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Journal articles on the topic 'Turkish-English bilinguals'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Gursoy, Esim, and Eda Nur Ozcan. "Perceptions and Linguistic Actions of Bilingual Speakers of Turkish and English: An Explanatory Study." Advances in Language and Literary Studies 9, no. 6 (2018): 212. http://dx.doi.org/10.7575/aiac.alls.v.9n.6p.212.

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Due to the globalized world, sixty percent of world’s population is bilingual today. Such a population calls for the need to understand bilinguals from a holistic perspective since it is likely that we are surrounded by bilinguals and we are raising bilingual children. Therefore, this study investigates bilingualism from five different dimensions; their perception of bilingualism and languages as Turkish and English, prosodic features in these two languages, sense of self, biculturalism and their language choice to get an overview about bilingual speakers of Turkish and English by adopting a q

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Lloyd-Smith, Anika, Henrik Gyllstad, and Tanja Kupisch. "Transfer into L3 English." Linguistic Approaches to Bilingualism 7, no. 2 (2016): 131–62. http://dx.doi.org/10.1075/lab.15013.llo.

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Abstract This study is concerned with L3 acquisition in heritage speakers (HSs). The goals are to incorporate HSs into L3 acquisition research and investigate the role of language dominance for predicting L3 transfer. We analyze global accent in German-Turkish early bilinguals, HSs of Turkish, who acquired English as their L3. Twenty native-speaker judges determined accent strength and accent source in the speech of 18 bilinguals as well as 15 controls (L1 English, L1 German, L1 Turkish) when speaking English. Results show, firstly, that bilinguals are perceived as less accented than L1 Turkis

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Amirova, Nigorakhon Saidgani kizi. "Psycholinguistic Models Shifting Visual Experience for Turkish-English Bilinguals." Multidisciplinary Journal of Science and Technology 5, no. 5 (2025): 671–76. https://doi.org/10.5281/zenodo.15442396.

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This article examines the impact of Turkish-English bilingualism on the perception and interpretation of visual experiences within a psycholinguistic framework. The study draws on contemporary cognitive linguistic theories, particularly the bilingual advantage theory and linguistic relativity hypothesis. Special emphasis is placed on how language interaction and cultural frameworks influence attention, memory, interpretation, and emotional evaluation of visual stimuli. The author highlights that switching between languages and cultural codes leads to the reinterpretation, encoding, and reconst

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ÖZÇALIŞKAN, ŞEYDA. "Do gestures follow speech in bilinguals’ description of motion?" Bilingualism: Language and Cognition 19, no. 3 (2015): 644–53. http://dx.doi.org/10.1017/s1366728915000796.

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When do the gestures do and do not follow the patterns of the language one speaks? We examined this question by studying 10 Turkish-English bilingual adults (Turkish as L1) in comparison to 10 monolingual English and 10 monolingual Turkish adults as they described motion events either in speech with gesture (co-speech gesture) or only in gesture without speech (silent gesture). All speakers – monolingual and bilingual – showed cross-linguistic differences in co-speech gesture but not in silent gesture. Moreover, bilinguals followed L1 co-speech gesture patterns even when speaking L2, suggestin

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Antonova-Ünlü, Elena. "Syntax–pragmatic and morphology–pragmatic interfaces in sequential bilingual language acquisition: The case of Russia-Turkish and English-Turkish bilingual children." International Journal of Bilingualism 23, no. 5 (2018): 1137–58. http://dx.doi.org/10.1177/1367006918781065.

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Aims: This study examines sequential bilingual language development focusing on the acquisition of two domains that interact with pragmatics, precisely, post-predicate constituents and case marking for direct objects in Turkish, which are cases of syntax–pragmatic and morphology–pragmatic interface, respectively, by Russian-Turkish and English-Turkish sequential bilinguals who had been acquiring Turkish as their child second language (cL2). Design: A cross-sectional design was adopted in the study. Methods: Narratives were used as a method of data collection. The use of post-predicate constitu

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Meijers, Guust. "Woordverwerving Door Eentalige en Tweetalige Kinderen bu Engels in Het Basisonderwijs." Lexicon en taalverwerving 34 (January 1, 1989): 67–75. http://dx.doi.org/10.1075/ttwia.34.09mei.

