Türkçe-İngilizce İkidilli Bir Çocuğun Sesbirim İşlemi Avantajı Üzerine Bir Vaka Analizi

Bu çalışmanın amacı, anadili Türkçe olan tek dilli bir çocuk ile bir İngilizce-Türkçe iki dilli çocuğun fonolojik farkındalıklarını Türkçe’de araştırmaktır. Bir vaka çalışması olarak bu çalışmanın ana odağı fonolojik farkındalık konusunda iki dillilik avantajının olup olmadığını araştırmaktır. İki dillilik ile ilgili kuramsal ve deneysel veriler iki dilli çocuğun sesbirim bölütleme içeren testlerde tek dilli çocuktan daha iyi bir performans göstereceği öngörüsünü ortaya çıkarmıştır. Katılımcıların fonolojik farkındalık seviyelerini belirlemek amacıyla, alandaki mevcut yazın dikkate alınarak, son sesbirimi silme, ilk sesbirim silme, son sesbirim tespiti ve sesbirim değiştirme şeklindeki dört sesbirim farkındalık testi kullanılmıştır. Testler her bir çocuk için bireysel olarak uygulanmış ve doğru cevaplar yüzdelere göre hesaplanmıştır. Verilerin analizi, iki dilli çocuğun, son sesbirimi silme, ilk sesbirim silme, son sesbirim tespiti testlerinde daha iyi bir skor elde ettiği ancak sesbirim değiştirme testinde katılımcılar arasında bir fark olmadığını göstermiştir. Sonuç olarak bu çalışma, ikidilliliğin fonolojik dil işleme üzerindeki olumlu etkisine işaret eden bulgular sunmaktadır.

A Case Study of a Turkish-English Bilingual Child: Focus on the Advantages of Phonological Processing

This study investigates the phonological awareness of a Turkish monolingual and a TurkishEnglish bilingual child in Turkish. As a case study, the main focus of this study is to explore whether a bilingual advantage exists in phonological processing. Theories of bilingualism and empirical data led to the prediction that the bilingual participant would perform better than the monolingual participant in tasks involving the segmentation of phonemes. With regard to current literature, four phonemic awareness tasks, namely, final phoneme deletion, initial phoneme deletion, phoneme detection, and phoneme substitution tasks were used to find out the levels of phonological awareness of the participants. The tasks were administered individually to each child and correct answers were calculated by percentages. The analysis of the data showed that bilingual child performed better in final phoneme deletion, initial phoneme deletion, phoneme detection tasks, while both children scored the same in the phoneme substitution task. To conclude, this study provided evidence for the positive effect of bilingualism for phonological language processing.

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