B1 level learners in terms of the frequency and types of speech like expressions. The participants in this study were 21 B1 and 33 C1 level students at a state university in Turkey. For this study, students' writing assignments were collected. For the frequency analysis, manual counting of the words was used. For the types of speech like expressions, the data were divided into different groups of speech like expressions based on the framework of previous studies. The analysis of the data showed that B1 level learners use speech like expressions much more commonly than C1 level learners. In addition, there were also some differences in terms of the types of the speech like expressions used by C1 and B1 level learners.

Over the last few decades, it has become obligatory to publish academic research to survive in the academic world. In academic writing skill, lexical bundles (LBs) usage is marked as a master ability to build well-organized paragraphs or essays and are essential instruments to sound more natural and be fluent in English. The current study aimed to search the usage of LBs by non-native and native English academic writers and comparing the profiles of LBs in terms of the function, structure, and frequency. A corpus of 257 articles written by native and non-native academic writers was organized and multi-word LBs were identified using AntConc 3.2.4w. Written texts are collected from Journal of Language and Linguistic Studies (JLLS) by non-native speakers (NNSs) and Linguistics and Education Journal (LINGED) by native speakers (NSs). The findings suggest that non-native writers generally use more lexical bundles but fall into more repetitions. Besides, there are some substantial differences in the frequencies of structural and functional usage of LBs. In structural category, NNSs used Noun Phrase (NP) and Prepositional Phrase (PP)-based LBs and Conjunction at a lower rate, and Verb Phrase (VP) and Clause-based LBs at a higher rate than NSs. In terms of functional category, research-oriented LBs are more frequently used by NSs while text and stance-oriented LBs are more frequently used by NNSs. As a conclusion, it is stated that, the lexico-grammatical difference between two languages and the NNSs' tendency to write result-oriented article revealed distinct features of LB usage.

The difficulty in learning vocabulary is a problem that lies in not anchoring the new items to relevant established entities in cognitive structure. Different categories of associations have been reported to aid facilitating vocabulary acquisition. Collocating vocabulary items is a type of association that is considered to be more efficient in retrieval. The present study sought to investigate whether collocating the lexical items on Quizlet can facilitate acquisition of the vocabulary items, and whether it is likely to be more effective than learning decontextualized individual words. In so doing, 70 upper-intermediate English as a foreign language (EFL) learners with homogeneous knowledge of vocabulary were conveniently assigned into two groups: the learners in the first group were assigned a list of vocabulary items with their synonyms in English, while the learners in the other group were assigned the identical vocabulary items with their frequent collocations written in complete sentences. The targeted collocations were verb-nouns, propositional verbs, and noun-nouns. The assignment continued for two months. At the end, an independent sample t-test applied on the scores achieved from a posttest indicated a significant difference in scores of the control group and that of the experimental group. This study sheds light to the significance of contextualizing a lexical item with collocations through which acquisition of vocabulary item is enhanced.

This study investigates the effects of early second-language (L2) acquisition on introduction of characters in narrative discourse by comparing 5- and 7-year-old monolingual (first-language [L1] = Turkish) and bilingual (L1 = Turkish, L2 = English) children. Turkish does not have a grammaticalized article system like English which enables to investigate specific influences. The findings revealed that monolingual and bilingual children used similar forms while introducing characters; however, for the Frog character, bilingual children used more appropriate referencing compared to monolinguals. These findings were discussed within the effects of L2 on L1 in terms of introducing characters as well as the amount of exposure to L2.

Based on Larsen-Freeman's (2001) three-dimensional (form-meaning-use) framework of grammar teaching, this study aimed to investigate which type of clause (noun, adjective or adverbial) was the most challenging for second/foreign language (L2) learners in writing skills. Depending on the results of a diagnostic test prepared in accordance with the form-meaning-use triangulation, Noun Clauses (NCs) were found to be the most challenging type for students studying in the Department of English Language Teaching at a state university in Turkey. Determining NCs as the most challenging type, a NCs test grounded on the same framework was given to the students as the pretest to examine their available knowledge of NCs. After the pretest, the students went through a nine-hour intensive treatment phase consisting of three sessions to instruct NCs with regard to the form-meaning-use framework. The treatment stage was followed by the posttest to examine the progress that students had made during the treatment phase. The quantitative analysis of the obtained data revealed a remarkable improvement in the students' knowledge of NCs in writing skills. Based on this finding, it can be concluded that the form-meaning-use framework enables effective and efficient instruction in the language classroom.

