This M.A. thesis investigates the L2 acquisition of binding properties of English reflexives by Turkish L2 learners to address the issue of UG availability in L2 grammar. 140 Turkish L2 learners of English (67 elementary, 73 upper) participated in this study. They were all students at the Department of Basic English, Middle East Technical University. In addition, in the control group, there were 8 native speakers of English. A grammaticality judgment task and a story-based truth-value judgment task were used to examine whether the L2 grammars of the Turkish learners of English are governed by the principles and parameters of UG in the context of reflexive binding. According to the Full Transfer Full Access Model (FTFA), L2 learners have direct access to innate principles and parameters of Universal Grammar (UG) from the initial state to the end-state in the process of L2 acquisition. In line with FTFA, the results of the two tests suggest that the L2 learners&rsquo / grammar is UG-constrained even though they do not fully converge on native English norms with respect to reflexive binding.

Second language acquisition research has sought to identify socio-psychological factors underlying language learners' degrees and rates of acquisition. Studies have shown that learners with autonomous motivation orientations and positive attitudes towards the L2 community (Donitsa-Schmidt et. al., 2004; Schumann, 1978; Spolsky, 2000) acquire the target language better than those without such orientations and attitudes. This study utilizes social network theory (Milroy, 1987), identity theory (LePage & Tabouret Keller, 1985; van Dijk, 1998) and self determination theory (Deci & Ryan, 1987) to explore how L2 learners' socially constructed identities, external, introjection, identification and integration motivational orientations, and exchange, interactive, and passive family and non-family networks relate to the attainment of the regional Turkish accent by young Kurds. Using a cross-sectional research design, this study addresses the following questions: (1) How native-like is the participant's accent when speaking Turkish as rated on a 1-5 scale? (2) What are the identity patterns found in the Kurdish-speaking community, and how do these patterns relate to their Turkish accent? (3) Do different motivational orientations significantly relate to attainment of native-like accents? (4) What are the social networks of the Kurdish-speaking community, and how do these networks relate to accent native-likeness? Data collected from 120 middle and high school students included speech samples from a read-aloud accent test and four questionnaires regarding their motivation to learn Turkish, their identification patterns, and social networks. Global accent ratings revealed significant degrees of variation in participants' accents varying from 1.1 to 4.7. Findings suggested that the degree of identification with the Turkish-speaking community was a positive predictor (.31, p < 0.01), and the degree of identification with the Kurdish-speaking community was a negative predictor (-.34 p < 0.01) of accent native-likeness. Data also showed that among four motivational orientations, integration orientation was a positive (.32, p < 0.01), and introjection was a negative (-.20; p < 0.01) predictor of accent nativelikeness. Results indicated that participants with a more native-like accent also had more Turkish-speaking family and non-family networks that were exchange and multiplex in nature than the networks of those participants with less native-like accents. Results also suggested several significant gender and age effects. / text

Thesis (Ph. D.)--University of Texas at Austin, 1996. / Vita. Includes bibliographical references (leaves 335-351). Also issued in print.

Thesis (Doctoral)--Université de la Sorbonne nouvelle, Paris III, 1990. / "Le divan de Yunus Emre": p. [313]-577. Includes bibliographical references (p. 109-111).

Thesis (Ph. D.)--University of Texas at Austin, 1996. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 335-351).

Thesis--Munich. / Includes indexes. Includes bibliographical references (p. 270-276).

Thesis (Doctoral)--Université de la Sorbonne nouvelle, Paris III, 1990. / "Le divan de Yunus Emre": p. [313]-577. Includes bibliographical references (p. 109-111).

Thesis (Ph. D.)--University of Washington, 2000. / Vita. Includes bibliographical references (leaves 212-219).

The Ottoman Empire, an imperial power that existed from 1299 to 1923, was one of the largest empires to rule the borders of the Mediterranean Sea. Ottoman Turkish was used especially between the 16th and 19th centuries during the Ottoman Empire. This ornamented, artificial language separated the general population from intellectual and palace elite and a communication problem followed. Although the minorities of the Ottoman Empire were free to use their language amongst themselves, if they needed to communicate with the government they had to use Ottoman Turkish. This thesis explains these language differences and the resulting problems they created during the Empire. Examples of original correspondence are used to highlight the communication differences and the difficulties that ensured. From this study, the author concludes that Ottoman Turkish was not a separate language from Turkish; instead, it was a variation of Turkish in inexistence for approximately 600 years. / Prof. B. Hendrickx Dr. A. Dockrat

La recherche que nous présentons s'appuie sur l'observation du turc langue étrangère, examiner les développements et les enjeux concernant cette langue en France. Le système d'enseignement secondaire en France propose l'apprentissage d'une quinzaine de langues dites académiques. Douze de ces langues sont enseignées comme première langue vivante étrangère. L'enseignement du turc, introduit en 1994 dans le programme de l'enseignement secondaire français par un décret du ministère. Il est dispensé dans le programme d'enseignement de langues vivantes étrangères, sous le contrôle de l'inspecteur général responsable du turc au ministère de l'éducation nationale français. Les élèves ont la possibilité de choisir le turc comme première langue pour l'examen du baccalauréat. Pour mener à bien notre travail, nous nous appuierons sur les publications concernant notre sujet. Nous examinerons aussi les établissements et les instituts (les ministères de l'éducation nationale de France et de la Turquie, le département d'études turques de l'université de Strasbourg, INALCO, l'inspection générale de l'éducation nationale, etc.) à l'égard de notre sujet. / The secondary education offers the learning of fifteen so-called academic languages. Twelve of these languages are taught as the first living foreign language. The teaching of turkish, was introduced in 1994 in the curriculum of French secondary education by a decree of the Ministry. It's taught in foreign language teaching program, under the control of the general inspector responible of Turkish language at the French Ministry of education. Students have the opportunity to choose theTurkish as the first language for the baccalaureate exam. To carry out our work, we will rely on the publications related to our subject. We will also examine institutions, institues ( the Ministries of National education of France and Turkey, The Turkish studies Departement in the university of Strasbourg, INALCO, The General inspectorate of National Education, etc.) with regard to our subject.