Chapter 10. The acquisition of Turkish (genitive-)possessive structures by adult Norwegian learners
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Emel Türker-van der Heiden
Abstract
This study investigates the development of phrasal and clausal (Genitive)-Possessive structures in L2 Turkish. The phrasal structures under scrutiny are possessive noun phrases and nominal phrases/compounds consisting of a bare noun and a following possessive noun. The clausal structures are subordinated noun clauses with verbal predicates nominalized through the -mA and -DIK1 suffixes. The data comprise translations and exam essays of Norwegian university students who received Turkish instruction at the University of Oslo across four semesters over two years. We provide a descriptive analysis of the target and non-target structures produced by these learners. This study may pave the way for a future Processability Theory analysis of these structures in the data from this particular group of L2 learners.
Abstract
This study investigates the development of phrasal and clausal (Genitive)-Possessive structures in L2 Turkish. The phrasal structures under scrutiny are possessive noun phrases and nominal phrases/compounds consisting of a bare noun and a following possessive noun. The clausal structures are subordinated noun clauses with verbal predicates nominalized through the -mA and -DIK1 suffixes. The data comprise translations and exam essays of Norwegian university students who received Turkish instruction at the University of Oslo across four semesters over two years. We provide a descriptive analysis of the target and non-target structures produced by these learners. This study may pave the way for a future Processability Theory analysis of these structures in the data from this particular group of L2 learners.
Chapters in this book
- Prelim pages i
- Table of contents v
- Introduction 1
-
Part I. Teachability and learnability
- Chapter 1. Research timeline. The role of instruction 9
- Chapter 2. How much English do children know before they are exposed to instruction? 27
- Chapter 3. Morpho-syntactic development in the input 51
- Chapter 4. Are speech and writing teachable? 71
-
Part II. Methods and assessment
- Chapter 5. The elicitation of oral language production data 97
- Chapter 6. Elicited imitation as a diagnostic tool of morpho-syntactic processing 119
- Chapter 7. Grammatical accuracy and complexity in a speaking proficiency test 137
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Part III. Cross-linguistic aspects of SLA
- Chapter 8. Acquisition of nominal morphology in Norwegian L2 163
- Chapter 9. Interlingual versus intralingual tendencies in second language acquisition 183
- Chapter 10. The acquisition of Turkish (genitive-)possessive structures by adult Norwegian learners 205
-
Closing chapter
- Chapter 11. Heritage language development and the promise of Processability Theory 237
- Index 261
Chapters in this book
- Prelim pages i
- Table of contents v
- Introduction 1
-
Part I. Teachability and learnability
- Chapter 1. Research timeline. The role of instruction 9
- Chapter 2. How much English do children know before they are exposed to instruction? 27
- Chapter 3. Morpho-syntactic development in the input 51
- Chapter 4. Are speech and writing teachable? 71
-
Part II. Methods and assessment
- Chapter 5. The elicitation of oral language production data 97
- Chapter 6. Elicited imitation as a diagnostic tool of morpho-syntactic processing 119
- Chapter 7. Grammatical accuracy and complexity in a speaking proficiency test 137
-
Part III. Cross-linguistic aspects of SLA
- Chapter 8. Acquisition of nominal morphology in Norwegian L2 163
- Chapter 9. Interlingual versus intralingual tendencies in second language acquisition 183
- Chapter 10. The acquisition of Turkish (genitive-)possessive structures by adult Norwegian learners 205
-
Closing chapter
- Chapter 11. Heritage language development and the promise of Processability Theory 237
- Index 261