This study investigated the effects of utilizing corpus tools on university EFL student teachers' learning and production of verb-noun collocations. The participants were 60 first-year student teachers in an English Language Teaching Department of a state university in Turkey. The research followed a pre and post-test quasi-experimental research design in which two classes participated in experimental and control groups. Both quantitative and qualitative research methods were used. Quantitative data were collected via a Collocation Knowledge Test which was administered as a pre and post-test. In addition, student teachers' writings before and after the implementation were investigated for tracking the production of collocations. Moreover, participants' opinions about the use of corpus tools were collected via a survey. The quantitative data were analyzed by running ANCOVA tests. Though the participants in the experimental group performed slightly better than the ones in the control group on the collocation knowledge test, this difference was found to be statistically non-significant. However, there was a statistically significant difference between the groups in terms of production of the collocations. Almost all of the student teachers found concordancing tools very helpful in learning of collocations. The results were discussed regarding exposure to authentic data and integrating corpus consultation into EFL classrooms.

The present study aims to explore English as a Foreign Language (hereafter EFL) instructors? recognition of count-mass distinction regarding the concept of individuation and judgment of quantity. Accordingly, fifteen EFL instructors recruited from different public universities in Turkey were asked to write the plural forms of a sum of fifty count and mass nouns given in a list. Participants, then, were asked to rate the elements of aggregates (either count or mass) in order to identify their semantic mappings. Following these, the participants were also given a self-rating form to check post-experiment familiarity of those fifty nouns in a random order, and they rated how familiar they were with the items given on a basis of very familiar, "somewhat familiar" and "not familiar". Descriptive statistics were applied as a part of quantitative data analysis. Demographic information was given on gender and year(s) of teaching experience. As a result, it was reported that EFL instructors conceptualized count nouns as distinct individuals whereas mass nouns were regarded as nonindividuals. Familiarity had a probable positive linear effect on success, though. To mention, participants did better at aggregate terms for count nouns than those of mass nouns. Besides, aggregate terms for count nouns were judged to be more familiar than those of mass nouns. The principle of cognitive individuation was confirmed with no external interference of gender and years of teaching experience.

When discussing about "plurality" of nouns in Turkish, it reminds /+lar/ affix after nouns (morpheme) and the subject is undervalued. Whereas, plurality and formation of plurality is not simple as it is thought as well as it is not made up of /+lar/ affix. It is because /+lar/ affix is only one of the linguistic elements in the morphological plurality used for making plural in Turkish. Out of /+lar/ affix, /+An+/, /+Ar+/, /+(s)Ar+/, /+GIl+/, /+GUn+/, /+ºK+/, /+lA+/, /+ºs+/, /+ºs+/, /+ºT+/, /+ºz+/ affixes have given plurality, plus, double, group, generalization, exaggeration, respect etc. to the words they are added in the historical process of Turkish. However, a major part of affixes used in plurality by morphological ways in Turkish has lost their function of plurality etc. in the historical process and combined with the base, origin, and body of their words. The plurality in Turkish is a name of category (as it is in all world languages) and made in three ways: Morphological plurality, semantic plurality, and syntactic plurality In this article, information is given primarily in "generality" and "singularity" and secondarily in plurality in Turkish, ways of forming this category, and some problems in learning it.

In parallel with the recognition of the importance of writer presence in academic texts, there has been an increasing interest in writer stance. Yet, very little of this research has been devoted to the construction of stance through retrospective labels. Driven by this need, this study aims to investigate the construction of stance through retrospective labels by American and novice Turkish writers in their texts. Using a corpus-based methodology comprising of quantitative and qualitative procedures, this study analyzes the frequency counts of stance through retrospective labels and the functions associated with them. The results of this corpus-based research have revealed similarities as well as some marked differences between the two corpora. It seems that in addition to proficiency in English, educational background of novice Turkish academic writers have an impact on their construction of stance through retrospective labels. I suggest that the strategic employment of retrospective labels to create stance is a valuable rhetorical strategy for academic writers to construct convincing arguments.

