Sınırlayıcı Odak Parçacığı Sadece'nin Edinimi

Bu çalışmada sınırlayıcı odak parçacığı sadece'yi içeren tümceleri Türkçe edinen okul öncesi çocukların nasıl yorumladıklarını inceleyerek çocukların tümcelerin odağını belirlemede ne tür sözdizimsel, anlamsal ve/veya edimsel ipuçlarını kullandıklarına ışık tutmayı hedeflemekteyiz. Çalışmamız dil edinimi alanyazınında odak parçacıklarının çocuklarca kavranışını Türkçe'de inceleyen ilk çalışma olması açısından önem taşımaktadır ve deney materyallerinin tasarımında Türkçe'nin çalkalama gibi özgün sözdizimsel özelliklerinden de yararlanarak alanyazında daha önce saptanmış hataların çocukların odak parçacıkları için yanlış bir sözdizimsel gösterim kuramlamalarından değil, tümcenin nesnesini veya - çoğu zaman nesneyle örtüştüğü için nesneden kolayca ayrımsanamayan - son ad öbeğini tümcenin odağı kabul etmelerine yol açan edimsel bir yanlılık geliştirmelerinden kaynaklandığı görüşünü savunmaktadır

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