The production and perception of Turkish evidentiality markers by Turkish-German returnees

AbstractThe study contributes to research on the development of the heritage language after return to the country of origin and examines whether the ultimate attainment of the heritage grammar after many years of residing in the country of origin brings returnees to a level compatible with that of monolinguals. We focus on the production and perception of evidentiality markers in the heritage Turkish of Turkish-German bilinguals who returned to Turkey after finishing a German high school and have been residing in Turkey for more than 11 years. Two production tasks (a narrative task and a discourse completion task), as well as a grammaticality judgement task were used in the study. The data analysis revealed that the production and perception of evidentiality by the returnee participants diverged from those of the monolingual control group. The divergence manifested itself in ungrammatical uses of evidentiality markers in the context of the indirect evidentiality and less sensitivity to grammatical and ungrammatical items comprising direct and indirect evidentiality markers. The findings of the study suggest that after many years of residing in Turkey the language behaviour of the returnee participants still possesses features that are typical for heritage speakers.

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Interfaces in the returnees’ heritage language: Is the complete (re-)activation possible?

International Journal of Bilingualism ◽

10.1177/13670069211043572 ◽

2021 ◽

pp. 136700692110435

Author(s):

Elena Antonova-Unlu ◽

Li Wei ◽

Didem Kaya-Soykan

Keyword(s):

Design Methodology ◽

Heritage Language ◽

Country Of Origin ◽

Group Analysis ◽

Direct Object ◽

Control Group ◽

Completion Task ◽

Syntactic Position ◽

Research Questions ◽

Object Marking

Aims and objectives/purpose/research questions: The aim of this study is to examine whether the complete (re-)activation of interface domains in the heritage language (HL) is possible or whether interfaces are likely to preserve features typical for the HL even after many years of residing in the country of origin. Design/methodology/approach: We present the group analysis of direct object marking in Turkish, which is a morphology-syntax-pragmatics interface, of Turkish-German returnees, who returned to Turkey after puberty and have been residing in the country for a minimum of 10 and a maximum of 34 years, and compare them with the control group consisting of Turkish speakers who have been living in Turkey all their lives. Data and analysis: The data were collected using a narrative task, a completion task and a grammaticality judgement task, and analysed both quantitatively and qualitatively. Findings/conclusions: The analysis of the narrative task revealed that the returnee participants used case-marking on direct objects productively depending on the discourse and syntactic position of the direct object in their heritage Turkish. However, their performance on the completion and grammaticality judgement tasks diverged from those of the control group. These findings can be considered as a piece of evidence that interface domains stay obstinate to complete (re-)activation and may preserve features typical for the HL many years after the return to the country of origin. Originality: The study suggests relevance of the Interface Hypothesis to the process of HL (re-)activation. Significance/implications: The study contributes to the research on the HL development of returnees after their return to the country of origin.

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VOICE ONSET TIME IN MULTILINGUAL SPEAKERS: ITALIAN HERITAGE SPEAKERS IN GERMANY WITH L3 ENGLISH

Studies in Second Language Acquisition ◽

10.1017/s0272263121000280 ◽

2021 ◽

pp. 1-25

Author(s):

Miriam Geiss ◽

Sonja Gumbsheimer ◽

Anika Lloyd-Smith ◽

Svenja Schmid ◽

Tanja Kupisch

Keyword(s):

Heritage Language ◽

Voice Onset Time ◽

Onset Time ◽

English Speakers ◽

Control Group ◽

Heritage Speakers ◽

Third Language ◽

Bilingual Advantage ◽

L3 Acquisition ◽

Crosslinguistic Influence

Abstract This study brings together two previously largely independent fields of multilingual language acquisition: heritage language and third language (L3) acquisition. We investigate the production of fortis and lenis stops in semi-naturalistic speech in the three languages of 20 heritage speakers (HSs) of Italian with German as a majority language and English as L3. The study aims to identify the extent to which the HSs produce distinct values across all three languages, or whether crosslinguistic influence (CLI) occurs. To this end, we compare the HSs’ voice onset time (VOT) values with those of L2 English speakers from Italy and Germany. The language triad exhibits overlapping and distinct VOT realizations, making VOT a potentially vulnerable category. Results indicate CLI from German into Italian, although a systemic difference is maintained. When speaking English, the HSs show an advantage over the Italian L2 control group, with less prevoicing and longer fortis stops, indicating a specific bilingual advantage.