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Since 1985 English has been an obligatory subject in the last two classes of Dutch primary schools. This fact provided an inducement to carry out an investigation to examine if balanced bilingual Turkish and Moroccan children would react differently from Dutch monolingual children to these English classes. Surprisingly research into third language learning appears to be very rare and seems to indicate on the one hand that bilingualism is not always an advantage. On the other hand research on cognitive and metalinguistic abilities of bilingual children suggests that bilinguals may benefit from

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Mergen, Filiz, and Gulmira Kuruoglu. "Lateralization of emotion word in the first and second language: Evidence from Turkish-English bilinguals." Russian Journal of Linguistics 27, no. 2 (2023): 316–33. http://dx.doi.org/10.22363/2687-0088-30464.

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As interest in cognitive sciences has grown over the years, language representation in the brain has increasingly become the subject of psycholinguistic studies. In contrast to the relatively clear picture in monolingual language processing, there is still much controversy over bilinguals’ processing of their two languages. The goal of this paper is therefore to provide more evidence on the way emotion words are processed and represented in the brain in late bilinguals. The study seeks to answer three questions: 1. Are positive words processed faster than negative and neutral words in both lan

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Banitalebi, Zahra, Ali Akbar Jabbari, Shouket Ahmad Tilwani, and Mohammad Hasan Razmi. "Effects of Bilingualism on Reading Fluency: An Analysis of Pausing Patterns of Iranian Learners of English as a Third Language." Education Research International 2021 (November 24, 2021): 1–9. http://dx.doi.org/10.1155/2021/9200025.

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Fluency is one of the most important components of oral proficiency, which can be affected by a number of variables including frequency, duration, and place of pause phenomena. The present study aimed at investigating the effect of bilingualism on learning a foreign language from the angle of fluency and pausing patterns by comparing the pausing patterns of monolingual (Persian speakers) and bilingual (Iranian Turkish speakers; L1: Turkish and L2: Persian) EFL learners. To this end, a sample of 40 male and female advanced EFL learners were selected from Yazd University and several English-lang

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Mergen, Filiz, and Gulmira Kuruoglu. "A Comparison of Lexical Processing in Monolinguals and Bilinguals." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 9 (2017): 59–64. http://dx.doi.org/10.18844/prosoc.v2i9.1085.

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Bilinguals have twice as many words in their mental lexicon as compared to monolinguals. There means that bilinguals are slower and less accurate in lexical processing when compared to monolinguals. This study investigates whether Turkish-English bilinguals (n= 48) differ from Turkish monolinguals (n= 53) in their perception of Turkish words. Both groups were instructed to decide if the visually presented Turkish words were either real words or nonwords in a lexical decision task Response times and the accuracy of the answers were recorded. In line with the results in the literature, it was sh

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Carraturo, Sita, Samantha Chen, and Kristin J. Van Engen. "The cognitive demands of adverse listening conditions for monolingual and bilingual listeners: A pupillometry study." Journal of the Acoustical Society of America 153, no. 3_supplement (2023): A341. http://dx.doi.org/10.1121/10.0019084.

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Bilinguals typically underperform relative to monolinguals in speech-perception-in-noise tasks. However, there is little data comparing bilinguals and monolinguals in other types of difficult listening conditions. Furthermore, such differences are typically investigated using off-line intelligibility accuracy scores, which do not necessarily reflect differences in on-line speech processing. In the current study, pupillometry was used during sentence recognition tasks to index cognitive processing load. Monolingual English listeners and English-dominant simultaneous bilingual listeners heard En

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Mergen, Filiz, and Gulmira Kuruoglu. "PROCESSING EMOTION WORDS IN THE LATE-LEARNED L2." Psycholinguistics in a Modern World 16 (December 11, 2021): 205–12. http://dx.doi.org/10.31470/10.31470/2706-7904-2021-16-205-212.

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Language-emotion link has been a subject of interest for several decades. It has been studied extensively both in the monolingual and bilingual literature. However, due to the numerous factors that are at play in bilingualism, i.e. age and context of acquisition, frequency of use, there is conflicting evidence regarding the emotional load of each language of bilinguals. A great bulk of evidence leans towards the L1 as the more emotional language. This study investigates the perceived emotionality in the late learned language. Our participants (N = 57) were late bilinguals who learned their sec

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Mergen, Filiz, and Gulmira Kuruoglu. "PROCESSING EMOTION WORDS IN THE LATE-LEARNED L2." Psycholinguistics in a Modern World 16 (December 11, 2021): 205–12. http://dx.doi.org/10.31470/2706-7904-2021-16-205-212.

