Studies in Turkish as a heritage language

Studies in Turkish as a heritage language /

"Heritage language bilingualism refers to contexts where a minority language spoken at home is (one of) the first native language(s) of an individual who grows up and typically becomes dominant in the societal majority language. Heritage language bilinguals often wind up with grammatical system...

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Bibliographic Details
Online Access: Full text (MCPHS users only)
Other Authors: Bayram, Fatih (Editor)
Format: Electronic eBook
Language:English
Published: Amsterdam ; Philadelphia : John Benjamins Publishing Company, 2020
Series:Studies in bilingualism ; v. 60.
Subjects:
Turkish language > Study and teaching > Europe.
Turkish language > Study and teaching > Foreign speakers.
Heritage language speakers > Education.
Bilingualism > Europe.
Local Note:ProQuest Ebook Central
Table of Contents:
  • Intro
  • Studies in Turkish as a Heritage Language
  • Editorial page
  • Title page
  • Copyright page
  • Table of contents
  • Who are HL speakers?
  • Methods of investigation
  • Naturalistic data
  • Laboratory data
  • Linguistic feature(s)
  • Analysis and interpretation of findings
  • Acknowledgements
  • References
  • Chapter 1. Turkish as a heritage language: Its context and importance for the general understanding of bilingualism
  • References
  • Part I. Lexicon
  • Chapter 2. Turkish heritage speakers in Germany: Vocabulary knowledge in German and Turkish
  • 1. Introduction
  • 2. Previous studies the language proficiency of Turkish heritage speakers
  • 3. Hypotheses
  • 4. Methodology
  • 4.1 Participants
  • 4.2 Measures
  • 4.3 Procedure
  • 5. Results
  • 6. Discussion and conclusion
  • References
  • Chapter 3. Correlates of Turkish vocabulary in adolescent Turkish heritage language learners in Germany: An explorative study
  • 1. Introduction
  • 1.1 Young heritage language learners' vocabulary development
  • 1.2 Monolingual adolescents' vocabulary development
  • 1.3 Adolescent Turkish heritage language learners in Germany
  • 2. This study: Potential resources for adolescents' Turkish heritage vocabulary
  • 3. Method
  • 3.1 Recruitment
  • 3.2 Participants
  • 3.3 Measures
  • 3.4 Procedure
  • 4. Results
  • 4.1 Bivariate correlations
  • 4.2 Multiple regression analyses
  • 5. Discussion
  • 5.1 Adolescents own characteristics are potential resources
  • 5.2 Reading as a resource?
  • 5.3 Family language use as a resource?
  • 5.4 Friends as a resource?
  • 5.5 Instruction as a resource?
  • 5.6 Limitations and future directions
  • 6. Conclusion
  • References
  • Chapter 4. The effects of heritage language experience on lexical and morphosyntactic outcomes
  • 1. Introduction
  • 2. Background
  • 3. Empirical studies
  • 3.1 Complexity measures
  • 3.2 Study 1: Adults HSs of Turkish in Hamburg
  • 3.3 Study 2: Adolescent HSs of Turkish in Munich
  • 4. Discussion and conclusion
  • References
  • Part II. Morphosyntax
  • Chapter 5. Convergence in the encoding of motion events in heritage Turkish in Germany: An acceptability study
  • 1. Introduction
  • 2. Motion events in Turkish and German
  • 3. German-Turkish language contact
  • 4. Turkish and Turkish-German speakers' reactions on satellite-framed patterns in motion sentences
  • 4.1 Aims and methods
  • 4.2 Subjects
  • 4.3 Material
  • 4.4 Results
  • 5. Discussion
  • 6. Conclusion
  • References
  • Chapter 6. First language exposure predicts attrition patterns in Turkish heritage speakers' use of grammatical evidentiality
  • 1. Introduction
  • 2. Some features of evidentiality in Turkish
  • 3. Relevant studies on Turkish heritage speakers
  • 4. Method
  • 4.1 Participants
  • 4.2 Materials
  • 4.3 Procedure
  • 5. Results

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