This study compared the effectiveness of negative evidence and enriched input on learning the verb-noun collocations. There were 52 English as Foreign Language (EFL) learners in this research study and they were randomly assigned to the negative evidence or enriched input groups. While the negative evidence group (n = 27) was provided with instruction about what was not acceptable for verb-noun collocation structure, the enriched input group (n = 25) was exposed to the target verb-noun collocations many times without any instruction or feedback. In order to determine the effects of the implementation, pre- and post- form recognition tests and pre-and post-production tests were administered to the participants. Wilcoxon signed rank test for paired samples and Mann Whitney U tests were conducted since the data did not meet normality assumptions. The Wilcoxon test results indicated that the negative evidence group achieved significant improvement in both their recognition and production test results. As for the enriched input group, the students presented a considerable improvement in terms of the production test; however, their performance was not very significant on the recognition test results. To compare both groups, Mann Whitney U test was run and it was evident that both the negative evidence and enriched input groups had positive effects on the production of verb-noun collocations. On the other hand, the form recognition test results revealed that the negative evidence group outperformed the enriched input group.

This current study sought to reveal the impacts of corpus-based activities on verb-noun collocation learning in EFL classes. This study was carried out on two groups--experimental and control groups- each of which consists of 15 students. The students were preparatory class students at School of Foreign Languages, Osmaniye Korkut Ata University. Before the treatment, a pretest was administered to both groups. The results of the pretest demonstrated that there was not significant difference between the control and the experimental group. Throughout the study, the experimental group was taught verb-noun collocation through corpus-based materials taken from COCA, and the control group was taught through a conventional method. The results demonstrated that there is a statistically significant difference between experimental and control group in terms of the type of treatment, which signifies that corpus-based activities has a significant impact on verb-noun collocations in EFL classes.

This study examines second language (L2) acquisition of English generic noun phrases (NPs) by Spanish, Turkish and Japanese learners. The aim is to identify the role of the first language (L1) in the L2 acquisition of definite NP-level generics and indefinite sentence-level generics with singular, bare plural, and mass generic nouns. The four languages in this study differ in the way they express generic interpretations: English and Spanish have article systems, Turkish has an indefinite article, but no definite article, and Japanese lacks an article system. Advanced and upper intermediate L2 learners were tested via a forced choice elicitation task. The results reveal different patterns of article selection across the three groups of L2 learners, which correspond with L1 transfer effects. Our findings suggest that L2 article choice is largely determined by the way the L1 realizes generic reference.

In this study we present a picture database of 160 nouns and 160 verbs. All verbs and nouns are divided into two groups as action and non-action words. Age of acquisition, familiarity, imageability, name agreement and complexity norms are reported alongside frequency, word length and morpheme count for each word. Data were collected from 600 native Turkish adults in total. The results show that although several measures have weak correlations with each other, only age of acquisition had moderate downhill relationships with familiarity and frequency with familiarity and frequency having a rather strong positive correlation with each other. The norms and the picture database are available as supplemental materials for use in psycholinguistic studies in Turkish.

Lexical development in first language (L1) Turkish and second language (L2) German in two- to three-year-old children was examined, using parental vocabulary checklists in Turkish and in German. Children showed strong Turkish dominance in the number of lexical items they produced, which was due to the more frequent exposure to Turkish and higher quality of the input. Their vocabulary in Turkish and German comprised a largely different conceptual make-up, as evidenced by a high conceptual count of items across languages. Translation equivalents made up around 10% of the Total Vocabulary. An exemplary analysis of six noun categories showed that the more domestically oriented categories (Furniture, People) were represented more strongly in Turkish vocabularies, while the Food and Drink category contributed equally to both languages. In Turkish, 18% of words were verbs, whereas in German, verbs constituted only 7% of the children's vocabularies. A comparison between the parent checklists TIGE (developed for Turkish monolingual children in Turkey) and TILDA (developed for Turkish children growing up in Germany) revealed conceptual differences, which can be attributed to culture-specific developments and use of specific lexical items in the two countries. Therefore, language- and culture-specific instruments should be used to assess early vocabulary skills.

This study investigated how Turkish-speaking children and adults interpret negative sentences with disjunction (English "or") and ones with conjunction (English "and"). The goal was to see whether Turkish-speaking children and adults assigned the same interpretation to both kinds of sentences and, if not, to determine the source of the differences. Turkish-speaking children and adults were found to assign different interpretations to negative sentences with disjunction just in case the nouns in the disjunction phrase were marked with accusative case. For children, negation took scope over disjunction regardless of case marking, whereas, for adults, disjunction took scope over negation if the disjunctive phrases were case marked. Both groups assigned the same interpretation to negative sentences with conjunction; both case-marked and non-case-marked conjunction phrases took scope over negation. The findings are taken as evidence for a "subset" principle of language learnability that dictates children's initial scope assignments.