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Language-emotion link has been a subject of interest for several decades. It has been studied extensively both in the monolingual and bilingual literature. However, due to the numerous factors that are at play in bilingualism, i.e. age and context of acquisition, frequency of use, there is conflicting evidence regarding the emotional load of each language of bilinguals. A great bulk of evidence leans towards the L1 as the more emotional language. This study investigates the perceived emotionality in the late learned language. Our participants (N = 57) were late bilinguals who learned their sec

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Lorenz, Eliane, Richard J. Bonnie, Kathrin Feindt, Sharareh Rahbari, and Peter Siemund. "Cross-linguistic influence in unbalanced bilingual heritage speakers on subsequent language acquisition: Evidence from pronominal object placement in ditransitive clauses." International Journal of Bilingualism 23, no. 6 (2018): 1410–30. http://dx.doi.org/10.1177/1367006918791296.

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Aims and objectives: The main objective of this study is to find evidence for the Linguistic Proximity Model, which allows for facilitative and non-facilitative cross-linguistic influence (CLI) from all previously known languages in third language (L3) acquisition. We target CLI in L3 English based on bilingual heritage speakers (Russian-German and Turkish-German) in comparison with second language acquisition of monolingual German speakers. Methodology: We examine the outcome of an English word order test. The participants produced sentences based on randomly ordered words. The focus of this

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Aktürk-Drake, Memet. "Language dominance as a factor in loanword phonology." International Journal of Bilingualism 21, no. 5 (2016): 584–99. http://dx.doi.org/10.1177/1367006916637680.

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The aim of this paper is to examine the role of language dominance in loanword phonology. It is investigated how onset clusters in loanwords are integrated into Turkish by two groups: English-Turkish bilinguals in Turkey and Swedish-Turkish bilinguals in Sweden. It is hypothesised that the bilinguals in Sweden will display significantly higher rates of cluster adoption because Turkish is not the dominant language there. The data were collected through an oral loanword elicitation task, a text recitation task in the second languages and a questionnaire on language proficiency and use. The study

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HARRIS, CATHERINE L., AYŞE AYÇIÇEĞI, and JEAN BERKO GLEASON. "Taboo words and reprimands elicit greater autonomic reactivity in a first language than in a second language." Applied Psycholinguistics 24, no. 4 (2003): 561–79. http://dx.doi.org/10.1017/s0142716403000286.

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Second language speakers commonly acknowledge that taboo terms can be uttered with greater ease in their second language (L2) than in their first language (L1). To investigate this phenomenon psychophysiologically, 32 Turkish–English bilinguals rated a variety of stimuli for pleasantness in Turkish (L1) and English (L2) while skin conductance was monitored via fingertip electrodes. Participants demonstrated greater autonomic arousal to taboo words and childhood reprimands (“Shame on you!”) in their L1 compared to their L2. This finding provides quantifiable support for the subjective experienc

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Uzun, Levent, and Umut M. Salіhoǧlu. "A list of English–Turkish cognates and false-cognates." Poznan Studies in Contemporary Linguistics 57, no. 2 (2021): 325–27. http://dx.doi.org/10.1515/psicl-2021-0014.

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Abstract This article presents a list of English–Turkish cognates and false cognates which was compiled from a corpus of over 80,000 words in dictionary entries. The list contains 2411 English words that are either cognates or false cognates in Turkish. It was revealed that there are at least 1287 cognates, excluding all proper nouns of people, places, and things; and 1124 false cognates, 96 of which share at least one sense of meaning in each language, and thus are partial false cognates. The total number of English–Turkish cognates and false cognates suggests that cognate status between the

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Baytar, Birtan, and İsmail Çakır. "A Comparison of Monolingual and Sequential Bilingual Tertiary Level Students on the Relationship Between Analytic Language Knowledge and Metalinguistic Awareness." Journal for Foreign Languages 14, no. 1 (2022): 147–76. http://dx.doi.org/10.4312/vestnik.14.147-176.

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Analytic language knowledge has often been highlighted among experts in the field, and its potential effects on metalinguistic awareness have been of great interest to researchers. This study aims to find the relationship between analytic language knowledge and its potential effect on metalinguistic awareness. A total of 210 tertiary level students from three different public universities in Turkey participated the study. The subjects were studying in three different departments: History and Philosophy (i.e., with no analytic language abilities and monolinguals), Turkish Language and Literatur

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Ayçiçeği-Dinn, Ayşe, Simge Şişman-Bal, and Catherine L. Caldwell-Harris. "Are jokes funnier in one’s native language?" HUMOR 31, no. 1 (2018): 5–37. http://dx.doi.org/10.1515/humor-2017-0112.

