İngiliz Dili Eğitimi
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Browsing İngiliz Dili Eğitimi by Subject "Bilingualism in children."
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Item Literacy development in Turkish-Arabic speaking bilingual children(Thesis (Ph.D.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2021., 2021.) İlerten, Ferda.; Erçetin, Naciye Gülcan.; Babür, Fatma Nalan.; Ph.D. Program in English Language Education.This study explored the role of cognitive and linguistic variables in the development of word reading and reading comprehension in Turkish-Arabic bilingual children. Ninety-two 2nd grade Turkish-Arabic simultaneous bilingual and thirty-five Turkish monolingual children participated in the study. The performance of both groups in phonological awareness (PA), phonological memory (PM), rapid automatized naming (RAN), morphosyntactic awareness (MA), morphological awareness test time (MATT), processing speed (PS) and vocabulary knowledge (VK) was examined and compared through independent samples t-test with bootstrapping function. Bilingual children outperformed monolingual children in PA and PS. The performance of both groups was similar in other tasks. The predictors of reading skills were investigated separately for both groups of participants through stepwise regression analyses. The results revealed that while MATT and RAN predicted word reading efficiency in the bilingual group, MATT and PA were the significant predictors of word reading in the Turkish monolingual group. As for reading comprehension, the groups displayed different patterns. While WRead, VK and PM were the most powerful indicators of comprehension in the Turkish-Arabic bilingual group, MA was the only significant precursor of reading comprehension in the Turkish monolingual children. These differences indicated that the reliance of the monolingual and bilingual children on linguistic and cognitive mechanisms ranged in word reading and reading comprehension.Item The development of reading in early bilingualism: evidence from Turkish-child L2 learners of English(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in the Social Sciences, 2008., 2008.) Özdemir, Feride.; Haznedar, Belma.The present study investigates the role of phonological awareness in the reading acquisition of Turkish-English successive bilingual children. In addition to the relationship between reading and phonological awareness, cross-language transfer, the relationship between phonological awareness and phonological memory and the effect of grade level on phonological awareness are also explored. Although the relationship between phonological awareness and reading has been extensively investigated, the resources on bilingual reading acquisition are still limited and no previous study has investigated the relationship in Turkish-English bilingual children. Nine Turkish-English successive bilingual and a control group of nine monolingual English children participated in the study. The study was conducted in second, third and fourth grades, each grade level including three children in each language group. The participants were administered word reading, pseudoword reading, elision, segmenting words, segmenting nonwords, blending words, blending nonwords and memory for digits tasks in English. The participants were tested individually by the researcher in 40-minute sessions. The results confirmed the previous research which demonstrated that phonological awareness is a strong predictor of reading in monolingual children. Bilingual data, on the other hand, did not present a significant relationship between phonological awareness and reading. Error analyses of nonword reading task revealed that Turkish-English bilingual children transfer phonological awareness skills from Turkish in order to decode English pseudowords, which was evident from their use of Turkish grapheme-phoneme correspondences and Turkish phonological rules. Compatible with the previous research, the present study indicated a significant relationship between phonological awareness and phonological memory of monolingual children. However, bilingual phonological memory did not appear to explain phonological awareness. The results also pointed out that neither bilingual nor monolingual phonological awareness significantly differ across grades.