The Acquisition of Turkish in Childhood by Haznedar Belma;Ketrez F. Nihan; & F. Nihan Ketrez

Author:Haznedar, Belma;Ketrez, F. Nihan; & F. Nihan Ketrez [Haznedar, Belma & Ketrez, F. Nihan]
Language: eng
Format: epub
Publisher: John Benjamins Publishing Company
Published: 2016-11-01T15:42:51+00:00

(7;10)

LH:

    house

RH:

    house

    child

    go

‘There is a house. There is a child. The child goes.’

Finally, the boy is depicted as walking, thus in an action, in the first picture. Referring to the action of the boy is accepted as providing ‘what’ type of information in the current analysis. Signing and speaking children in the examples above (2a, b, c) all refer to the action of the boy as depicted in the first picture. The Turkish speaking girl narrates this action by saying ‘yürü + yor – walk + prog .’. In TİD, one of the signing children (2b) uses a classifier predicate where he shows the walking of the boy by his upside down, extended index and middle fingers that wiggle (his left hand in the 2nd still). The other deaf boy (2c) uses a lexical sign meaning GO to indicate the action of the boy (his right hand in the 3rd still).

In the analysis of the presence/absence of the scene-setting elements, I counted each reference to any of these elements (i.e., the boy for ‘who’, the house, the tree, the road for ‘where’, and the action of the boy for ‘what’). Thus, story beginnings such as in (2a) and (2c) received credit for all three since they include all three types of information. However, beginnings such as in (2b) are analyzed as having only ‘who’ and ‘what’ type of information, thus lacking information about ‘where’.

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