A belief commonly held in linguistics and philosophy is that semantics is defined by syntax. In this article, I will demonstrate that this does not hold true for Turkish. A fundamental syntactical rule builds around the successive order of words or speech units in a sentence. The order determines the meaning of the sentence, which in turn is rendered meaningless if the rule is not observed. In a given language, if a sentence retains meaning without this rule being (...) applied, then the rule cannot be said to determine meaning. Turkish, with its mathematical structure, is one such language. In effect, the degree to which semantics is determined by syntax varies considerably from one language to the other. If meaning is constructed through dissimilar means in different languages, then it is not possible to talk about a single theory of meaningfulness valid for all languages. Each language is uniquely determined, and is a reflection of its proper cultural background. A theory of language must take into account this cultural framework. In this paper, I shall deal with a different way of constructing meaning whereby syntax does not determine semantics, and present the linguistic possibilities it gives rise to. (shrink)

Various studies have been made on different aspects of the Turkish and Japanese languages, but comparative studies between the two languages are still limited. The aim of this study is to describe the politeness strategy of these two languages from a cultural perspective within the paradigm of cognitive linguistics. Both Turkish and Japanese are agglutinative languages, and speakers of both languages prefer the subjective construal. So, if the typology of a language might be related to its perception, (...) the conceptualization of ‘polite’ and the perception of politeness in that language may be alike. (shrink)

Various studies have been made on different aspects of the Turkish and Japanese languages, but comparative studies between the two languages are still limited. The aim of this study is to describe the politeness strategy of these two languages from a cultural perspective within the paradigm of cognitive linguistics. Both Turkish and Japanese are agglutinative languages, and speakers of both languages prefer the subjective construal. So, if the typology of a language might be related to its perception, (...) the conceptualization of ‘polite’ and the perception of politeness in that language may be alike. (shrink)

Various studies have been made on different aspects of the Turkish and Japanese languages, but comparative studies between the two languages are still limited. The aim of this study is to describe the politeness strategy of these two languages from a cultural perspective within the paradigm of cognitive linguistics. Both Turkish and Japanese are agglutinative languages, and speakers of both languages prefer the subjective construal. So, if the typology of a language might be related to its perception, (...) the conceptualization of ‘polite’ and the perception of politeness in that language may be alike. (shrink)

Various studies have been made on different aspects of the Turkish and Japanese languages, but comparative studies between the two languages are still limited. The aim of this study is to describe the politeness strategy of these two languages from a cultural perspective within the paradigm of cognitive linguistics. Both Turkish and Japanese are agglutinative languages, and speakers of both languages prefer the subjective construal. So, if the typology of a language might be related to its perception, (...) the conceptualization of ‘polite’ and the perception of politeness in that language may be alike. (shrink)

Lateral temporal measures of the auditory evoked potential including the T-complex, as well as an earlier negative peak index maturation of auditory/speech processing. Previous studies have shown that these measures distinguish neural processing in children with typical language development from those with disorders and monolingual from bilingual children. In this study, bilingual children with Turkish as L1 and German as L2 were compared with monolingual German-speaking children with developmental language disorder and monolingual German-speaking children with TD in (...) order to disentangle effects of limited language input vs. reduced perceptual abilities in the processing of speech and non-speech stimuli. Sensory processing reflected by the T-complex was compared in response to a German vowel and a sine-wave tone in the three groups of children, ages 5 through 6 years. Stimuli were presented while children watched a muted video. Auditory evoked potentials were time-locked to the vowels and tones. AEPs to the frequent stimuli within an oddball paradigm were analyzed at the left and right temporal electrode sites.The results revealed language status, stimulus, and language test measures all influenced the T-complex amplitudes. Particularly, the peak amplitude of Ta was modulated by language status and stimulus type. Bilingual children had significantly more negative Ta responses than the monolingual children with TD for both vowels and tones while DLD children differed from TD children only for the vowel stimulus. The amplitude of the T-complex was overall more negative at the left than at the right site. The Na peak latency was longer for the bilingual group than that observed for the two monolingual groups. The Tb latency was shorter for DLD and bilingual groups than that for TD children in the vowel condition, but no such latency difference between DLD and bilingual children was found. We suggest that the attenuated T-complex for bilingual children indicates continued plasticity of the auditory cortex to allow for learning of novel, second-language speech sounds. (shrink)

This paper is about the first (L1) and second language (L2) skills of Turkish-German dual language learners (DLLs), the interrelatedness of the L1 and L2 skills, and their relation to other selected child and family variables. The first aim of the study was to examine L1 and L2 performance and the relation between the languages. Second, the study sought to explore the conditions in which functioning dual language development can be achieved, while trying to predict the (...) extent to which child and environmental factors are related to the DLLs’ language competencies. L1 and L2 language skills of N = 69 bilingually developing 3- to 5-year-old Turkish-German children were assessed via standardized tests. In addition, information on the children’s sociodemographic variables and home language environments was obtained by means of parental questionnaires. Correlational analyses were used to examine the interrelations between L1 and L2 skills and multiple regression analyses were conducted in order to predict the children’s language competencies. The children showed age-appropriate language skills in L1 (Turkish) and lower language skills in L2 (German). Whereas their phonological memory abilities were positively correlated with L1 and L2 skills, their expressive vocabulary in L1 was negatively correlated with L2 skills. Our findings also indicated that phonological memory was a strong predictor of language abilities. Concerning family variables, both early daycare entry and stimulating home language environment were significant predictors of better L2 skills. Lastly, balanced use of both languages at home had no negative consequences on language competencies. Although more research is needed, this study shows the benefits of using a combined language measure including both L1 and L2 skills to predict DLLs’ language competencies without disregarding either of their languages. (shrink)