11969

OKUL ÖNCESİ TÜRK ÇOCUKLARINDA RİCA DİLİ: BİR SINIF SÖYLEM PERSPEKTİFİ

Ervin-Tripp'e (1984: 297) göre, "rica dili üzerinde çalışarak hangi tür sosyal ilişkilerin çocuklar için önemli olduğunu ortaya çıkarabiliriz" ve McTear'a (1985: 102) göre de "rica dizileri, haklar ve zorunluluklar, isteklilik ve yetenek gibi sosyal ve psikolojik konuların işlenebilmesi için potansiyel bir alandır". Pragmatik bağlamda, çocuk dilinde kullanılan ricaların doğasını araştırmak dilin sosyal etkileşim durumlarında nasıl kullanıldığına ilişkin zengin bilgi sağlayabilir. Yaşıtlarla ve yetişkinlerle yapılan etkileşime benzer olarak, okul öncesi sınıf söylemi de çocuklar için önemli sosyal ilişki kaynaklarından biridir. Türkçe bağlamında rica dili üzerine araştırmalar genellikle yabancı dil öğrenen Türk yetişkin öğrencilerin kullandıkları rica stratejileri üzerinedir (bkz Kılıçkaya, 2010; Kanık, 2010; Kahraman & Akkuş, 2007). Bu anlamda literatürde birinci dil edinimi alanında rica dilini inceleyen çalışmalar sayıca fazla değildir. Bu yüzden, bu çalışmada bir okul öncesi sınıfın kapısı aralanmış, kullanılan rica çeşitleri ile rica dilinin çocuk-çocuk, çocuk öğretmen ve öğretmen çocuk'tan oluşan gruplar arasında nasıl kullanıldığı ve bu gruplar arasında tercih edilen rica formlarında anlamlı bir fark olup olmadığı araştırılmıştır. Araştırmanın katılımcılarını iki ayrı sınıftan (yaş ortalamaları=4;2 ve 5;6) 40 çocuk ve 2 sınıf öğretmeni oluşturmaktadır. Doğal veri analiz sonuçlarına göre üç etkileşim grubu da çeşit olarak çoğunlukla eylem için rica dili kullanmıştır, öğretmenlerin her iki yaş grubundaki çocuklara kullandıkları rica dili formları tutarlılık göstermektedir ve iki yaş grubunda çocuklar arasında çocuk-çocuk etkileşim gruplarında kullandıkları rica dili formları açısından farklılık bulunmuştur ki bu durum dolaysız kullanımdan dolaylı kullanıma doğru gelişimsel bir süreç olduğunu kanıtlamaktadır.

REQUESTS IN TURKISH-SPEAKING PRE-SCHOOL CHILDREN: A CLASSROOM DISCOURSE PERSPECTIVE

In Ervin-Tripp's (1984: 297) words, "by studying requests, we may find out what aspects of social relations are important to children" and to McTear (1985: 102), "request sequences are a potential arena for the negotiation of the social and psychological issues such as rights and obligations, willingness and ability". In a pragmatic sense, delving into the nature of requests in child language may provide rich information on the way language is used in social interaction contexts. Similar to the interactions with peer and adults, preschool classroom discourse is also one of the key sources of social relationships for children. In Turkish contexts, the research on requests tends to focus on investigating a number of request strategies used by Turkish adult students in foreign language learning settings (see Kılıçkaya, 2010; Kanık, 2010; Kahraman & Akkuş, 2007). In the literature, there emerge a few studies which investigate requests in the field of first language acquisition. Hence, in this paper the door of a nursery classroom is opened out and the types and forms of requests performed by three-way interactions are investigated: child-child, child-teacher and teacherchild and additionally search for any significant difference between the two age groups in the preferences of forms. The subjects were 40 Turkish children (mean ages=4;2 and 5;6) in two different classes and the teachers. In brief terms, with the analysis of the naturalistic data, the study will indicate that the three groups mostly exploited request for action as the type, there existed a consistency between teachers in terms of request forms, and children in two different age groups differed from each other with forms of requests they uttered in child-child interactions, proving a developmental progression from direct to indirect.