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Abstract Appreciating the humor in jokes involves incongruity-detection and resolution, which requires good language skills. Foreign language comprehension is challenging, including interpreting words within their sentence context. An implication is that jokes in a foreign language will be more difficult to understand and therefore probably less humorous, compared to native language jokes. To study this question while preserving humor across translations, jokes were selected from Turkish and English websites to minimize language play and cultural references. Turkish university students rated b

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Mergen, Filiz, and Gulmira Kuruoglu. "A Comparison of Turkish-English Bilinguals’ Processing of Emotion Words in Their Two Languages." Eurasian Journal of Applied Linguistics 3, no. 2 (2017): 89–98. http://dx.doi.org/10.32601/ejal.460969.

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Wu, Linghuan. "Acquiring Multiple Languages: Comparing the Efficiency of Learning L3 and L4 Simultaneously vs. Learning L3 First and L4 Later." Lecture Notes in Education Psychology and Public Media 18, no. 1 (2023): 120–24. http://dx.doi.org/10.54254/2753-7048/18/20231303.

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This article discusses the worldwide demand for third language acquisition and fourth language acquisition. It reviews the current research on Language acquisition in relevant fields. Previous research is mainly about L2 learning, while this paper will fill the blank of L3 and L4 learning and compare the efficiency of learning L3 and L4 in different ways. By Control variates, we may find a more reasonable way for adults to learn new languages. There are experiments that the researchers let the Turkish-Persian bilinguals, Armenian-Persian bilinguals, and Persian monolinguals learn English, and

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Bernstein, Katie A. "Writing their way into talk: Emergent bilinguals’ emergent literacy practices as pathways to peer interaction and oral language growth." Journal of Early Childhood Literacy 17, no. 4 (2016): 485–521. http://dx.doi.org/10.1177/1468798416638138.

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This paper explores the idea that young children’s emergent literacy practices can be tools for mediating peer interaction, and that, therefore, literacy, even in its earliest stages, can support oral language development, particularly for emergent bilinguals. The paper draws on data collected during a year-long ethnographic study of 11 Nepali- and Turkish-speaking three- and four-year-olds learning English in their first year of school. Using neo-Vygotskian activity theory as a guide, this paper examines the children’s classroom literacy practices, particularly around writing and the alphabet

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Koban, Didem. "Intra-sentential and Inter-sentential Code-switching in Turkish-English Bilinguals in New York City, U.S." Procedia - Social and Behavioral Sciences 70 (January 2013): 1174–79. http://dx.doi.org/10.1016/j.sbspro.2013.01.173.

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Aslan, Erhan, and Amy S. Thompson. "Native and non-native speaker teachers: Contextualizing perceived differences in the Turkish EFL setting." Language in Focus 2, no. 1 (2016): 87–102. http://dx.doi.org/10.1515/lifijsal-2016-0005.

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Abstract Although extensive research exists on learner perceptions of native and non-native English speaker teachers (NEST/NNEST), whether prior language learning experiences impact learner beliefs about these teachers has not been investigated. This study explores the beliefs of Turkish EFL students (n = 160) via the Beliefs about Language Teachers (BALT) questionnaire, focusing on beliefs about NESTs/NNESTs regarding ease of communication, teaching style, and classroom practices. An exploratory factor analysis (EFA) performed on the BALT resulted in a four-factor solution. The beliefs of mul

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Schmid, Monika S., and Tuğba Karayayla. "The Roles of Age, Attitude, and Use in First Language Development and Attrition of Turkish–English Bilinguals." Language Learning 70, S1 (2019): 54–84. http://dx.doi.org/10.1111/lang.12361.

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Karayayla, Tuğba, and Monika S. Schmid. "First Language Attrition as a Function of Age at Onset of Bilingualism: First Language Attainment of Turkish-English Bilinguals in the United Kingdom." Language Learning 69, no. 1 (2018): 106–42. http://dx.doi.org/10.1111/lang.12316.

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Hashim, Sattar J. "The Use of Code Switching: A Case of Iraqi Students in University of Karabuk." International Journal of Linguistics, Literature and Translation 3, no. 5 (2020): 165–72. http://dx.doi.org/10.32996/ijllt.2020.3.5.18.

