This thesis investigates the binding of overt and null subject pronouns in second language (L2) acquisition and first language (L1) attrition of Turkish. The aim is to provide a comparative investigation of language transfer effects in the ultimate state of the L2 and L1 grammar. More specifically, it examines transfer effects from English L1 and English L2 into the grammars of Turkish L2 and Turkish L1, respectively. / In this thesis, I propose that the Subset Condition (Berwick, 1985; Manzini & Wexler, 1987) can account for transfer phenomena observed in both L2 acquisition and L1 attrition. I argue that the subset relation that holds between the L1 and the L2 can be a predictor for the extent and duration of cross-linguistic transfer in L2 acquisition and L1 attrition. In other words, whether or not a particular property will resist L2 acquisition and undergo L1 attrition can be determined by looking at the subset relationship between the L1 and the L2 with respect to that property. / The prediction is that in configurations where the 'influencing language' (L1 in L2 acquisition and L2 in L1 attrition) is the superset of the 'affected language' (L2 in L2 acquisition and L1 in L1 attrition), L1 transfer effect will persist in L2 acquisition and we will see more signs of L2 transfer into the L1 grammar, resulting in more attrition effects. / Pronominal binding is chosen to investigate such cross-linguistic transfer effects. English and Turkish differ with respect to governing domains and types of pronominals present in two languages. Turkish, being a pro-drop language, allows null subject pronouns in main and embedded clauses. It also has a special type of anaphoric pronominal, kendisi, for which English has no corresponding form. / Two experiments were conducted to test L2 acquisition and L1 attrition of binding properties of Turkish overt and null subject pronouns under the influence of English. Participants included native English-speakers living in Turkey (end-state L2 Turkish speakers) and native Turkish-speakers living in North America (end-state L2 English speakers). Overall, results obtained from the two studies reveal cross-linguistic transfer effects in the manner predicted. In particular, properties of English overt pronouns (e.g., him/her) are transferred onto the overt Turkish pronoun o in L2 acquisition and in attrition, whereas properties of the Turkish null pronoun and the anaphoric pronominal kendisi are unaffected by English.

Tez (Yüksek Lisans) - Süleyman Demirel Üniversitesi, Sosyal Bilimler Enstitüsü, Sosyoloji Anabilim Dalı, 2008. / Bibliyografya var.

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This dissertation analyses when, how and why Turkish loanwords became incorporated into Bosnian and Bulgarian, as seen in the writings of the seventeenth- and eighteenth-century Bosnian and Bulgarian Franciscans. I analyse Bosnian works (religious and secular) by Matija Divkovic, Ivan Bandulavic, Pavo Posilovic Mošunjanin, Mihovil Radnic, Stjepan Margitic Markovac, Lovro Braculjevic, Filip Lastric, Nikola Marcinkušic Lašvanin, Marko Dobretic, Bono Benic, and Grgo Ilijic-Varešanin. As a Bulgarian counterpart, I analyse three eighteenth-century Bulgarian Franciscan manuscripts and the works of Petar Bogdan Bakšic and Filip Stanislavov. The dissertation consists of eight chapters. The first chapter gives background information on Turkish presence in Bosnia and Bulgaria, the history of the Franciscans in Bosnia and Bulgaria, short biographies of each of the writers whose works are analysed, phonology and orthography. The second chapter focuses on the complications regarding establishing earliest attestations for turkisms in Bosnian and Bulgarian. The third chapter discusses the nominal morphology of turkisms in Bosnian and Bulgarian. This chapter analyses why turkisms developed the gender that they did when borrowed from a language that does not have gender as a category. Chapter four addresses the verbal morphology of turkisms in Bosnian and Bulgarian. Verbal prefixes are discussed in detail, as are Turkish voiced suffixes in Bulgarian. The fifth chapter analyses adjectives and adverbs, with focus on gender and number agreement. The sixth chapter addresses the use of Turkish conjunctions. The seventh chapter looks at the motivation, semantics and setting of turkisms in Bosnian and Bulgarian. The conclusion addresses how morphology, semantics, motivation and setting of turkisms relate to their chronology in Bosnian and Bulgarian and how these areas differ from language to language.