PDF

___

AXIA, G., BARONI, M.R. (1985). Linguistic Politeness at Different Age Levels. ChildDevelopment, 56(4), 918-927
AYDIN, S.I. &YANGİL, M.K. (2013). Türkçe Ders Kitaplarında Yeralan Metinlerin EdimselSınıflandırması, Turkish Studies - International Periodical For The Languages, Literature and History of Turkish or Turkic, 8/1 Winter 2013, p.829-841, ANKARATURKEY
BAKAI, O. (2006). An Exploration of Teacher Talk in Early Childhood Settings: Implicationsfor Educational Curriculum and Practice. Unpublished Master's Thesis.
BATES, E. and SILVERN, L. (1977). Social adjustment and politeness in preschoolers. Journal ofCommunication, 27, 104-111.
BERTSCH, K.M, HOULIHAN, D., LENZ, M.A. and PATTE, C.A. (2009). Teachers' Commands andTheir Role in Preschool Classroom. Electronic Journal of Research in EducationalPsychology, 7(1), 133-162.
BLUM-KULKA, S., OLSHTAIN, E. (1989). Requests and Apologies: A Cross-Cultural Study of Speech Act Realization Patterns (CCSARP). Applied Linguistics, 5(3), 196-213.
BLUM-KULKA, S. (1987). Indirectness and Politeness In Requests: Same Or Different?. Journalof Pragmatics, 11, 131-146.
BRINTON, B., FUJIKI, M. (1984). Development of Topic Manupulation Skills in Discourse.Journal of Speech and Hearing Research, 27, 350-358.
BROWN, P., LEVINSON, S. (1987). Universals in language usage: politeness phenomena. InE. Goody (Eds.). Questions and Politeness. Cambridge: Cambridge University Press.
CAZDEN, C.B. (1986). Classroom discourse. In M. Wittrock (Ed.), Handbook of research onteaching (3rd ed.). New York, NY: Macmillan Publishing Co.
COULTHARD, M. (1977). An Introduction to Discourse Analysis. Longman: London
CRAIG, H.K., GALLAGHER, T.M. (1983). Adult-Child Discourse: The Conversational Relevance of Pauses. Journal of Pragmatics, 7, 327-360.
DOMINEY, P.F., DODANE, C. (2004). Indeterminacy in language acquisition: the role ofchild directed speech and joint attention. Journal of Neurolinguistics, 17, 121-145.
DICKINSON, D.K., CASWELL, L. (2007). Building support for language and early literacy inpreschool classrooms through in-service professional development: Effects of theLiteracy Environment Enrichment Program (LEEP). Early Childhood ResearchQuarterly 22, 243- 260.
ELROD, M.M. (2001). Children's Understanding of Indirect Requests. Journal of Genetic Psychology, 148(1), 63-70.
ERVIN-TRIPP, S. (1976). Is Sybill there? The structure of American directives. Language inSociety, 5, 25-66.
GARVEY, C. (1975). Requests and responses in children's speech. Journal of Child Language,2(1), 41-63.
GOZZARD, H., BAKER, E. and MCCABE, P. (2008). Requests for clarification and children's speech responses: Changing 'pasghetti' to 'spaghetti'. Child Language Teaching and Therapy, 24(3), 249-263
GORDON, D., ERVIN-TRIPP, S. (1984). The structure of children's requests. In Schiefelbusch, R. L. & Pickar, J. (Eds.), The acquisition of communicative competence. Baltimore:University Park Press, pp. 295-322.
JAMES, S.L. (1978). Effect of listener age and situation on the politeness of children's directives. Journal of Psycholinguistic Research, 7(4), 307-317.
KABADAYI, A. (2012). Okul Öncesi Çocuklarının Türkçe Ediniminde Yaptıkları KurallaştırmaHatalarının İncelenmesi, Turkish Studies - International Periodical For The Languages, Literature and History of Turkish or Turkic, 7/3, Summer 2012, 1561-1573, ANKARA-TURKEY
KAHRAMAN, B., AKKUŞ, D. (2007). The use of request expressions by Turkish learners ofJapanese. Journal of Theory and Practice in Education, 3(1), 122-138.
KANIK, M. (2010). Interlanguage Pragmatics in Turkish. Dil Dergisi, 150, 32-49.