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Code switching (CS) is considered as a widespread multifunctional phenomenon in bilinguals’ speech both formally and informally. CS is common among Arabic speakers because they usually use it when switching from English to Arabic in their utterances. Iraqi students are enlisted within this rule because they usually use English-Arabic CS. The current study aims at exploring the types of code-switching used in students’ daily life conversations in University of Karabuk and in dormitory setting and the reasons for using this code switching. These conversations are recorded and transcribed into wr

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Gagarina, Natalia, and Josefin Lindgren. "New language versions of MAIN: Multilingual Assessment Instrument for Narratives – Revised." ZAS Papers in Linguistics 64 (August 31, 2020): 274. http://dx.doi.org/10.21248/zaspil.64.2020.543.

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The Multilingual Assessment Instrument for Narratives (MAIN) is a theoretically grounded toolkit that employs parallelpictorial stimuli to explore and assess narrative skills in children in many different languages. It is part of the LITMUS (Language Impairment Testing in Multilingual Settings) battery of tests that were developed in connection with the COST Action IS0804 Language Impairment in a Multilingual Society: Linguistic Patterns and the Road to Assessment(2009−2013). MAIN hasbeen designed to assess both narrative production and comprehensionin children who acquire one or more language

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Mercan, Gözde, and Hanne Gram Simonsen. "The production of passives by English-Norwegian and Turkish-Norwegian bilinguals: a preliminary investigation using a cross-linguistic structural priming manipulation." Journal of Cultural Cognitive Science 3, S1 (2019): 89–104. http://dx.doi.org/10.1007/s41809-019-00040-6.

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Haznedar, Belma. "Morpho-syntactic properties of simultaneous bilingualism: Evidence from bilingual English-Turkish." International Journal of Bilingualism 23, no. 4 (2017): 793–803. http://dx.doi.org/10.1177/1367006917703453.

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Aims and Objectives/Purpose/Research Questions: A number of studies on the acquisition of non-null subject languages in child grammars have suggested that while overt subjects are mainly used with finite forms, null subjects co-occur with non-finite forms. The purpose of this study is to explore the proposed relationship between subject realization and verbal morphology in a simultaneous bilingual context. Design/Methodology/Approach: Longitudinal case study Data and Analysis: The present study analyses longitudinal data from an English-Turkish bilingual child (2;4–3;9), with special reference

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Ayçiçeği, Ayşe, and Zehra F. Peynircioğlu. "Effects of Bilingual and Monolingual Presentations and Time on Concept- and Language-Matching Tasks." Psychological Reports 91, no. 1 (2002): 17–27. http://dx.doi.org/10.2466/pr0.2002.91.1.17.

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Balanced Turkish-English bilingual participants viewed word pairs, presented both monolingually (English-English or Turkish-Turkish) or bilingually (English-Turkish or Turkish-English) and both for short and long durations. They made decisions on whether the simultaneously presented words in a pair were in the same language or not, or whether they denoted the same concept or not. In the short presentation condition, we found no evidence for subliminal processing. In cases in which both words were consciously identified, participants were more accurate, although not faster in the long than in t

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Lorenz, Eliane, Tugba Elif Toprak, and Peter Siemund. "English L3 acquisition in heritage contexts: Modelling a path through the bilingualism controversy." Poznan Studies in Contemporary Linguistics 57, no. 2 (2021): 273–98. http://dx.doi.org/10.1515/psicl-2021-0012.

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Abstract The current study adds to research investigating the influence of bilingualism on third language (L3) acquisition, more specifically the assumption that the two previously acquired languages enhance the acquisition of an additional language. We here rely on data from 1,409 bilingual (Russian-/Turkish-German) and monolingual (German) students of grades seven and nine, sampled in schools across Germany. The relevant literature yields mixed and controversial results regarding bilingual advantages, yet it also suggests that L3 acquisition is a multidimensional process potentially affected

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Haznedar, Belma. "Transfer at the syntax-pragmatics interface: Pronominal subjects in bilingual Turkish." Second Language Research 26, no. 3 (2010): 355–78. http://dx.doi.org/10.1177/0267658310365780.