The main goal of this article is to study the respective role of language typology and context on the noun to verb asymmetry in caregiver speech. The speech of 20 French- and 20 Turkish-speaking mothers addressed to their children in two different situations (book-reading and toy-play) were analysed in terms of noun to verb ratio as well as in terms of object-oriented to action-oriented utterances ratio. Only a tendency to noun orientation was shown in French mothers. Both groups of mothers behave in the same ways in both contexts with more nouns and object-oriented utterances in the book-reading context vs more verbs and action-oriented utterances in toy-play. These results confirm a more important role of context on mothers' linguistic behaviours than language typology.

We compare the processing of transitive sentences in young learners of a strict word order language (English) and two languages that allow noun omissions and many variant word orders: Turkish, a case-marked language, and Mandarin Chinese, a non case-marked language. Children aged 1-3 years listened to simple transitive sentences in the typical word order of their language, paired with two visual scenes, only one of which matched the sentence. Multiple measures of comprehension (percent of looking to match, latency to look to match, number of switches of attention) revealed a general pattern of early sensitivity to word order, coupled with language and age effects in children's processing efficiency. In particular, English learners showed temporally speedier processing of transitive sentences than Turkish learners, who also displayed more uncertainty about the matching scene. Mandarin learners behaved like Turkish learners in showing slower processing of sentences, and all language groups displayed faster processing by older than younger children. These results demonstrate that sentence processing is sensitive to crosslinguistic features beginning early in language development. (Contains 5 tables.)

Speakers choose a particular expression based on many factors, including availability of the referent in the perceptual context. We examined whether, when expressing referents, monolingual English- and Turkish-speaking children: (1) are sensitive to perceptual context, (2) express this sensitivity in language-specific ways, and (3) use co-speech gestures to specify referents that are underspecified. We also explored the mechanisms underlying children's sensitivity to perceptual context. Children described short vignettes to an experimenter under two conditions: The characters in the vignettes were present in the perceptual context ("perceptual context"); the characters were absent ("no perceptual context"). Children routinely used nouns in the "no perceptual context" condition, but shifted to pronouns (English-speaking children) or omitted arguments (Turkish-speaking children) in the "perceptual context" condition. Turkish-speaking children used underspecified referents more frequently than English-speaking children in the "perceptual context" condition; however, they compensated for the difference by using gesture to specify the forms. Gesture thus gives children learning structurally different languages a way to achieve comparable levels of specification while at the same time adhering to the referential expressions dictated by their language. (Contains 3 figures and 14 footnotes.)

The process of writing journal articles is increasingly being seen as a collaborative process, especially where the authors are English as an Additional Language (EAL) academics. This study examines the changes made in terms of register to EAL writers' journal articles by a native-speaker writing centre advisor at a private university in Turkey. An innovative five category framework focusing specifically on nouns and associated elements is described and used to classify the advisor's changes to a sample of nine research articles in the field of social science. An analysis of these changes concludes that non-finite clauses are especially underused by the writers in this study. The implications of EAL writers' underuse of this structure and other academic written register forms are considered, and suggestions are made for raising awareness of register, both for EAL writers and the language professionals who help them. (Contains 6 tables.)

The purpose of the study is first to investigate whether there is a significant difference among three study groups in terms of total content words, total nominal and verbal productions, and total nominal and verbal inflections; and secondly to analyse the most frequent words produced in relation to a picture description task. The underlying assumption is to analyse the tendency towards morpho-syntactic regression among the study groups, namely: a group of aphasics, a group of non-brain damaged adults, and a group of normally developing children still acquiring language. Participants were asked to describe two pictures of situations: one related with "accidents" and the other with "hospitals". No regression was found in the group with aphasia towards the level of children in regard to the total number of nouns and verbs produced, save for the number of nominal inflections. The most frequent nouns were almost similar in the three groups, but qualitatively, the verbs with the highest frequency differed in the children. (Contains 3 tables.)

