This study investigated whether native speakers of Turkish have abstract knowledge regarding the principles guiding the selection of appropriate reduplicative forms in emphatic reduplication in Turkish. 14 native speakers of Turkish completed the study. The participants were asked to reduplicate 48 non-words in 4 experimental conditions where the number of segments and the phonological features of the word forms were manipulated. The 4 experimental conditions had VCV (e.g. /ukɑ/), CVC (e.g. /lɔt/), CVCV (e.g. /gεʒi/), and VCCV (e.g. /ɔhfɑ/) sequences. Each condition included 12 items. In each of the CVC, CVCV, and VCCV conditions, the base forms for 6 items did not include consonants used productively as interpolated consonants {p, m, s}. The next 6 conditions included {p, m, s} either as the first, or the second consonant in the base form of the non-word. The results indicated that the interpolated consonant in Turkish was taken from the set of {p, m, s}. Moreover, the interpolated consonant was sometimes identical to the second consonant of the base, but never to the first consonant. The most frequently produced interpolated consonant was {p}. In the VCV, and VCCV conditions, {m} was preferred over {s}. In the CVC, and CVCV conditions, {s} was preferred over {m}. The results demonstrate that Turkish native speakers were able to extend the reduplication strategies they employed in real words to non-words.
This study investigated the development of the ability to interpret conversational implicatures in English as an L2. The study followed a cross-sectional design and used a methodologically innovative audio-visual interpretation task with an oral production component. By orally reporting their interpretations, participants demonstrated comprehension of conversational implicatures viewed in a video, rather than employing a predetermined response approach used in earlier studies, which neither explore nor reveal how L2 learners understand implicatures. Fifty participants, forty-five learners at three proficiency levels and five native speakers of English, took part in the study. The results indicated that the comprehension of conversational implicatures showed a significant improvement as L2 proficiency increased. Learner responses were additionally coded based on stages of implicature calculation, which demonstrated that not only learners’ correct interpretations but also their incorrect responses provide insights into their interlanguage development. Such a finding further illustrates the superiority of a free response approach over a predetermined one since the former approach can better shed light on L2 learners’ true pragmatic competence in conversational implicatures.
This article presents novel empirical evidence on verbal agreement patterns observed in conjunction phrases (CPs) in Turkish. To account for the discrepancies observed in native speaker preferences in agreement paradigms in CPs, two experimental tasks were carried out: namely an acceptability judgment task and a forced choice task. Based on the results, it is proposed that there is compositional conjunct agreement in Turkish that takes place in two stages. The agreement relationship is first established between the Agreement head and the coordinated phrase in the syntax. Then, the PF spells out the features of either the coordinated phrase, or the features of the linearly closest conjunct inside the coordinated phrase. I argue that Full Agreement (FA) results from the Spec-head agreement with the CP, whereby the features of both conjuncts are resolved and inherited to the CP (Johannessen 1996). In Closest Conjunct Agreement (CCA), on the other hand, the agreeing head has asymmetric access to one of the prominent conjuncts or its features (Bošković 2009; Johannessen 1998; Munn 1993, 1999; Benmamoun 1992). Thus, in CCA in Turkish, the agreement is with the linearly closest conjunct and the features of that conjunct appear on the verb.
This study investigated the acquisition of kind referring noun phrase interpretation in L2 English by learners with Turkish, Arabic and Chinese L1 backgrounds. 37 advanced learners of English with Turkish (10), Arabic (10) and Chinese (10) L1 backgrounds, and 7 native English speakers were recruited. The tasks were a 48-item Fill in the gaps task and a 64-item Acceptability judgment task. The results indicated that: (a) native speakers, and L2 learners mostly produced bare plurals for count nouns and bare singulars for mass nouns for kind reference; (b) L2 learners of English transferred the morphosyntactic manifestation of kind reference from their L1s, substantiating the Full Transfer Full Access Hypothesis (Schwartz & Sprouse, 1996); and (c) the similarity between the participants’ L1s and L2 did not always lead them to produce correct noun forms and articles for kind reference, neither did such a similarity consistently help the learners in their acceptability judgments for kind reference.
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