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Relative clauses in child heritage speakers of Turkish in the United States
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Abstract:
How does complex syntax develop in heritage language children? This study investigates child Turkish heritage speakers’ comprehension and production of relative clauses (RCs) in Turkish and in English. RCs vary on their syntactic functions (subject, object) and show asymmetric patterns of acquisition and processing, which have been explained by linear distance, structural distance and input factors. Thirty-two child Turkish HS (ages 6–15) and 48 monolingual Turkish children (ages 3–15) completed a picture-sentence matching (comprehension) task and a sentence repetition (production) task in Turkish. The Turkish HS were tested on the RC comprehension and production in English as well. The results indicated that the child HS showed (i) better performance in English than in Turkish with increasing age, (ii) better comprehension than production of Turkish RCs, (iii) replacement of complex RCs with simple juxtaposition in Turkish, and (iv) a subject advantage in comprehension. We take these findings to suggest that Turkish RCs do not fully develop in child HS of Turkish in the U.S., although the strength of this explanation must be corroborated by a study of child and adult HS. Overall, the findings are most compatible with the structural distance account and other factors that may affect production. ; Open
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Keyword:
child heritage speakers; heritage language acquisition; relative clauses; Turkish
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URL: http://hdl.handle.net/2142/113765
https://doi.org/10.1075/lab.21027.cos
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| 2 |
Sources of variability in the acquisition of Differential Object Marking by Turkish heritage language children in the United States
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Spanish pragmatic markers' usage patterns in second language and heritage speakers
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The effect of full-immersion schooling on nativelikeness and dominance in Palestinian Arabic-American English bilinguals
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Effects of instruction on writing improvement of university heritage learners of Spanish: A longitudinal study
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The effects of language instruction on L2 learners’ input processing and learning outcomes
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| 7 |
Vulnerability and stability of Differential Object Marking in Romanian heritage speakers
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In: Glossa: a journal of general linguistics; Vol 5, No 1 (2020); 119 ; 2397-1835 (2020)
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| 8 |
Tracing language variation in Spanish: A multidisciplinary approach
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The acquisition of Mandarin by heritage speakers and second language learners
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| 14 |
The influence of task factors and language background on morphological processing in Spanish
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| 15 |
Comprehension of Spanish relative and passive clauses by early bilinguals and second language learners
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| 16 |
Why wait? Psycholinguistic investigations of the roles of learning condition and gender stability in L2 gender-based anticipation
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Differential object marking in Basque: grammaticalization, attitudes and ideological representations
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