İkinci dil ediniminin okul öncesi dönemde anlatı becerileri ve yönetici işlevlere olan boylamsal etkisi

Bu çalışma çocukların erken dönemde ikinci dilde bir yuvaya devam eden çocuklarla anadilde yuvaya devam eden çocukları Türkçe dil gelişimi, anlatı becerileri gelişimi ve yönetici işlevler açısından boylamsal olarak karşılaştırılmasını hedeflemektedir. Bu amaçla, otuz 4 yaşında çocuk araştırmaya katılmıştır. Bu çocukların 12’si 3 yaşından itibaren Türkçe yuvlara devam etmekte, 18’i ise 3 yaşından beri İngilizce eğitim verilen yuvalara devam etmektedir. Katılımcılar iki ayrı zaman diliminde (4 yaşında ve 5 yaşındayken) iki çalışmaya katılmışlardır. Birinci çalışmada tüm çocuklara anadil becerilerini sınamak amacıyla TEDİL testinin alıcı ve ifade edici dil alt testleri uygulanmış, tavşan-at resimli hikayesinin anlatımı istenmiş ve Değişken Kriterli Kart Eşleme Testi (DKKE) uygulanmıştır. Birinci çalışmada iki grup arasında hiçbir testte fark bulunamamıştır. Bir yıl sonra yapılan ikinci çalışmada TEDİL ve DKKE uygulamalarında fark bulunmazken anlatı becerilerinde anlamlı farklar bulunmuştur. İkinci çalışmada tavşan-at hikayesinden daha farklı bir hikaye olan Kurbağa, Neredesin? isimli yazısız kitap kullanılmıştır. Anlatı becerilerinin değerlendirilmesi için anlatı kurgusu puanlanmış, kullanılan dilin yapısı dilbilimsel olarak incelenmiştir. Sonuçlar Türkçe yuvalara devam eden çocukların 5 yaşında İngilizce yuvalara devam eden çocuklardan kurgusal olarak daha yetkin hikayeler oluşturduklarını göstermiş ayrıca kullanılan dilbilimsel yapılardaki karmaşıklık yüzdesinin de daha yüksek olduğu bulunmuştur. Sonuçlar boylamsal olarak ikinci dilde yuvaya gitmenin anadildeki bazı alanları olumsuz etkileyebileceğini göstermiştir. Anlatı becerilerindeki yetkinliğin dildeki gelişmişlik düzeyi öngörmede standart ölçüm araçlarından daha uygun olabileceği de görülmüştür.

Longitudinal effects of second language on first language narrative skills and executive functions of preschool children

The present study investigated the longitudinal effects of early exposure to L2-English on L1-Turkish languagecompetence, narrative skills and executive functioning. We asked whether early immersion-like exposure to L2,starting around 3 years of age, would have reflections on L1 competence, L1 narrative skills and gains in cognitiveflexibility. Thirty 4-year-olds attending two types of preschools participated in the study: L1-preschools (N=12)with Turkish instruction and L2-preschools (N=18) where children were exposed only to English (6 hrs)throughout the day. Children were initially tested at time 1 (T1) at age 4 and at time 2 (T2), a year later when theywere 5. At T1, results revealed that children attending L2-preschools displayed no differences in executivefunctions performance compared to children in L1-preschools. Likewise, there were no differences for L1competence as well as L1 narrative skills. At T2, however, for L1 narrative skills, children attending L1-preschoolsdisplayed significantly higher performance compared to peers in L2-preschools. For executive functioning againthere were no differences between the participants. The differences in narrative competence at T2 might indicatethat children in L2-preschools lack sufficient input in story telling in L1 to support narrative competence. Forfuture consideration how literacy acquisition would interact with the effects of L2 exposure should also beinvestigated.© 2020 JLLS and the Authors - Published by JLLS.

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