The aim of this study is to designate the functional use of case suffix +lA in dialects of Giresun and its region and the role of each function in the syntax. In the functional approach, the case is determined not according to the suffixes the noun takes, but according to the tasks which it is assigned in the sentence. The +lA case suffix examples used in our study were determined by scanning the work called Giresun İli ve Yöresi Ağızları prepared by Demir and Aydoğdu (2009). All the examples in which the detected +lA suffix is used have been evaluated by Daşdemir (2015) on the basis of the case categories created according to the functions and tasks in the syntax in accordance with the functional approach. As a result of the study, the outcome that the case suffix +lA is used in 7 different functions was reached. According to the frequency of usage, these functions are as follows: the instrumental case, commutative case, qualitative case, reciprocal case, genitive case, causative case and locative of time case. The tasks they undertake in these functions are determined as case adverb, instrumental object, reciprocity object, commutative object, genitive object, case object, cause object, time object and designation/qualifying adjective. [ABSTRACT FROM AUTHOR]

Among the Greek inscriptions from Tamaşalık (ancient Isauria), two hapaxes are found: Σταλλῳ and βανουας. The first is a theonym and should be explained as a pure Greek formation. By contrast, the noun βανουας, a title of a local priest, is here considered a borrowing from Aramaic bānōyā 'builder, architect'. The connection between the priests and the buildings of this ancient village is given by the aedilic inscriptions of the site. [ABSTRACT FROM AUTHOR]

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Copyright of Mukaddime Journal is the property of Mukaddime Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkbilig/Turkoloji Arastirmalari Dergisi is the property of Turkbilig/Turkoloji Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Phrases formed with the word of üzere discussed among prepositions in grammer studies in both historical Turkish and Turkey Turkish is used in often as adverb in syntax. In this study, it is aimed to emphasize the usage and functional features in terms of collacation preposition of üzere in noun element + preposition in Turkey Turkish. In the examination made for this purpose, it has been seen frequently to use with -mAk gerund suffix in the context of collacation features of preposition of üzere in Turkey Turkish. Preposition of üzere in verb + -mAk structure is used frequently with functions of approach, purpose, reason, condition. Other than these functional features, there are also functional features of structure of -mAk üzere such as sequencing, detailing / explanation, continuity in the action that takes place or is desired to take place. Usegas in structures of --DIğI üzere and -AcAğı üzere of preposition of üzere are less common. In direct proportion to the frequency of use functional diversity in -mAk üzere structure is not seen in sequence of - DIğI üzere and -AcAğı üzere. Preposition of üzere in Turkey Turkish often used with gerunds. The examples on which the preposition of üzere is based directly on the noun type words are not encountered much, but according to the meaning of the noun, in sequence of noun + üzere, it is seen that it is used with the function of reporting continuity / invariance in situation / style / form. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Dil Araştırmaları is the property of Journal of Dil Arastirmalari and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Chinese and English belong to different language families, so they often have different forms of expression. Chinese has no definite grammatical category of number and has almost no number inflection. Plural meaning is usually implied in the syntactic structure or in the context by a bare noun, or is expressed through the plural marker 们 and the numerical adjectives such as many, numerous and each, as well as by quantifiers and reduplications. However, English nouns express number category by inflection as well as by quantifiers at times, so their grammatical number is far more complicated than that of Chinese nouns. From the point of view of grammatical form, English nouns are often considered as countable and uncountable nouns. Uncountable nouns cannot be directly modified by a numeral without unit specification, nor can they be combined with an indefinite article. Thus, cheese is quantified as three slices of cheese. However, uncountable nouns can also be quantified without specifying a unit of measurement, such as much coal. A number of uncountable nouns can be used in the plural form to mean ‘a large amount of’ as in the following example from Longman Dictionary of Contemporary English (hereinafter, LDCE) ‘The ship drifted into Turkish territorial waters’. In such cases, although water is uncountable, it has the plural form. In some cases, native English speakers can turn the theoretical uncountable nouns into countable ones (Landau, 2001). There seems to be no absolute boundary between countable and uncountable nouns. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Turkish, one of the agglutinative languages, is utter rich in constructive suffixes. In its agelong history, while some of these suffixes have finally been omitted in language performances, some of them manage to practically function in other dialects. The suffix "+sira/-sire", which turns nouns into verbs, is an example to this. Although it was productively used in Old and Middle Turkish Period, today, it is only used in Kyrgyzstani, Uygur and Crimean Turkish. Yet, it is not possible to speak of the adequacy of the claims for the morphologic structure and function of this suffix. It is because of the fact that such constructed words prove the existence of two constructive suffixes in Turkish; "+sire/-sira", and our examinations try to clarify this. [ABSTRACT FROM AUTHOR]

