Rural Turkish Primary School Children Learning Written Bulgarian as L2: Interlingual Error Analysis

The paper presents results form a study on acquisition of Turkish grammatical categories by first grade Turkish speaking minority children in Bulgarian primary school. Two groups of children speakers of Turkish are tested: ethnic Turks and ethnic Roma. The Roma are Muslims and are also speakers of Turkish. Both groups speak the Northeast variety of Turkish, spoken in the surroundings of Varna, Bulgaria. The author examines the lexical reaches, syntax complexity and narrative knowledge of the children and predicts that the low results on mother tongue tests will be a reason for difficulties in the second language acquisition - Bulgarian. The author connects the results of mother tongue knowledge of the children with the language interdependence theory of Cummins (1991), where the level of the mother tongue is a predictor of second language acquisition. References Aarssen, J. (1994) Acquisition of discourse anaphora in Turkish children’s narratives. VII International Conference of Turkish Linguistics. Mainz. Akıncı, M. (2016) From emergent bilingualism to biliteracy competences of French-Turkish bilingual children and teenagers in France. The Future of Multilingualism in the German Educational System, Berlin, March 3-4. Aksu-Koç and Slobin (1985) Acquisition of Turkish. In: The Crosslinguistic Study of Language Acquisition: Vol. 1. The Data, (pp. 839-878). D. I. Slobin (Ed.). Hillsdale, NJ: Lawrence Erlbaum Associates Aksu- Koç, A. (1994) Development of linguistic forms: Turkish. In: Relating Events in Narrative: A Crosslinguistic Developmental Study. R. Berman and D. Slobin, (Eds.). Hillsdale, NJ: Lawrence Erlbaum Associates. Boeschoten, H. (1990) Acquisition of Turkish by immigrant children: a multiple case study of Turkish children in the Netherlands aged 4 to 6. Tilburg: Tilburg University Press. Boeschoten, H. & Verhoeven, L. (1987). Turkish language development of Turkish children in the Netherlands. Proceedings of the Conference on Turkish Linguistics, A. Aksu-Koç & E. Erguvanli-Taylan (Eds.), Istanbul, 1984. Boaziçi University Press, (269-280). Cummins, J. (1991). Interdependence of first- and second-language proficiency in bilingual children. In: Language Processing in Bilingual Children. (pp. 70-89). E. Bialystock (Ed.), Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511620652.006 Küntay, A. (1997) Extended Discourse Skills of Turkish Preschool Children Across Shifting Con­texts. Unpublished Ph. D. dissertation, Berkeley. Kyuchukov, H. (2000) Introducing referents in Turkish children's narratives. Psychology of Language and Communication, 4(1), 65-74. Kyuchukov, H. (2007) Turkish and Roma Children Learning Bulgarian. Veliko Tarnovo: Faber. Kyuchukov, H. (2019) Za Mefkure Mollova i neyniyat prinos za izsledvane na turskite dialekti v Bulgaria. [About Mefkure Mollova and her commitment for researching the Turkish dialects in Bulgaria]. Veliko Tarnovo: Faber Luria, A. R. and Yudevich, F. Ia. (1959) Speech and the Development of Mental Processes in the Child. London: Strapless Press. Pfaff, C. (1993) Turkish language development in Germany. In: Immigrant Languages in Europe, G. Extra and L. Verhoeven (Eds) Clevedon: Multilingual Matters. Verhallen, M. and Schoenen, R. (1993) Lexical knowledge of monolingual and bilingual children. Applied Linguistics, 14, 344-363. Verhoeven, L. (1993) Acquisition of narrative skills in a bilingual context. In: Current Issues in European Second Language Acquisition Research. V. Ketteman and W. Wieden, (Eds). Tübingen: Max Niemeyer.

