{"content":[{"text":"Psychology of Language and Communication 2002, Vol. 6, No. 1","bbox":{"left":0.248205,"top":0.119872,"width":0.503075,"height":0.015833999999999987}},{"text":"����������������������","bbox":{"left":0.331795,"top":0.261768,"width":0.33590900000000007,"height":0.017291}},{"text":"As in the case of other non-English languages, the study of the acquisition of \n Turkish has mostly focused on aspects of grammatical morphology and syntax re- \n flected in the productions of native learners at different age periods. Descriptive lin- \n guists and psycholinguists have long regarded the properties of the Turkish morpho- \n logical system and complex syntax as interesting from a cross-linguistic point of \n view (after Küntay & Slobin, in this issue). Recently we find in the literature some \n overviews of selected research in Turkish language acquisition, focusing not only on \n first language acquisition by monolingual children, but also on the acquisition of \n Turkish by bilingual children in France, Germany, the Netherlands, Denmark, and \n Sweden. The present number comprises five articles based on studies of monolin- \n gual, bilingual, and trilingual Turkish- speaking subjects. We are indebted to Profes- \n sor Hristo Kyuchukov for help in gathering the articles in this issue. \n The first article, entitled Putting interaction back into child language: Examples \n from Turkish, by Aylin C. Küntay (Koç University, Istanbul) and Dan I. Slobin (Uni- \n versity of California, Berkeley), shows some most recent studies of Turkish child \n language on a) the relationship of child-directed speech to the early acquisition of \n morphosyntax, and b) on the pragmatic features of discourse form in child-directed \n speech called variation sets. The article reviews a feature of adult-child interaction in \n Turkish, namely, variation sets that display interesting morphosyntactic properties \n while facilitating effective interaction between the caregiver and the child. Mother- \n child interaction is the topic of the second article (An illiterate mother “reads” to her \n child. A case study about interactions around illustrated stories) by Jeanne Kurvers \n (Tilburg University). The author presents the way an illiterate Turkish mother “reads” \n three illustrated stories to her child in the context of a home-based intervention pro- \n gram (in the Netherlands), and compared her interactions with the child with those of \n literate, though low-educated, mothers participating in the same program. This illit- \n erate mother demonstrates a responsive and adequate method of interacting with the \n child. Her method of story-telling is dialogical and interactive. She teaches her child \n something about story plots, the story world, the difference between imagined and \n real worlds, and about the language register of stories. What distinguished her most \n from the literate mothers seemed to be the somewhat fragmentary style she used to \n tell her son a connected story.","bbox":{"left":0.121025,"top":0.333276,"width":0.7573259999999999,"height":0.5830069999999999}}],"images_bbox":[],"images_bbox_not_text_overlap":[]}