Gerund, which are used frequently in Turkic languages along with verbal nouns and participial in infinite clauses express different relations to the content of a verb followed such as synchronous, preterit, posteriori, manner, binding, up temporality, goal etc. We study in these article gerunds in Kirgiz, which is a member of the Kipchak Turkic, using materials taken from newspapers and literary works published in Kirgizia. We classify gerund in Kirgiz as simple gerund (e.g. -A/-y, - (U)B etc.), derived gerund (e.g. -GAndA , -GançA etc.) and gerund which have the form of a postpositional phrase (e.g. -GandAn kiyin, -ArI menen etc.). We compare the gerund in Kirgiz with those of Turkish from the standpoint of their functions and syntax used in both Turkic languages. [ABSTRACT FROM AUTHOR]

The plural suffix +lAr is a noun inflectional suffix, which has been used to make nouns plural since Old Turkish. Today, this suffix is actively used in Turkish used in Turkeyand other modern Turkish dialects. In this study, in contrast to what is presented in existing grammars, attention is drawn through witnessed examples to the fact that the plural suffix +lAr establishes a relationship between the words / word groups it is attached to and the predicate of the sentence. [ABSTRACT FROM AUTHOR]

Recent research has shown that children who learn Dutch as their second language (L2) have difficulties with Dutch grammatical gender. This study shows that six to nine year old L2 Dutch children whose first language (L1) is Turkish noticed incorrect gender agreement between determiner and noun only if gender was marked on the noun. The L1 Turkish L2 Dutch children made more errors with determiner-noun agreement than monolingual L1 controls with matching language abilities. Unlike monolingual controls, L2 children’s accuracy with determiner-noun agreement was not facilitated by word frequency and vocabulary size. Children in both groups made fewer errors with neuter nouns if a cue on the noun marked a noun’s gender. We conclude that there is an asymmetry between L2 children’s processing and production of determiner-noun agreement, that grammatical gender develops gradually and that L2 children’s delay is rather caused by external factors related to a heterogeneous language environment than by internal factors [ABSTRACT FROM AUTHOR]

Copyright of Journal of International Social Research is the property of Journal of International Social Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of International Social Research is the property of Journal of International Social Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Bases of Research: The differences of noun cases in dative, locative and ablative which express location in the literary language of Turkish are different by means of its function and form. These three cases which are only in suffix form in Turkish sometimes form a locational relation and sometimes an adverbial relation for several reasons to the relevant verb. Purpose of the Research: In this paper, the locational cases and the functional changes in the locational cases in the Eastern Black Sea dialects were studied. Resources of Data: References of Eastern Black Sea dialects. Bernt Brendemoen's The Turkish Dialects of Trabzon, Their Phonology and Historical Development Volum II: Texts, Turgut Günay's Rize İli Ağızları, İnceleme-Metinler-Sözlük and Ahmet Caferoğlu's Kuzeydoğu İllerimiz Ağızlarından Toplamalar. Discussion and Conclusion: In contemporary Turkish literary language it is almost obvious which suffix is necessary to be used with the noun which is related to the verb. In general Anatolian dialects are almost parallel to the literary language by means of form and usage of noun cases. But sometimes it differs from literary language. In the classification of Anatolian dialects, the Trabzon and Rize dialects are in the northeast group and these dialects sometimes show discrepancy from the literary language in functions of noun cases. For instance; the suffix of the dative case can also be used as a locative case whereas the suffix of the locative case for the dative and suffix of the locative for the ablative function. In this article, the functional changes in the locational cases in the Eastern Black Sea dialects were studied. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Dil Araştırmaları is the property of Journal of Dil Arastirmalari and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The characteristic of deriving new words of Turkish due to its morphological structure has a great emphasis on understanding and explaining abilities. Being able to derive new words from roots and stems of the words with the help of morphemes affect the vocabulary stock positively. The purpose of the study is to get an opinion about the reflection of the characteristics of deriving new words of Turkish on written explanations of elementary students. In the study, word frequency lists, which were formed specifically for each grade level, are used. The most frequent 500 words for each grade are taken from word frequency lists. Total 4000 words that were taken from frequency lists have been examined according to its structure, derived words that have morphemes have been classified according to grade levels and they have been analyzed and interpreted according to the kinds, numbers, frequencies and percentages of morphemes. In the study, it has been found out that in all grade levels of elementary school; total of 715 words of which 325 different derived words are used; along with word derivations of 44 different morphemes; suffixes that make nouns from verbs are equivalent to the half of the total morphemes used (22 suffixes used) and the least used ones are the suffixes that make verbs from nouns ( 2 suffixes only). [ABSTRACT FROM AUTHOR]