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This study investigates the issue of crosslinguistic influence in the domain of subject realization in Turkish in simultaneous acquisition of Turkish and English. The use of subjects in a null subject language like Turkish is a phenomenon linked to the pragmatics—syntax interface of the grammar and, thus, is a domain where crosslinguistic interference is predicted to occur in bilingual acquisition (Hulk and Müller, 2000; Müller and Hulk, 2001). Spontaneous Turkish data collected from one Turkish—English bilingual child, Ali-John, and one Turkish monolingual child, Murat, are compared. Our resu

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Poorebrahim, Fatemeh, Mohammad Afsharrad, and Behzad Ghonsooly. "Bilingualism, monoliteracy, and third language writing: A case from Turkish-Persian context in Iran." Indonesian Journal of Applied Linguistics 10, no. 2 (2020): 369–81. http://dx.doi.org/10.17509/ijal.v10i2.28608.

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Studies on third language (L3) acquisition have shown that biliteracy has a facilitative effect on L3 writing. By comparing performances of bilinguals and monolinguals in subsequent language (English) writing, this study attempts to find whether being bilingual but not biliterate is of help to L3 writing. To this end, 52 Turk-Fars bilingual and 57 Fars monolingual females participated in the study. Data were collected through the participants’ compositions and think-aloud protocols. A series of Mann Whitney U tests were employed to compare the groups’ total writing scores and scores in differe

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Daller, Michael, and Zehra Ongun. "The Threshold Hypothesis revisited: Bilingual lexical knowledge and non-verbal IQ development." International Journal of Bilingualism 22, no. 6 (2017): 675–94. http://dx.doi.org/10.1177/1367006917690835.

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Aims and objectives: The threshold hypothesis is one of the most influential theoretical frameworks on the relation between bilingualism and cognition. This hypothesis suggests a bilingual cognitive disadvantage at a low proficiency level and a cognitive advantage at a high proficiency level in both languages. The aim of our study is to contribute to the operationalisation of the threshold hypothesis by analysing parental support for L1 and its influence on the cognitive development of bilingual children. Data and analysis: We analyse data from 100 Turkish–English successive bilingual children

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Lorenz, Eliane, Sharareh Rahbari, Ulrike Schackow, and Peter Siemund. "Does bilingualism correlate with or predict higher proficiency in L3 English? A contrastive study of monolingual and bilingual learners." Journal of Multilingual Theories and Practices 1, no. 2 (2020): 185–217. http://dx.doi.org/10.1558/jmtp.15517.

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This study investigates whether English in instructed settings is more successfully acquired by learners who are already bilingual in comparison to those with a monolingual background. There remains substantial controversy regarding potential advantages of bilingual speakers in their acquisition of additional languages, especially in heritage speaker contexts. We here contribute to this discussion by analysing the English C-test results of 1,718 bilingual and monolingual students of grades 7 and 9, sampled in schools across Germany. The bilingual students speak either Russian or Turkish (herit

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Kalaycıoğlu, Hatice Elif. "A PRESCHOOL BILINGUAL PROGRAM EVALUATION BY ENGLISH LANGUAGE TEACHERS." International Journal of Current Approaches in Language, Education and Social Sciences 7, no. 1 (2025): 29–56. https://doi.org/10.35452/caless.1700976.

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This mixed-method case study evaluated an English-Turkish bilingual preschool program in Türkiye from the perspective of English teachers, using the Illumination Evaluation Model. Data were collected from 83 English teachers through a program evaluation scale, interviews with 12 teachers, and analysis of institutional documents. The program included separate but parallel Turkish and English curricula for 4- and 5-year-olds, following a theme-based curriculum with CLIL and eclectic approaches. Findings showed that teachers were highly positive about the program’s overall structure and aims, but

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Labrenz, Annika, Heike Wiese, Tatiana Pashkova, and Shanley Allen. "The three-dot sign in language contact." Pragmatics and Cognition 29, no. 2 (2022): 246–71. http://dx.doi.org/10.1075/pc.21021.lab.

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Abstract In this study, we investigate the three-dot sign as a discourse marker (DM) with textual, subjective and intersubjective discourse functions. As a graphical marker that is used across languages, the three-dot sign is especially suitable for comparative studies and dynamics in language contact. Our corpus study targeting instant messages of different languages (English, German, Greek, Russian, Turkish) and speaker groups (monolinguals and bilingual heritage speakers) suggests that graphical DMs are prone to cross-linguistic influence. This depends on the specific contact situation and

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Daller, Michael, and Zehra Ongun. "Size Matters: Vocabulary Knowledge as Advantage in Partner Selection." Languages 9, no. 9 (2024): 297. http://dx.doi.org/10.3390/languages9090297.