پژوهش حاضر با هدف طبقه بندی، تحلیل و مقایسۀ انواع خطاهای دستوری در روایت های نوشتاری دانش آموزان کم توان ذهنی آموزش پذیر شهر تهران در مقطع ابتدایی (پایه های سوم، چهارم، پنجم) و مقطع پیش حرفه ای (اول، دوم و سوم) انجام شده است. این پژوهش را می توان در زمرۀ پژوهش های اکتشافی قلمداد کرد. پس از کشف خطاهای دستوری، طبقه بندی خطاها با استفاده از روش توصیفی-تحلیلی صورت می-گیرد. ابزار پژوهش چهار داستان مصور است که روایی شان مورد تأیید متخصصان قرار گرفته است و داستان این تصاویر توسط تک تک دانش آموزان به صورت نوشتاری روایت می شود. نمونۀ آماری 125 دانش آموز در مقطع ابتدایی و 143 دانش آموز در مقطع پیش حرفه ای در چهار مدرسۀ ویژۀ این دانش آموزان است. انتخاب مدارس به روش تصادفی نظام مند و انتخاب دانش آموزان با هدف گردآوری حداکثر دادۀ ممکن، از طریق نمونه گیری در دسترس متشکل از کلیۀ دانش آموزان داوطلب در مدارس مورد نظر بوده است. اخطاهای دستوری در نمونه های مورد بررسی به دو گروه خطاهای ساخت واژی-نحوی (کاربرد اشتباه وندهای زمان، وجه و نمود؛ عدم مطابقۀ فعل با فاعل و عدم مطابقۀ اسم با ضمیر ) و خطاهای نحوی (حذف، افزودن، قلب، جایگزینی، هم آمیزی) قابل تقسیم است. حذف با 25% و کاربرد اشتباه وندهای زمان، وجه و نمود با 23% فراوانی، پر رخدادترین خطاها هستند. پربسامدترین خطاهای دستوری در کاربرد حرف اضافه دیده می شود. خطاهای نحوی 51 درصد و ساخت واژی-نحوی 49 درصد خطاها را در بر می گیرند که با توجه به گسترده تر بودن مقولات طبقه بندی شده در حیطۀ خطاهای نحوی، این توزیع درصد خطاها می-تواند نشان دهندۀ ضعف بیشتر این دانش آموزان در مقولۀ تصریف باشد.

The present study investigates whether or not Thai students’ English writing skills can be improved by using an online grammar checker. First, typical syntactic errors made by undergraduate students majoring in English and English for Careers were examined. Secondly, possible reasons for syntactic errors in English writing in the light of Lado’s (1957) CAH and Corder’s (1967) EA are explored. Thirdly, it is determined if the number of syntactic errors can be reduced when an online grammar checker is used. Sixty participants were selected employing purposive sampling from students majoring in English and English for Careers. Two sets of test papers were used as the research tool, and errors were analysed before and after the use of an online grammar checker. A comparison of errors made in the two phases could then be used to assess the effectiveness of the online grammar checker. Spelling errors were found to be the most common errors in the present study. The next three most common errors involved capitalisation, verb forms and fragments. All of the students’ errors were caused by L1 transfer, and are referred to as interlingual errors. The findings support the notion that interlingual errors, as predicted by Lado’s (1957) CAH, are the predominant cause of inaccuracies. Meanwhile, English for Careers students made fewer syntactic errors in Phase 2 after learning how to use an online grammar checker to identify and correct syntactic errors, whereas those majoring in English made more errors overall.

