Receptive multilingualism in Turkish-Turkmen academic counseling sessions

Sağın-Şimşek, Çiğdem

doi:10.1515/applirev-2014-0009

Cited by 3 publications

(2 citation statements)

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“…It is also used in the informal civil society discourse as one of the optimal modes for communication within the European Union (Ribbert & ten Thije, 2007; Zeevaert & ten Thije, 2007). The present study investigating the possibility of RMC between Turkish and Azerbaijani participants has provided further evidence that RMC can also be used effectively as an alternative to a lingua franca among speakers of Turkic languages (see also Öztopçu, 1993; Sağın Şimşek, 2014). Owing to the process of mobility and cultural commonalities of Turkic peoples, human flow between Turkic republics has been increasing dramatically.…”

Section: Discussionmentioning

confidence: 58%

A hearer-based analysis of Turkish–Azerbaijani receptive multilingual communication

Şimşek

Ünlü

2017

International Journal of Bilingualism

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Aims and Objectives/Purpose/Research Questions: Receptive multilingualism (RM), a mode of multilingual communication in which speakers of different languages use their own native language to communicate and still understand each other, is considered to be a relatively under-investigated area in multilingual research. This paper examines features of Turkish–Azerbaijani RM and, focusing on a hearer-based analysis, looks into strategies applied for achieving understanding in the receptive multilingual communication (RMC). Design/Methodology/Approach: The study is carried out within the conceptual framework of RM. Data and Analysis: Authentic data obtained from oral communication between an Azerbaijani and a Turkish native speaker are analyzed and a post-interview was conducted with the participants in order to investigate to what extent they were able to understand each other in the RMC and what strategies they applied to achieve understanding. Findings/Conclusions: The study reveals that the Turkish and Azerbaijani participants could communicate with each other in RM mode without much difficulty thanks to the typological proximity of their languages. In a few instances in which lack of understanding occurred, the participants were found to apply strategies such as asking questions for clarification, conveying confirmation, repeating, rephrasing, resorting to their lexical and world knowledge as well as utilizing the let-it-pass strategy. Originality and Significance/Implications: The significance of the study is twofold: first, it demonstrates that RMC between Turkish and Azerbaijani can be utilized as an alternative to lingua franca communication; and second, the study expands the taxonomy of hearer-based strategies in RMC.

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Section: Discussionmentioning

confidence: 58%

A hearer-based analysis of Turkish–Azerbaijani receptive multilingual communication

Şimşek

Ünlü

2017

International Journal of Bilingualism

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“…We present the first results of a larger project on mutual intelligibility between Kurmanji and Zazaki languages spoken in the province of Elazığ where the highest concentration of speakers can be found. While some studies on the mutual intelligibility between Turkish and other Turkic languages have been carried out (e.g., Öztürk 2008;Sağın-Şimşek 2014;Sağın-Şimşek and König 2012;Tekin 2012), this is the first mutual intelligibility study involving Kurdish and Zazaki dialects. 4 The aim of our project is to test the mutual intelligibility of a large number of Kurmanji and Zazaki dialects by means of various tests, but here we focus on the mutual intelligibility between two Kurmanji and two Zazaki dialects spoken in villages in a geographically small area along the Keban Dam, approximately 60 km to the east of the capital of the province.…”

Section: Introductionmentioning

confidence: 99%

Mutual intelligibility of a Kurmanji and a Zazaki dialect spoken in the province of Elazığ, Turkey

Özek

SAĞLAM

Gooskens

2021

Applied Linguistics Review

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We present the first results of a large project concerned with the mutual intelligibility between Zazaki and Kurmanji dialects spoken in Eastern Anatolia. There is an ongoing debate on the classification of Kurmanji and Zazaki as separate languages or as dialects of the same language, Kurdish. However, there is no scientific study of how well speakers of Zazaki and other dialects of Kurdish can understand each other. In this paper, we present the results of a pilot investigation where we tested the mutual intelligibility of 69 Kurmanji and Zazaki participants by means of a word translation task and asked the participants to estimate how well they could understand the other language variety. The results showed that overall the mutual intelligibility was rather low. There was a significant interaction between the effects of gender and language. Zazaki males identified more words correctly than Kurmanji males while Kurmanji females had higher intelligibility scores than Zazaki females. We suggest linguistic (lexical) and non-linguistic (attitudes and amount of exposure) explanations for the intelligibility results. We also have a closer look at the intelligibility of individual words to gain a greater understanding of the reasons for the asymmetric intelligibility results.

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Motivational Factors in Multilingual Students' Learning Additional Languages: The Case of English and Turkish

Dinçer

2018

Eurasian Journal of Applied Linguistics

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APA Citation: Dincer, A. (2018). Motivational factors in multilingual students' learning additional languages: The case of English and Turkish. AbstractThe current study examined the relationships among motivational factors (i.e., motivation types and motivational strength, and language anxiety) in the simultaneous learning process of additional languages. A mixed-methods design was conducted with 86 multilingual learners learning both English and Turkish. The data were collected using a survey and follow-up open-ended questions about the motivational factors. There were three major findings of the study. First, the motivational factors in one language were positively correlated with the same factors in another. Second, although the learners' motivation (i.e., intrinsic, extrinsic and integrative) and motivational strength to continue their education showed no differences in both languages, their L2 anxiety towards learning additional languages was statistically different, in that learners were less anxious when learning English language than learning Turkish language. Third, multilingual learners' interest in learning other languages and willingness to integrate in the target language culture, the status quo of the target language in the global world and the level of unfamiliarity of the target language seem to play a role in the learners' beliefs of motivation, feeling in learning additional languages and intention to study languages. Overall, the study highlighted the role of multilingualism in learning English and Turkish. It also shed light on understanding L2 affective factors learning distinct L2s.

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Receptive multilingualism in Turkish-Turkmen academic counseling sessions

Cited by 3 publications

References 10 publications

A hearer-based analysis of Turkish–Azerbaijani receptive multilingual communication

A hearer-based analysis of Turkish–Azerbaijani receptive multilingual communication

Mutual intelligibility of a Kurmanji and a Zazaki dialect spoken in the province of Elazığ, Turkey

Motivational Factors in Multilingual Students' Learning Additional Languages: The Case of English and Turkish

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