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Partner selection can be studied from different disciplines, such as psychology, sociology, and economics. However, linguistic perspectives have been neglected. That is why we need an interdisciplinary approach that includes language. The present article investigates how important the vocabulary size of a potential partner is for marital choice. Our theoretical framework is mainly that of biological markets which are still being widely used. This framework assumes that human decisions are made on a rational basis, e.g., about the characteristics that a potential partner brings into a marriage

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Salimi, Esmaeel Ali, and Hadi Abedi. "Trilinguals' Identity Synergism Through Pragmatic Skills." Journal of Language and Education 6, no. 2 (2020): 165–80. http://dx.doi.org/10.17323/jle.2020.10165.

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Recent studies on bilingualism and pragmatics paid little attention to trilingual speakers. This investigation examined the trilinguals' identity synergism by drawing on their linguistic repertoire and discursive identity through pragmatic skills. For this purpose, twenty advanced EFL learners with Persian and Turkish as their mother tongues were homogenized through IELTS and played roles in Persian, Turkish, and English languages. For modeling, three monolingual native speakers of the English language responded to the English version of written discourse completion tests taken from the same r

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SAĞIN ŞİMŞEK, Çiğdem, and Elena ANTONOVA ÜNLÜ. "At the Syntax-Pragmatics Interface: Acquisition of Turkish Word Order by Turkish-English, Turkish-German and Turkish-Russian Bilingual Children." Dilbilim Araştırmaları Dergisi 32, no. 3 (2021): 71–87. http://dx.doi.org/10.18492/dad.764149.

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DEMİRBÜKEN, Buket. "THE VARIANCES BETWEEN TURKISH MONOLINGUAL AND KURDISH/TURKISH BILINGUAL EFL LEARNERS' ACQUISITION OF ENGLISH ARTICLES." International Journal of Language Academy 4, no. 11 (2016): 71. http://dx.doi.org/10.18033/ijla.397.

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KASTENBAUM, JESSICA G., LISA M. BEDORE, ELIZABETH D. PEÑA, et al. "The influence of proficiency and language combination on bilingual lexical access." Bilingualism: Language and Cognition 22, no. 2 (2018): 300–330. http://dx.doi.org/10.1017/s1366728918000366.

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The present study examines the influence of language proficiency and language combination on bilingual lexical access using category fluency in 109 healthy speakers. Participants completed a category fluency task in each of their languages in three main categories (animals, clothing, and food), each with two subcategories, as well as a language use questionnaire assessing their proficiency. Five language combinations were examined (Hindi–English, Kannada–English, Mandarin–English, Spanish–English, and Turkish–English). Multivariate analyses of variance revealed that the average number of corre

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Dogru, Gokhan. "Creating Domain-Specific Translation Memories for Machine Translation Fine-Tuning." Tradumàtica tecnologies de la traducció, no. 22 (December 31, 2024): 1–30. https://doi.org/10.5565/rev/tradumatica.313.

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This article investigates how translation memories (TMs) can be created by translators or other language professionals in order to compile domain-specific parallel corpora, which can then be used in different scenarios, such as machine translation training and fine-tuning, TM leveraging, and/or large language model fine-tuning. The article introduces a semi-automatic TM preparation methodology that primarily leverages translation tools used by translators, in the interests of data quality and control by translators themselves. This semi-automatic methodology is then used to build a cardiology-

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Çelik, Derya, Funda Arıkan, and Armad Gözbek. "Translation and Cross-cultural Adaptation and Version of the Victorian Institute of Sport Assessment-Patella (VISA-P) Scale to Turkish." Orthopaedic Journal of Sports Medicine 5, no. 2_suppl2 (2017): 2325967117S0010. http://dx.doi.org/10.1177/2325967117s00100.

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Purpose: It is important to objectively measure symptoms and functional limitations related to patellar tendinopathy using outcome measures that have been validated in the language of the target population. Cross-cultural adaptations are also useful to enhance the understanding of the measurement properties of an assessment tool, regardless of the target language. The aim of the study to translate and adapt the Victorian Institute of Sport Assessment-Patella (VISA-P) questionnaire to Turkish. Methods: The translation and cultural adaptation were performed according to international recommendat

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Gürel, Ayşe, and Gülsen Yilmaz. "Restructuring in the L1 Turkish grammar." Language, Interaction and Acquisition 2, no. 2 (2011): 221–50. http://dx.doi.org/10.1075/lia.2.2.03gur.