In my student years at the beginning of the 1990s at Sofia University, Bulgaria, fate led me to study with two extraordinary scholars – Prof. Dr. Miroslav Yanakiev and Prof. Dr. Encho Gerganov. Prof. Yanakiev laid the foundations of Bulgarian psycholinguistics, introducing the statistical methods in linguistics, and as his student, Prof. Gerganov continued and further developed his ideas. I had the great good fortune to learn from them and consider myself a student of them both. Actually, my scientific and academic activities were launched when I met Prof. Yanakiev, and we sought as a shared task to develop the first ABC textbook in Romani for Roma children in Bulgaria in 1993. Our extensive, strong cooperation continued until the end of Prof. Yanakiev’s life. After his death, I went on working more intensively with Prof. Gerganov, seeking to develop psycholinguistic studies, research and publications with him. Moreover, if I am known for my psycholinguist work today, I owe that in significant measure to my 33 years of collaboration with Prof. Gerganov. This tribute is dedicated to the anniversaries of the two scholars – in 2023 was the 100th anniversary of Miroslav Yanakiev, and in 2024, we celebrate the 85th birthday of Encho Gerganov. Miroslav Yanakiev (19.08.1923 – 09.11.1998), born in Sofia, was deservedly famous worldwide for his works on two Slavic languages: Bulgarian and Russian. In 1943, he graduated from the First Men's High School in Sofia, and the same year, he was enrolled in the Slavic Philology program at Sofia University. He graduated in 1947, and immediately after his graduation, he began work at the Faculty of History and Philology of the same university. He worked there until the end of his life in 1998, first as Assistant Professor, then as Associate Professor and then as Full Professor. In 1963, he earned the title Associate Professor with a habilitation monograph Българско стихознание “Bulgarian Poetics”. In 1979, he was promoted to Full Professor after completing his monograph "Стилистиката и езиковото обучение"/Stylistics and Language Teaching. After his retirement in 1988 and due to our cooperation, he began to work on child bilingualism, mainly with Roma and Turkish children and started publishing articles about the importance of minority mother tongues for the language and cognitive development of children. He was central in supporting my research in the field of Romani language and publishing schoolbooks for Turkish and Roma children. Encho Gerganov was born on March 18, 1939, in the town of Stara Zagora in Bulgaria. He graduated in Bulgarian Philology (specializing in linguistics and mathematical linguistics) at St. Kliment Ohridski University in Sofia. In the period 1968-1972, he was a doctoral student at the Institute of Linguistics of the ASSR in Moscow, where in 1972, he defended a dissertation entitled "Некоторые закономерности зрительного распознавания элементов текста" / Some Regularities of the Visual Recognition of Text Elements. Prof. Gerganov began his academic career at the Institute for Foreign Students in Sofia (1967-1989), where in 1977, he was granted the title Associate Professor earned with a habilitation monograph Психометрични методи за проверка и оценка на знанията по български език (Psychometric Methods for Testing and Assessment of Knowledge in Bulgarian Language). In 1988, he was promoted to Full Professor in recognition of his monograph "Памет и смисъл"/Memory and Meaning. From 1984 to 1988, Prof. Gerganov was the Institute's Deputy Rector. From 1989-2000, he worked at the Institute of Psychology of the Bulgarian Academy of Sciences, where from 1991 to 2000, he headed the section on cognitive psychology and research methods, and from 1991 to 1995, he was the Director of the Institute. Prof. Gerganov was Deputy Minister of Public Education (1991-1992) and Director of the National Test Center (1994-1995). Professor Encho Gerganov was one of the first professors at the New Bulgarian University (NBU) and the first head of the Cognitive Science and Psychology Department (1992–2002) there. In 2009, he was awarded the title "Doctor Honoris Causa” by the Constantine the Philosopher University, Nitra, Slovakia. Together with Prof. Gerganov, we carried out many studies and co-authored numerous articles focused on Romani-Bulgarian and Turkish-Bulgarian bilingualism in Bulgaria. In 1999, we co-authored a monographic study: Герганов, E. и Кючуков, Хр. (1999). Oбразователни нагласи на ромите в България. София: Тилия / Gerganov, E. & Kyuchukov, H. (1999). Educational Attitudes of Roma in Bulgaria. Sofia: Tilia. With his outstanding and pioneering work and research, I am confident that Prof. Gerganov brought the educational issues of minority children in Bulgaria to a higher scientific level. Professors Miroslav Yanakiev and Encho Gerganov deeply dedicated their academic lives to linguistics and psycholinguistics. Through their studies, research, and publications, they helped to change the lives of many in Bulgaria and Europe.

