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Acquisition of canonical and non-canonical word orders in L1 Turkish

  • Çiğdem Sağın-Şimşek
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The Acquisition of Turkish in Childhood
This chapter is in the book The Acquisition of Turkish in Childhood

Abstract

While some studies on child language acquisition demonstrate that the properties of syntax are acquired before syntax-pragmatics interface and the children experience difficulties in several aspects of pragmatic language use, some others, report early sensitivity to the syntax-pragmatics interface. This study aims to explore whether the syntax-before-pragmatics argument can account for acquisition of Turkish word order by examining the syntactic and pragmatic word order preferences of Turkish children. The data obtained from 12 Turkish monolingual children aged between 2;0–6;0 reveal that at 2;0, Turkish children show sensitivity to the syntax-pragmatics interface and use various word orders in line with their pragmatic intentions and the pragmatic constraints of their language increase with the age.

Abstract

While some studies on child language acquisition demonstrate that the properties of syntax are acquired before syntax-pragmatics interface and the children experience difficulties in several aspects of pragmatic language use, some others, report early sensitivity to the syntax-pragmatics interface. This study aims to explore whether the syntax-before-pragmatics argument can account for acquisition of Turkish word order by examining the syntactic and pragmatic word order preferences of Turkish children. The data obtained from 12 Turkish monolingual children aged between 2;0–6;0 reveal that at 2;0, Turkish children show sensitivity to the syntax-pragmatics interface and use various word orders in line with their pragmatic intentions and the pragmatic constraints of their language increase with the age.

Chapters in this book

  1. Prelim pages i
  2. Table of contents vii
  3. Introduction 1
  4. Part I. Acquisition/processing of morphology, syntax and semantics
  5. Sensitivity of Turkish infants to vowel harmony 29
  6. Turkish children’s early vocabulary 57
  7. Acquisition of canonical and non-canonical word orders in L1 Turkish 79
  8. What does online parsing in Turkish-speaking children reveal about grammar? 99
  9. Acquisition of scope relations by Turkish-English bilingual children 119
  10. Part II. Discourse
  11. Children’s referential choices in Turkish 153
  12. Learning to think, talk, and gesture about motion in language-specific ways 177
  13. Scene-setting and referent introduction in sign and spoken languages 193
  14. Part III. Literacy development
  15. Integrating cognitive and sociocultural aspects of reading in Turkish 223
  16. Phonological awareness in reading acquisition 243
  17. Part IV. Typical vs. Atypical development in monolingual and bilingual Turkish-speaking children
  18. Vocabulary and grammar acquisition in Turkish as assessed by the Turkish communicative development inventory 275
  19. Language impairment in Turkish-speaking children 295
  20. Language development in Turkish-speaking children with Autism Spectrum Disorders 325
  21. Verbal functional categories in the speech of a Turkish speaking child with autism 341
  22. L2 children do not fluctuate 361
  23. Second language exposure in the preschool 389
  24. Index 413
https://doi.org/10.1075/tilar.20.04sag

Chapters in this book

  1. Prelim pages i
  2. Table of contents vii
  3. Introduction 1
  4. Part I. Acquisition/processing of morphology, syntax and semantics
  5. Sensitivity of Turkish infants to vowel harmony 29
  6. Turkish children’s early vocabulary 57
  7. Acquisition of canonical and non-canonical word orders in L1 Turkish 79
  8. What does online parsing in Turkish-speaking children reveal about grammar? 99
  9. Acquisition of scope relations by Turkish-English bilingual children 119
  10. Part II. Discourse
  11. Children’s referential choices in Turkish 153
  12. Learning to think, talk, and gesture about motion in language-specific ways 177
  13. Scene-setting and referent introduction in sign and spoken languages 193
  14. Part III. Literacy development
  15. Integrating cognitive and sociocultural aspects of reading in Turkish 223
  16. Phonological awareness in reading acquisition 243
  17. Part IV. Typical vs. Atypical development in monolingual and bilingual Turkish-speaking children
  18. Vocabulary and grammar acquisition in Turkish as assessed by the Turkish communicative development inventory 275
  19. Language impairment in Turkish-speaking children 295
  20. Language development in Turkish-speaking children with Autism Spectrum Disorders 325
  21. Verbal functional categories in the speech of a Turkish speaking child with autism 341
  22. L2 children do not fluctuate 361
  23. Second language exposure in the preschool 389
  24. Index 413
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