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This paper compares results of two studies examining L2 English and L2 Dutch-induced syntactic changes that occur in L1 Turkish grammars of speakers living in North America and in the Netherlands, respectively. We examine potential restructuring in the L1 knowledge of binding properties of overt and null subject pronouns in first and second generation immigrants. The results of the L2 Dutch-speaking groups in the Netherlands are found to be similar to those of the L2 English-speaking group in North America, as reported in Gürel (2002), in the sense that all bilingual groups diverge, to some ex

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Ballıdağ, Sezgin, and Kenan Dikilitaş. "Non-Native Parents Raising a Bilingual Child in Turkey." Sustainable Multilingualism 24, no. 1 (2024): 136–73. http://dx.doi.org/10.2478/sm-2024-0006.

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Abstract This case study explores the bilingual upbringing of a 5 year 2 months old child in Turkish and English through “non-native parents (NNP) strategy” within a context where English is neither the first nor the majority language of the community. Drawing on the Parental Discourse Hypothesis (Lanza, 1992) and Modeling Hypothesis (Comeau et al., 2003), the researchers examined not only the development of the child’s English, but also the approach of the father towards the child, and his self-perception as a father seeking opportunities to raise a bilingual child. The data were collected by

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Rocchi, Luciano. "Turkisms in Ukrainian on the basis of bilingual lexicography: Part I." Studia Linguistica Universitatis Iagellonicae Cracoviensis 142, no. 2 (2025): 95. https://doi.org/10.4467/20834624sl.25.007.2156.

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Despite significant progress in the study of Turkisms in Russian and Polish, the Ukrainian language has yet to benefit from comprehensive and accessible research on the Turkic influences in its lexicon. This article seeks to address this gap by presenting a glossary of 280 Ukrainian words of Turkic or Turkish origin, compiled through an examination of three major bilingual dictionaries: Żelechowski (Ukrainian-German, 1886), Onacь kyj (Ukrainian-Italian, 1941), and Andrusyshen, Krett (Ukrainian-English, 1955). The glossary entry for each word provides: (1) data from these dictionaries; (2) comp

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Osso, Maria Antonietta. "impact of the socio-economic status on the German receptive noun and verb vocabulary in simultaneous bilingual children with Russian and Turkish as heritage languages." ZAS Papers in Linguistics 62 (September 12, 2019): 76–88. http://dx.doi.org/10.21248/zaspil.62.2019.444.

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A growing body of evidence shows a positive relation between the language skills of a child and the socio-economic status (SES) of his/her parents. These studies have mainly been conducted in an American English monolingual context. The current paper addresses the question of whether SES has a comparable impact on the simultaneous bilingual language acquisition. In this study, noun and verb test scores of German simultaneous bilingual children with Turkish and Russian as heritage languages are related to the SES of their parents – to verify the existence and the nature of a common pattern. The

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McLeod, Sharynne, and Sarah Verdon. "A Review of 30 Speech Assessments in 19 Languages Other Than English." American Journal of Speech-Language Pathology 23, no. 4 (2014): 708–23. http://dx.doi.org/10.1044/2014_ajslp-13-0066.

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Purpose In this study, the authors aimed to evaluate instruments designed to assess children's speech production in languages other than English. Method Ninety-eight speech assessments in languages other than English were identified: 62 were commercially published, 17 published within journal articles, and 19 informal assessments. A review was undertaken of 30 commercially published assessments that could be obtained. Results The 30 instruments assessed 19 languages: Cantonese, Danish, Finnish, German, Greek, Japanese, Korean, Maltese-English, Norwegian, Pakistani-heritage languages (Mirpuri,

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Aksoy, Yeşim Üstün. "TEACHERS' PERSPECTIVES ON HOW EXPOSURE TO FOREIGN LANGUAGES AFFECTS YOUNG CHILDREN’S LANGUAGE DEVELOPMENT." Encuentro Journal 32 (January 29, 2024): 23–36. http://dx.doi.org/10.37536/ej.2024.32.2444.

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To increase the quality of language education in Northern Cyprus, the number of schools that provide bilingual education (Turkish and English) at early ages and in the preschool period is increasing day by day. In this study, the opinions of preschool teachers were taken to describe the general situation of bilingual education in Northern Cyprus during the preschool period. Based on a qualitative study and an easily accessible case sampling, the research was conducted with 14 preschool teachers working in the Near East Preschool Institution, which provides bilingual education in the Nicosia di

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