The purpose of the study, the results of which are presented in the article, is to develop the optimal composition and method of presenting data in the developed corpus of Russian speech samples with errors made by foreign students. The development of such a corpus is conditioned, firstly, by the need for a scientific description of erroneous linguistic expressions, as all significant facts of the use of the language are currently being described, and secondly, by the need to create a unified database of systematized data on errors in the speech of Russian language learners for linguodidactic purposes. The creation of such a corpus requires an in-depth description of errors in speech, therefore, in this article, it is proposed to describe an erroneous linguistic expression as a violation of a certain language norm, a certain semantic, morphological, syntactic or lexical language model underlying the normatively correct expression, indicating the type of speech activity, speech situation, native language, specialty of the student. Within the framework of the task of creating a corpus, an error is understood as a failure at a certain level of speech generation, therefore, the model for describing errors is based on the model for describing language expressions developed by domestic researchers when creating an explanatory-combinatorial dictionary. The model of deep annotation of erroneous expressions proposed in the article includes schematized models of semantic representation, syntactic and lexical compatibility (depending on the nature of the error) of a linguistic expression, which is intended, on the one hand, to accurately localize the error in the use of the language, on the other hand, to serve as educational material in linguodidactics. It is concluded that when a statistically significant number of annotated samples with errors in Russian speech made by foreign students is reached, these corpora may well be used as a source of empirical data for a comprehensive scientific description of the facts of linguistic reality. It was also concluded that for the proposed corpus to be viable, it must be an open system that involves the inclusion of new description parameters in deep annotation.

The prevalence of nasal septal deviation in children from Kahramanmaras, Turkey

This present study deals with the comparative analysis in spoken production errors made by the 2nd and the 4th-semester students of English Education Study Program in STKIP Kumala Metro. The objectives of this research are to comparative the types of errors, the frequency of error, the dominant type of errors, the similarities and differences of errors, and the sources of errors. The type of this research is qualitative research. The data of this research are utterances containing errors taken from the 2nd and the 4th-semester students. In collecting data, the researcher listened to the audio record carefully, writes the scripts correctly, then identifies the data, and selects the data deals with the types of errors. The researcher used Clark and Clark, Dulay, Burt, and Krashen's theory to analyze the errors. The results indicated that there are three types of errors made by the 2nd-semester students, namely, speech errors (78,22%), morphological errors (15,6%), and syntactical errors (6,06%). Whereas, the erroneous made by the 4th-semester students are speech errors (83,86%), morphological errors (13,1%), and syntactical errors (2,93%). The speech errors made by the 2nd and the 4th-semester students have similarities and differences. The similarities of speech errors that found by the researcher were: silent pause, filled pause, repeats, false start (unretracted), false start (retraced), correction, interjection, stutters, a slip of the tongue, error in pronunciation, error in vocabulary, error in word selection, the omission of bound morpheme-s, the omission of to be, the addition of to be, the omission of the verb, the omission of –Ing, the addition of –Ing, and misuse of to be. The differences of errors made by the 2nd and the 4th-semester students are in the addition of preposition, malformation, and disordering. The dominant error made by students is filled pause. These speech errors mostly caused by three sources; cognitive difficulty, situational anxiety, and social reason.

The article generalizes the results of research directed onto singling out the common errors in speech of aphasic patients. Aphasia is characterized by partial or complete loss of speech and is caused by damage in the language areas (Broca’s and Wernicke’s areas). A lesion in the middle part of the patient’s left frontal lobe results in Broca’s aphasia and the damage to the left posterior superior temporal gyrus is referred to as Wernicke’s aphasia. The major causes of aphasia are strokes, cortical vein thrombosis, traumas of skull and brain, brain infections, tumors, etc. The research is based on the language-in-use descriptive approach to discourse analysis and presents an investigation of 40 documentary video recordings of aphasic patients’ speech (free narration and dialogues); the overall duration of the recordings is 180 minutes. The inclusion criterion was aphasia of any type in adulthood. All the patients are English-speaking people (English being their native language) recovering from aphasia. The analysis was done according to the following criteria: intelligibility, coherence, cohesion, grammatical structure of utterances, prosody and intonation, thus combining formalist (or structuralist) and functionalist research paradigms. The research has shown that the most common errors that aphasic patients make when speaking are as follows: syntactic errors, articulatory errors, lexical misuse and slow speech rate. Syntactic and articulatory errors prevail (55% and 50% of all the studied cases respectively), whereas 37.5% of the speakers demonstrated slow speech rate. The speech of 75% of people with aphasia is incoherent. The patients’ verbal performance is marked with extensive use of pronouns and repetition of words and phrases.

