The Effects of Syntactic Priming on Turkish English Bilinguals’ Production of Passive Sentences
| dc.contributor.advisor | Akal, Taylan | |
| dc.contributor.author | Arman Ergin, Sena | |
| dc.date.accessioned | 2019-09-25T11:46:47Z | |
| dc.date.issued | 2019 | |
| dc.date.submitted | 2019-09-06 | |
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| dc.identifier.uri | http://openaccess.hacettepe.edu.tr:8080/xmlui/handle/11655/9022 | |
| dc.description.abstract | Syntactic priming is defined as the tendency of producing recently exposed utterance. The present study investigates the effects of syntactic priming which is passive structure on the production of passives among 30 Turkish (L1)-English (L2) bilinguals. The study also examined whether passive structure was shared between these two languages via syntactic priming. Participants and researcher described a picture each other one by one. 30 subjects were divided into two groups; 15 participants were provided with Turkish primes while other 15 were presented with English primes. Each group including 15 participants was again divided into two groups as 7-8, changing the prime type as active or passive. Mann Whitney U test was conducted to report direction of priming, prime type and number of passives produced as dependent variable. The results of the experiment reported that the direction of priming did not play a role in the production of passives. However, the results demonstrated priming effects both from Turkish-English and English-Turkish conditions. Hearing a passive Turkish sentence gave rise to increase in the production of passive utterances in English, and vice versa providing evidence from Turkish-English bilinguals for shared syntax account. The existence of priming effect regardless of the direction of priming postulated symmetrical relation between two languages in Turkish-English bilinguals. | tr_TR |
| dc.description.tableofcontents | TABLE OF CONTENTS ACKNOWLEDGEMENTS i ABSTRACT ii ÖZET iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vii LIST OF TABLES viii LIST OF FIGURES ix CHAPTER 1: INTRODUCTION 1 1.1. A GENERAL LOOK AT STRUCTURAL PRIMING 1 1.2. WHY IS PASSIVE DIFFICULT TO PROCESS AND LEARN? 5 1.3. STATEMENT OF THE PROBLEM 6 1.4. AIM OF THE STUDY 7 1.5. RESEARCH QUESTIONS 7 1.6. PILOT STUDY 8 1.6.1. Methodology of the Pilot Study 8 1.6.1.1. Participants 9 1.6.1.2. Materials 9 1.6.1.3. Procedure 10 1.6.1.4. Results 10 1.7. THE PRESENT STUDY 12 1.7.1. An Overview of the Study 12 1.7.2. Participants 14 1.7.3. Materials 16 1.7.4. Procedure 21 1.7.5. Scoring 23 CHAPTER II: BACKGROUND TO THE STUDY 24 2.1. STRUCTURAL PRIMING AND LEARNING 24 2.2. TYPE OF TASKS USED IN SYNTACTIC PRIMING 26 2.2.1. Picture Depiction 27 2.2.2. Sentence Recall 28 2.2.3. Sentence Completion Task 28 2.2.4. Scripted Interaction Task (Confederate- Scripting) 29 2.3. STRUCTURAL PRIMING AND BILINGUALISM 29 2.3.1. Bilingualism 33 2.3.2. Early and Late Bilingualism 34 2.3.3. Balanced and Dominant Bilingualism 34 2.4.1. Passives in Turkish 35 2.4.2. Passives in English 39 2.4.3. Differences Between English and Turkish Passives 41 CHAPTER III: DATA ANALYSIS AND DISCUSSION 43 3.1. TURKISH TO ENGLISH PRIMING IN ACTIVE AND PASSIVE CONDITION 44 3.1.1. Item Analysis in Turkish Active Primes 45 3.1.2. Item Analysis in Turkish Passive Primes 45 3.2. ENGLISH TO TURKISH PRIMING IN ACTIVE AND PASSIVE CONDITIONS 47 