Este trabalho discute os neologismos usados na obra modernista da literatura turca, Tutunamayanlar, de Oğuz Atay (1934-1977). Tais neologismos devem ser entendidos sob o pano de fundo da revolução linguística que teve início na década de 30 na Turquia, e que, em poucos anos, alterou substancialmente a língua turca. O autor faz uma crítica dos excessos dos reformadores turcos através da paródia de neologismos virtuais, não-dicionarizados. Após análise etimológica e morfológica do neologismo, além do cotejo com as duas traduções da obra turca existente, a saber, em holandês e alemão, sugeriremos um neologismo equivalente em português, com base nas técnicas de criação de palavras usadas por tradutores como Haroldo de Campos e Odorico Mendes, além de escritores como Guimarães Rosa. Dentre tais técnicas, demos ênfase à busca da etimologia, preconizada por Campos em suas traduções, como na do Qohélet, e o recurso ao latim e o grego clássico para cunhar palavras, e a diversidade dos neologismos criados por Rosa em suas obras. Os neologismos sugeridos pretendem reproduzir em língua portuguesa um impacto de estranheza semelhante ao causado no leitor turco, ou seja, a força motriz por detrás da criação dos neologismos é o estrangeirismo, que tem como objetivo fazer com que essas palavras atraiam atenção para si. / This thesis deals with the neologisms as used in a modernist work of the Turkish litera-ture, Tutunamayanlar by Oğuz Atay (1934-1977). Such neologisms should be understood with the background of the Turkish Language Revolution that started in the 30\'s in Tur-key, and that, in a matter of a few years, changed substantially the Turkish language. The author criticizes the excesses of the Turkish reformers by using virtual neologisms, not found in any dictionary as a way of parody. After the etymological and morphological analysis of the neologism, not to mention a comparison with the two existing translations so far, namely, Dutch and German, we offer our own suggestion of an equivalent neolo-gism in Portuguese, basing ourselves on the techniques used by translators to coin words, such as Haroldo de Campos and Odorico Mendes, besides writers like Guimarães Rosa. Among such techniques, we gave special emphasis to the etymology of words, as Harol-do de Campos did in his translations, especially in the Qohélet, by resorting to Latin and Ancient Greek to coin new words and also by using Guimarães Rosa as a model for the creation of neologisms. The suggested neologisms aim at reproducing in Portuguese a foreignizing effect similar to the one that the Turkish readers have, i.e., the driving force behind the creation of neologism is foreignization, emphasized by Lawrence Venuti, and which has the purpose of drawing attention to the words themselves.

The primary focus of this research was to investigate the emotion language and emotion narratives of Turkish-English late bilinguals who have been living in the U.S. Previous research has shown that the emotion language and narratives of second language learners and native speakers of English are different. This study focused on late bilinguals who had learnt English in instructed settings in their home country, and came to the U.S. for M.A. and Ph.D. degrees. The study consisted of two parts. In the first part, the elicited personal narratives of Turkish-English late bilinguals in English were compared to those elicited from native speakers of English with regard to both emotion and emotion-laden word production and narrative structure. The results showed that there were differences between the emotion language and narratives of the bilinguals and native speakers in their English narratives. In the second part of the study, personal narratives were elicited from Turkish-English late bilinguals in their first language, Turkish and their emotion language and narrative structure from their English narratives were compared to their narratives produced in Turkish. Similarly, the results showed that the emotion language and emotion narratives of bilinguals in English and Turkish were different. In conclusion, late bilinguals' emotion language and narratives are different in their first and second languages. Furthermore, they are different from the emotion language and narratives of native speakers.

The aim of this thesis is to test two hypotheses. The first one is about the nature of comprehension impairment in Broca&#039 / s aphasia, namely the Trace Deletion Hypothesis (TDH), and the other is about the similarity between child and aphasic language, namely the Regression Hypothesis. According to TDH, agrammatic patients are impaired in comprehension of certain structures that are formed by movement transformation whereas they show normal comprehension in canonical structures. TDH proposes that patients use a default strategy, which assigns the first NP the agent role. As for the Regression hypothesis, children follow a hierarchy while acquiring a language, which is also followed by aphasic patients in the reversed order. That is, what is learnt last is lost first as a result of brain damage. In order to test these two hypotheses, we designed a psycholinguistic test in which the comprehension of Turkish relative clauses is tested via sentence-picture matching task. The same test is applied to children, agrammatic patients, and normal control subjects. We expected that Broca&#039 / s patients would be impaired in their comprehension of subject relative clauses in order for TDH to be confirmed and that children would also exhibit the same impairment as the agrammatic patients in order for the Regression Hypothesis to be supported. The results we obtained were not compatible with the TDH hypothesis in that the patients did not show comprehension deficit in subject relatives but they had problems in object relative clauses, which led us to conclude that TDH did not offer a cross-linguistic explanation for the nature of comprehension deficit in agrammatism and that even if the traces were deleted, the default strategy applied in each language was a parametric feature. We propose that Turkish patients assign the agent role to the first NP that is in the pre-verbal position, which is called the pre-verbal strategy. Also, we hypothesize that the difficulty the Turkish agrammatic patients present might be due to an impairment in another feature, which is agreement morphology rather than the deletion of traces. This study is compatible with the Regression Hypothesis in that both the patients and children exhibited similar impairment in the comprehension of object relative clauses.