KEENAN, E.O., KLEIN, E. (1975). Coherency in children's discourse. Journal ofPsycholinguistic Research, 4(4), 365-380.
KILLEN, M., SMETANA, J.G. (1999). Social Interactions in Preschool Classrooms and theDevelopment of Young Children's Conceptions of the Personal. Child Development,70(2), 486-501.
LADEGAARD, H.J., BLESES, D. (2003). Gender differences in young children's speech: the acquisition of sociolinguistic competence. International Journal of Applied Linguistics, 13(2), 222-233.
MARCOS, H. (2001). Introduction: early pragmatic development. First Language, 21, 209-218.
MCTEAR, M. (1985). Children's Conversations. Blackwell: USA.
MARTI, L. (2006). Indirectness and politeness in Turkish-German bilingual and Turkishmonolingual requests. Journal of Pragmatics, 38, 1836-1869.
MASLEY, S.L. (2004). Teacher-Child Conversation in the Preschool Classroom. EarlyChildhood Education Journal, 31(4), 227-231.
MATYCHUK, P. (2005). The role of child-directed speech in language acquisition: a case study.Language Sciences, 27, 301-379.
MENG, N. (2008). Making Requests: A Pragmatic Study of Chinese Mother-Child Dyads.Proceedings of the 20th North American Conference on Chinese Linguistics (NACCL-20), 2, 1011-1022.
MOORE, S.B. (1938). The Use of Commands, Suggestions, And Requests By Nursery Schooland Kindergarten Teachers. Child Development, 9(2), 185-197.
NEWCOMBE, N., ZASLOW, M. (1981). Do ½ year-olds hint? A study of directive forms in thespeech of 2 ½ -year-old children to adults. Discourse Process, 4(3), 239-52.
NINIO, A., SNOW, C. (1999). The Development of Pragmatics: Learning to Use LanguageAppropriately. Invited chapter, in T.K. Bhatia & W.C. Ritchie (Eds.), Handbook oflanguage acquisition, 347-383. New Yok: Academic Press.
OGELMAN, H.G. &SARIKAYA, H.E. (2013). Okul Öncesi Eğitimi Almış Çocukların Akran İlişkileriDeğişkenlerinin 5 ve 6 Yaşta İncelenmesi, Turkish Studies - International Periodical For The Languages, Literature and History of Turkish or Turkic, 8/8, 1859- 1871, ANKARA-TURKEY
PLANAS, M.R.S. (1999). The Process of Children's ability to Ask Questions From anInteractive Perspective. Pragmatics, 5(1), 33-44.
RUDASILL, K.M., KAUFMAN, S.R. (2009). Teacher-child relationship quality: The roles of child temperament and teacher-child interactions. Early Childhood Research Quarterly, 24, 107- 120.
SEALEY, A. (1999). 'Don't be cheeky': Requests, directives and being a child. Journal ofSociolinguistics, 3(1), 24-40.
SEARLE, J.R., (1976). A Classification of Illocutionary Acts. Language in Society, 5(1), 1-23.
SEARLE, J.R. (1969). Speech acts. Cambridge: Cambridge University Press.
SEHLEY, S., SNOW, C. (1992). The conversational skills of school-aged children. SocialDevelopment, 1(1), 18-35.
SCHIEFFELIN, B.B. and OCHS, E. (1986). Language Socialization. Ann. Rev. Anthropol, 15, 163-91.
SCHMIDT, R.W., RICHARDS, J.C. (1980). Speech acts and second language learning. AppliedLinguistics,1(2), 130-157.
THOMAS, R., RUSSELL, J. and PARSONS, C.L. (1985). The effect of specific types of adultclarification requests on children's attempted revisions. Australian Journal of HumanCommunication Disorders, 13, 65-73.
TURNBULL, W., CARPENDALE, J.I.M. (1999). A Social Pragmatic Model of Talk: Implications forResearch on the Development of Children's Social Understanding. HumanDevelopment, 42, 328-355.
WELLS, G. (1981). Learning Through Interaction. Cambridge University Press: USA.
WILKINSON, L.C., WILKINSON, A.C., SPINELLI, F., and CHIANG, C.P. (1984). Metalinguistic Knowledge of Pragmatic Rules in School-Age Children, Child Development, 55, 2130-2140.