3.2.1. Item Analysis in English Active Primes 48 3.2.2. Item Analysis in English Passive Primes 49 3.3. OVERALL PICTURE OF ALL CONDITIONS 49 3.4. DISCUSSION 53 3.4.1. Evidence for Shared Syntax from Turkish-English Bilinguals 54 3.4.2. Symmetric Relation of Syntactic Priming 54 3.4.3. Evidence for Parallelism of Two Structures from Syntactic Priming 55 CHAPTER IV: CONCLUSION 57 4.1. PEDAGOGICAL IMPLICATIONS 60 4.2. RECOMMENDATIONS FOR FURTHER RESEARCH 61 4.3. LIMITATIONS 62 REFERENCES 64 APPENDICES 71 APPENDIX 1. BACKGROUND QUESTIONNAIRE 71 APPENDIX 2. ONLINE TEST 73 APPENDIX 3. SCREENSHOT OF THE EXPERIMENT 76 APPENDIX 4. MEMORY CHECKLIST 84 APPENDIX 5. CONSENT FORM 85 APPENDIX 6. THE LIST OF SENTENCES 87 APPENDIX 7. ORİJİNALLİK RAPORU 89 APPENDIX 8. ORIGINALITY REPORT 90 APPENDIX 9. ETIK KURUL ONAYI 91 ÖZGEÇMİŞ 92 | tr_TR |
| dc.language.iso | en | tr_TR |
| dc.publisher | Sosyal Bilimler Enstitüsü | tr_TR |
| dc.rights | info:eu-repo/semantics/openAccess | tr_TR |
| dc.rights | CC0 1.0 Universal | * |
| dc.rights.uri | http://creativecommons.org/publicdomain/zero/1.0/ | * |
| dc.subject | Psikodilbilim | tr_TR |
| dc.subject | Sözdizimsel hazırlama etkisi | |
| dc.subject | İkidillilik | |
| dc.subject | Edilgen yapı | |
| dc.title | The Effects of Syntactic Priming on Turkish English Bilinguals’ Production of Passive Sentences | tr_eng |
| dc.title.alternative | Türkçe İngilizce İki Dillilerin Edilgen Tümce Üretiminde Söz dizimsel Hazırlamanın Etkileri | tr_TR |
| dc.type | info:eu-repo/semantics/masterThesis | tr_TR |
| dc.description.ozet | Yapısal hazırlama en son maruz kalınan yapının yeniden üretilme eğilimi olarak tanımlanmaktadır.Bu çalışma, edilgen yapıda olan söz dizimsel hazırlamanın 30 kişiden oluşan Türkçe (D1) –İngilizce (D2) iki dilliler gurubunun edilgen cümle üretim üzerindeki etkilerini incelemektedir.Çalışma aynı zamanda edilgen yapının söz dizimsel hazırlama yoluyla diller arasında paylaşılıp paylaşılmadığını da incelemektedir.Katılımcılar ve araştırmacı bilgisayar ekranında çıkan resimleri birbirlerine teker teker betimlediler. 30 katılımcı ikiye bölündü. 15 katılımcıya Türkçe hazırlama verilirken, diğer 15 katılımcıya İngilizce hazırlama sunuldu. 15 kişiden oluşan 2 gurup tekrar 7 ve 8 olmak üzere iki guruba bölündü ve hazırlama türü etken ve edilgen olarak değiştirildi. Hazırlamanın yönü, hazırlama çeşidi yani etken ya da edilgen tümce kullanımı ve bağımlı değişken olan üretilen edilgen tümce oranı için Mann Whitney U testi kullanıldı. Araştırmanın sonucu gösterdi ki Türkçe’den-İngilizce’ye ve İngilizce’den Türkçe’ye durumlarında edilgen hazırlama etkisi gözlemlendi yani katılımcının edilgen tümce duyması edilgen tümce üretiminin artmasına sebep oldu. Ancak hazırlamanın yönünün edilgen tümce üretimine etkisi gözlemlenmedi, diğer bir deyişle tümcenin kurulduğu dilin edilgen hazırlama üzerinde bir etkisi yoktur. Ortaya çıkan diller arası hazırlama etkisi Türkçe-İngilizce iki dilliler için paylaşılmış söz dizimi modeline kanıt oluşturur. Bu çalışmada hazırlama etkisinin hazırlanan dilden bağımsız olarak hem Türkçe’den İngilizce’ye hem de İngilizce’den Türkçe’ye görülmesi bu iki dil arasında simetrik bir ilişki olduğunu da ortaya koymaktadır. | tr_TR |
| dc.contributor.department | İngiliz Dilbilimi | tr_TR |
| dc.embargo.terms | Acik erisim | tr_TR |
| dc.embargo.lift | - |
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