Cohesive devices in bilingual development

Aarssen, J.; Bos, Petra

doi:10.1515/9783110807820.143

Cited by 1 publication

(1 citation statement)

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“…Studies of narratives by Turkish-speaking bilinguals living in different countries have mostly focused on linguistic forms that contribute to the referential content of discourse. For example, the acquisition of cohesive devices has been studied in Turkish–Dutch bilingual children (Aarssen, 1996; Backus, 1992; Boeschoten, 1990), and clause linkage in narrative tasks has been investigated in Turkish–French bilingual children (Akıncı & Jisa, 1998). Other studies have investigated the conversational occasions that lead to naturalistic narratives (Aksu-Koç, 1994; Küntay & Ervin Tripp, 1997).…”

Section: Narratives Of Turkish Monolinguals and Bilingualsmentioning

confidence: 99%

Macrostructure components in narrations of Turkish–German bilingual children

Maviş

Tunçer

Gagarina

2015

Applied Psycholinguistics

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Two studies examined the effects of age, gender, and task on Turkish narrative skills of Turkish–German bilingual children. In Study 1, 36 children (2 years, 11 months [2;11]–7;11) told stories in two conditions (“tell-after model” and “tell-no model”) and answered comprehension questions. In Study 2, 13 children (5;5–7;11) participated in two conditions (“tell-no model” and “retell”) and were compared to Study 1 participants’ on tell tasks. The studies showed significant age effects on story complexity and comprehension, but not story structure and internal state terms. There were no significant effects for gender. Comprehension was significantly better in the “tell-after model” than in the “tell-no model” condition (Study 1). For production (storytelling), a trend favoring retell over tell was found (Study 2).

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Section: Narratives Of Turkish Monolinguals and Bilingualsmentioning

confidence: 99%