Este trabalho discute os neologismos usados na obra modernista da literatura turca, Tutunamayanlar, de Oğuz Atay (1934-1977). Tais neologismos devem ser entendidos sob o pano de fundo da revolução linguística que teve início na década de 30 na Turquia, e que, em poucos anos, alterou substancialmente a língua turca. O autor faz uma crítica dos excessos dos reformadores turcos através da paródia de neologismos virtuais, não-dicionarizados. Após análise etimológica e morfológica do neologismo, além do cotejo com as duas traduções da obra turca existente, a saber, em holandês e alemão, sugeriremos um neologismo equivalente em português, com base nas técnicas de criação de palavras usadas por tradutores como Haroldo de Campos e Odorico Mendes, além de escritores como Guimarães Rosa. Dentre tais técnicas, demos ênfase à busca da etimologia, preconizada por Campos em suas traduções, como na do Qohélet, e o recurso ao latim e o grego clássico para cunhar palavras, e a diversidade dos neologismos criados por Rosa em suas obras. Os neologismos sugeridos pretendem reproduzir em língua portuguesa um impacto de estranheza semelhante ao causado no leitor turco, ou seja, a força motriz por detrás da criação dos neologismos é o estrangeirismo, que tem como objetivo fazer com que essas palavras atraiam atenção para si. / This thesis deals with the neologisms as used in a modernist work of the Turkish litera-ture, Tutunamayanlar by Oğuz Atay (1934-1977). Such neologisms should be understood with the background of the Turkish Language Revolution that started in the 30\'s in Tur-key, and that, in a matter of a few years, changed substantially the Turkish language. The author criticizes the excesses of the Turkish reformers by using virtual neologisms, not found in any dictionary as a way of parody. After the etymological and morphological analysis of the neologism, not to mention a comparison with the two existing translations so far, namely, Dutch and German, we offer our own suggestion of an equivalent neolo-gism in Portuguese, basing ourselves on the techniques used by translators to coin words, such as Haroldo de Campos and Odorico Mendes, besides writers like Guimarães Rosa. Among such techniques, we gave special emphasis to the etymology of words, as Harol-do de Campos did in his translations, especially in the Qohélet, by resorting to Latin and Ancient Greek to coin new words and also by using Guimarães Rosa as a model for the creation of neologisms. The suggested neologisms aim at reproducing in Portuguese a foreignizing effect similar to the one that the Turkish readers have, i.e., the driving force behind the creation of neologism is foreignization, emphasized by Lawrence Venuti, and which has the purpose of drawing attention to the words themselves.

В работе исследуется роль и место Интернет-ресурсов в изучении турецкого языка. Раскрываются теоретические основы использования Интернет-ресурсов в изучении иностранного языка. Анализируютсяимеющиеся в Интернете ресурсы, посвященные изучению турецкого языка. Автор характеризует их особенности,достоинства и недостатки с методической и технической точек зрения и предлагает рекомендации по их использованию в изучении турецкого языка. / TheworkstudiestheroleandplaceofInternetresourcesinTurkishlanguagelearning. It develops theoretical bases for the usage of Internet resources in foreign language learning. It analyzes available Internet resources, devoted to Turkish language learning. The author specifies their peculiarities, advantages and disadvantages from methodological and technological viewpoints and suggests recommendations on their usage in Turkish language learning.

L’Enseignement des Langues et Cultures d’Origine (ELCO) a été mis en place, dans les années 70, à la suite du regroupement familial. L’ELCO a été créé dans le but d’intégrer les enfants d’immigrés dans le système éducatif français et de leur permettre de garder un lien avec leur langue d’origine en cas de retour des parents. Notre recherche porte sur l’enseignement de la langue et la culture d’origine turque en Alsace. Depuis 2013, l’ELCO s’ouvre dorénavant à tout enfant, quelle que soit son origine. Notre but est de comprendre les raisons du faible taux d’élèves choisissant le turc et ne parlant pas cette langue à la maison ainsi que les facteurs d’influence. Une recherche qualitative a été menée auprès d’élèves, de parents élèves, d’enseignants et de responsables institutionnels. Nous avons opté pour une démarche inductive sans hypothèses préalables. Le taux faible d’élèves s’explique par un nombre important de variables : par exemple : l’invisibilité du dispositif au sein de l’école, la non considération du turc par les parents comme une langue internationale et la non continuité de la langue turque au collège. / The teaching of original languages and cultures (ELCO) was implemented in the 70s, after the family reunification policy. The purpose of ELCO is to integrate children from immigrant’s backgrounds in French educational system, and to preserve their original language in case of return to their parents’ native country. Our study deals with the teaching of Turkish as original language and culture in Alsace and more specifically, in the new change in ELCO that opens the class to a different public. Indeed, since 2013, ELCO has been opened to all children applying for it, regardless of their origin. In our research, we aim at understanding the reasons and the external factors of the low number of pupils that chose Turkish, among children that are not speaking Turkish at home. We selected an inductive approach without starting hypothesis due to the newness of the system. The low number of pupils is explained by multiple variables, such as the irrelevance ELCO within the school, the fact that Turkish is not considered as an international language or the lack of continuity of Turkish learning in junior high school.