This paper had two aims: a) to provide a review of studies investigating how children with migration backgrounds perform in tests examining their skills in the majority language of a country as well as their skills in a 3rd language learnt either in regular language-as-subjects lessons or in bilingual programmes such as those following the immersion approach, and b) to present the results of a pilot study investigating how primary school children with and without migration backgrounds enrolled in a partial immersion programme in Germany performed in tests examining their skills in the ambient language German and in the immersion language English. The review of previous research suggested that compared to children without a migration back-ground, children with a migration background living in Germany often achieve relatively poor results in studies examining their skills in the ambient language German. In studies examining migrant children’s skills in a new language such as English learnt in foreign language classrooms or in a bilingual secondary school setting, students with migrant backgrounds have, on the other hand, sometimes been found to perform equally well as or even better than students without a migration back-ground. However, there is a paucity of studies examining migrant children’s academic achievement in primary schools with bilingual programmes. The pilot study pre-sented here examined children in primary grades 1 to 4 who were enrolled in a partial immersion programme in Germany and who participated in tests examining their cognitive abilities, their literacy skills in the ambient language German and the immersion language English as well as their comprehension of English vocabulary and grammar. The results obtained in the different tests suggest that primary school immersion programmes may not only be suitable for children without, but also for children with migration backgrounds, including children with migration back-grounds whose parents are less inclined to education.

BackgroundLinguistic typology plays an important role in identifying clinical markers of language deficits that characterise Primary Progressive Aphasia (PPA). The current International criteria to diagnose PPA were primarily developed for English. Typological characteristics of Indian languages however differ from English in their morpho‐syntactic complexity, a flexible‐word order, richer morphology, ‘pro‐drop’ languages with absence of prepositions and transparent orthography. We aimed to develop a novel test in Kannada (Dravidian) and Hindi (Indo‐Aryan) to identify language deficits in Indian language speakers with PPA.MethodThe speech‐language test systematically developed for Kannada and Hindi consisted of unique tasks for syntax, semantics, phonology, motor speech and working memory. Participants underwent assessment of cognition and language with Addenbrooke’s Cognitive Examination‐III, Western Aphasia Battery‐Revised and Indian Semantic Memory Battery (ISMB) in addition to the novel test.ResultsOf 26 patients with PPA (Kannada 13, Hindi 13), 15 had non‐fluent variant (nfvPPA), 8 semantic variant (svPPA) and 3 logopenic variant (lvPPA). On the novel test, PPA had higher phonological, motor speech, syntactic and semantic errors compared to 60 controls. nfvPPA had higher phonological, motor speech and syntactic errors and lesser semantic errors compared to svPPA. Semantic and working memory errors discriminated between nfvPPA and svPPA. On qualitative analysis, 5 patients of nfvPPA had significant apraxia of speech. The other 10 had a unique syntactic profile: agrammatism was not prominent in their spontaneous speech and picture description. Sentences were relatively fluent, complete and sufficient for functional communication. The consistent abnormality observed was a reduction in overall length of utterance. Agrammatisms such as inappropriate use of case markers were restricted to specific tests of syntax. svPPA patients had increased verbal output and prominent paragrammatisms. Testing for surface dyslexia was not relevant due to the orthographic transparency of Indian languages.ConclusionThe novel language test for evaluation of Indian speakers of PPA revealed unique findings for diagnosis of nfvPPA. Reduction in length of utterances and lack of prominent agrammatism was a consistent clinical marker and owes itself to morpho‐syntactic complexity of Indian languages. Our study emphasises the need to account for linguistic typology in diagnosis of PPA.

The present study examined the value perceptions of Turkish and British children according to various variables and determined to what extent traditional and videogame genres preferred by children predict their value perceptions, dominant case design, one of the mixed research designs, was used. While the quantitative approach was mainly used in the research, the qualitative approach was used as a supporter. The data collection process of the study lasted for two academic years. In the first year, the study was conducted with 243 primary school students studying in Nottingham (England). In the following year it was conducted with 267 primary school students studying in Ankara (Turkey). A total of 510 primary school students with ages ranging from 9-11 years were recruited for the study. Data were collected using the “Personal Information Form” and “Moral Dilemma Stories Inventory for Children”. Both were developed in English and then adapted into Turkish. It was found that, in both sample, girls’ value perception scores were significantly higher than boys’ scores. Videogames primarily produced for entertainment were the most preferred games by Turkish and British children while educational and serious videogames were the least preferred. Traditional games in sports (soccer, cricket, etc.) were preferred more by British children, while traditional action games (dodgeball, playing tag etc.) were preferred more by Turkish children. It was found that action-adventure and role-playing videogames predicted children’s value perception negatively, and simulation and puzzle videogame genres predicted children’s value perceptions positively. Furthermore, movement-based traditional games (sports, action) predicted children’s value perceptions positively, while traditional competitive (racing) games predicted children’s value perceptions negatively.

