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Ardışık İki Dilli Çocuklar ile Tek Dilli Çocuklarda Üstdilbilimsel Gelişimin Karşılaştırılması

Comparison of Metalinguistic Development in Sequential Bilinguals and Monolinguals

Journal Name:

  • International Journal of Educational Researchers

Publication Year:

  • 2010

Key Words:

Keywords (Original Language):

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Abstract (2. Language): 
The purpose of this study was to compare metalinguistic skills (word awareness and phonological awareness) of a Turkish English sequential bilingual child and a monolingual Turkish child. The participants were two 8-year-old second grade students. Performances of the two participants compared on a set of three tasks related with word awareness and three tasks related with phonological awareness. The results for the word awareness tasks concluded that Turkish English bilingual child outperformed the Turkish monolingual child in the word segmentation task and the symbol substitution task but they both performed equally well in the word definition task. The results for the phonological tasks including the rhyming task, the final phoneme deletion task and phoneme blending tasks revealed no bilingual advantage. The results were discussed in terms of a limit on the effect that bilingualism exerts on metalinguistic development.
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Abstract (Original Language): 
Bu çalışmanın amacı Türkçe-İngilizce ardışık iki dilli bir çocuk ile Türkçe tek dilli diğer bir çocuğun üstdilbilimsel gelişiminin (kelime farkındalık ve fonolojik farkındalık açısından) karşılaştırılmasıdır. Çalışmaya 8 yaşında iki ilkokul ikinci sınıf öğrencisi katılmıştır. Her iki çocuğun üstdilbilimsel gelişim performansları kelime farkındalık ve fonolojik farkındalık ile ilgili üçer görev uygulanarak karşılaştırılmıştır. Kelime farkındalık ile ilgili görevlerin sonuçlarına göre Türkçe-İngilizce ardışık iki dilli çocuk kelime ayırma görevinde ve kelime yer değiştirme görevinde Türkçe tek dilli çocuktan daha başarılıdır. Kafiye tanıma, Son fonem düşürme ve fonem harmanlama görevlerini içeren Fonolojik farkındalık ölçümlerinin sonuçlarına göre iki dillilik bir fark yaratmamıştır. Sonuçlar iki dilliliğin üstdilbimsel gelişime etkisi açısından incelenmiş ve tartışılmıştır.
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