Home Linguistics & Semiotics Children’s referential choices in Turkish
Chapter
Licensed
Unlicensed Requires Authentication

Children’s referential choices in Turkish

Experimentally elicited and conversationally occasioned determinants
  • A. Beyza Ateş-Şen , Özlem Ece Demir and Aylin C. Küntay
View more publications by John Benjamins Publishing Company
Search
The Acquisition of Turkish in Childhood
This chapter is in the book The Acquisition of Turkish in Childhood

Abstract

We present research on the emergence and development of verbal and non-verbal referential skills of Turkish L1 learners. Turkish has interesting distinctive features compared to other frequently studied languages. The first section presents an overview of research about typically developing L1 learners’ comprehension and production skills in various preverbal and verbal referential situations. The second section presents contrastively interesting properties of Turkish setting the ground for crosslinguistic comparisons. The third section reviews experimental research on Turkish L1 learners’ referential communication skills. The fourth section reviews naturalistic studies about verbal and nonverbal devices employed by Turkish L1 learners during referential interactions with primary caregivers. Finally, we provide critical evaluation and future directions.

Abstract

We present research on the emergence and development of verbal and non-verbal referential skills of Turkish L1 learners. Turkish has interesting distinctive features compared to other frequently studied languages. The first section presents an overview of research about typically developing L1 learners’ comprehension and production skills in various preverbal and verbal referential situations. The second section presents contrastively interesting properties of Turkish setting the ground for crosslinguistic comparisons. The third section reviews experimental research on Turkish L1 learners’ referential communication skills. The fourth section reviews naturalistic studies about verbal and nonverbal devices employed by Turkish L1 learners during referential interactions with primary caregivers. Finally, we provide critical evaluation and future directions.

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.20.07ate

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
Sign up now to receive a 20% welcome discount
Institutional Access
How does access work?
Have an idea on how to improve our website?
Please write us.
© 2025 De Gruyter Brill
Downloaded on 25.9.2025 from https://www.degruyterbrill.com/document/doi/10.1075/tilar.20.07ate/html
Scroll to top button