P 13 Congruency between speech-related areas investigated by fMRI and three rTMS protocols with different frequencies

The objectives of this research are to describe the types of error, to analyze the frequency of error and to describe the source of error in oral productions made by English department students in microteaching class at Universitas Muhammadiyah Surakarta. The type of this study is descriptive qualitative research. The data of this research are utterances containing errors taken from Microteaching video. The data collection technique of this research is documentary study. There are 289 utterances containing error. The writer uses descriptive qualitative technique to analyze thedata. The writer uses theories from Clark and Clark, Dulay, Burt and Krashen and also Selinker to analyze the error. In the result of this study, the writer divided types of error into three classifications. They are speech error, morphological error, and syntactical error. Speech error (80,28%), in speech error divided into seven types, they are: filled pause (39,5%), repeats (18,34%), silent pause (10,73%), stutters (6,57%), interjection (2,08%), correction (1,73%), slip of tongue (1,38%). Morphological (13,84%) in morphological error divided into three types, they are: Omission of Bound morpheme {-s} as plural marker (2,77%), pronunciations (8,30%), vocabulary(2,77%). Syntactical error (5,88%), syntactical error divided into four types, they are: omission of modal {will} (1,38%), omission of preposition (1,38%), question construction (1,38%), incorrect word selection (1,73%). The sources of error arecognitive reason, psychological reason and social reason.

The Egyptian Qolloquial Arabic is widely used to articulate Arabic song lyrics, which have phonological differences that can alter the sounds of spoken words. These differences occur in specific phonemes, including the phonem [q] and [ʤ] changing to the phonemes [ʔ] and [ɣ]. This research employs a comparative qualitative method and document analysis through Pra at analysis to obtain visualization results of speech sound errors when pronouncing the phonemes [ʔ] and [ɣ]. Them form of speech sound errors in this study is obtained through a comparative analysis of the phoneme sounds of Native Speaker and Non Arabic Speakers. The data on speech errors were collected from four stanzas of Egyptian Qolloquial Arabic song lyrics. The results of this study show substitution errors of the phoneme [ʔ], which canges into the phoneme [ʕ]. Meanwhile, the pronounciation of the phoneme [ɣ] is articulated like the phonem [g] in Indonesian. This study also shows errors related to the addition and deletion of speech sounds at the beginning of words. These errors refer to the phonetic structure components, including the nature and articulation area of the phoneme, as well as the acoustic components in the fundamental frequency and sound intensity. This research is a novelty in Arabic linguistics by comparatively analyzing phoneme speech errors of Non Arabic Speakers when articulating Arabic songs. Therefore, it is hoped that future research can develop studies that analyze vocal speech errors in using Egyptian Qolloquial Arabic when articulating other Arabic songs.

Primary school students might find the process of learning syntax confusing and complex presumably due to being unaware of the syntactic errors they make at this early stage. Yet, despite the complexity of such an issue, scant research has been conducted in the Saudi context. Therefore, the present study employs a mixed-method approach to examine the developmental sequences of acquiring syntactic rules and investigate the syntactic errors made by 60 EFL primary school Arab students in a Saudi international school using spoken interviews, written tests, and in-class observations. After analyzing the data quantitatively and qualitatively, it was found that the most common syntactic errors produced by EFL Arab primary school students are related to tense formation, subject-verb agreement, missing articles, conjunctions, pronouns to infinitives, and word order syntactic patterns. Furthermore, verb tense, articles, and copula have been determined as transfer errors. In addition, older children make fewer syntactic errors compared to younger children. Despite the significant results, more samples are needed to make them generalizable. Keywords: Error analysis, syntactic errors, developmental sequences, EFL.