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Pengaruh Penerapan Strategi Pembelajaran Scaffolding terhadap Kemampuan Pemahaman Konsep Matematis Siswa Madrasah Tsanawiyah Al-Hidayah Singingi Hilir ditinjau dari Motivasi Belajar Siswa

Suska Journal of Mathematics Education ◽

10.24014/sjme.v5i1.6950 ◽

2019 ◽

Vol 5 (1) ◽

pp. 68

Author(s):

Saputri Indah Lestari ◽

Lies Andriani

Keyword(s):

High School ◽

Data Analysis ◽

Junior High School ◽

Learning Strategy ◽

Junior High ◽

Learning Motivation ◽

Control Group ◽

Control Group Design ◽

Concept Understanding ◽

Scaffolding Learning

This research was instigated by the problem in the field showing that their mathematic concept understanding ability was low at Islamic Junior High School of Al Hidayah Singingi Hilir. One of learning anternative strategy could direct to the students in increasing mathematic concept understanding ability was scoffolding learning straytegy. the research aimed at investigating whether there was or not difference mathematic concept understanding ability between students joining Scaffolding learning strategy and student joining teacher implementing based on their learning motivation at Islamic JuniorHigh School of Al Hidayah Singingi Hilir. It was quasi experimental research with nonequivalent posttest-only control group design. Population of this research were the students at the eight grade of Islamic Junior High School of Al Hidayah Singingi Hilir. Sample of this research was used sampling purposive technique. VIII of B as experimental group was given Scaffolding learning strategy and VIII of A as the control group given teacher learning implementing.Instrument of collecting data was used decription test to measure their mathematic concept understanding and questionnaire to measure their learning motivation. Two way ANOVA was the technique of data analysis. Based the data analysis could be concluded that 1) there was a difference student mathematic concept understanding ability joining Scaffolding learning strategy and did not joining Scaffolding learning Strategy. 2) There was no an interaction between Scaffolding learning strategy and their learning motivation toward their mathematic concept understanding abilityKeywords: Scaffolding, Mathematic Concept Understanding Ability Student Learning, Motivation

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Preposition Stranding in Spanish as a Heritage Language

Heritage Language Journal ◽

10.46538/hlj.12.2.4 ◽

2015 ◽

Vol 12 (2) ◽

pp. 186-209 ◽

Cited By ~ 3

Author(s):

Diego Pascual y Cabo

Keyword(s):

Heritage Language ◽

Comparison Group ◽

Control Group ◽

Heritage Speakers ◽

Heritage Speaker ◽

The Core ◽

Preposition Stranding ◽

Crosslinguistic Influence ◽

Spanish Heritage Speakers ◽

Timing Of Exposure

Previous research examining heritage speaker bilingualism has suggested that interfaceconditioned properties are likely to be affected by crosslinguistic influence (e.g., Montrul & Polinsky, 2011; White, 2011). It is not clear, however, whether the core syntax can also be affected to the same degree (e.g., Cuza, 2013; Depiante & Thompson, 2013). Departing from Cuza’s (2013) and Depiante and Thompson’s (2013) research, the present study seeks to determine the extent to which this is possible in the case of Spanish as a heritage language. With this goal in mind, a total of thirty-three Spanish heritage speakers (divided into sequential and simultaneous bilinguals) and a comparison group of eleven late Spanish-English bilinguals completed a battery of off-line tasks that examined knowledge and use of preposition stranding (i.e., a syntactic construction whereby the object of the preposition is fronted while the preposition itself is left stranded), an understudied core syntactic phenomenon that is licit in English but precluded in Spanish. Overall findings reveal that the sequential heritage speakers pattern with participants from the control group. The simultaneous heritage speakers, on the other hand, seem to have a grammar that is not so restricting as they accept and produce ungrammatical cases of preposition stranding. Herein, we argue that these results do not obtain the way they do due to incomplete acquisition or L1 attrition but crucially because of the timing of exposure to the societal language. We propose that this property was completely acquired, although differently acquired due to the structural overlap observed between the two languages involved (e.g., Müller & Hulk, 2001), and most importantly, to the timing of acquisition of English (e.g., Putnam & Sánchez, 2013).

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Pengaruh Model Ecopedagogy terhadap Aspek Kompetensi Ekologis Siswa SMA

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan ◽

10.17977/jptpp.v4i9.12768 ◽

2019 ◽

Vol 4 (9) ◽

pp. 1255

Author(s):

Puri Nofianti ◽

Sumarmi Sumarmi ◽

I Komang Astina

Keyword(s):

High School ◽

High School Students ◽

Data Analysis ◽

Experimental Research ◽

T Test ◽

Control Group ◽

Research Subjects ◽

School Students ◽

Quasi Experimental

Abstract: This research aim is to know the effect of ecopedagogy model on aspect of ecological competence high school students. This study was quasi-experimental research with the Pretest-Posttest Nonequivalent Control Group. The research subjects consisted of two classes namely XI IIS II as the experimental class and XI IIS I as the control class. This study was conducted at MAN 1 Sintang. The data analysis used independent sample t-test which showed that the ecopedagogy model had an effect on ecological competence students. From the results of the posttest, it can be seen that the experimental class has higher value rather than the control class.Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh model ecopedagogy terhadap aspek kompetensi ekologis siswa SMA. Penelitian ini merupakan jenis penelitian eksperimen semu dengan Pretest-Posttest Nonequivalent Control Group. Subjek penelitian terdiri dari dua kelas yaitu XI IIS II sebagai kelas eksperimen dan XI IIS I sebagai kelas kontrol. Penelitian ini dilakukan di MAN 1 Sintang. Analisis data menggunakan uji independent sample t-test yang menunjukkan bahwa model ecopedagogy berpengaruh terhadap kompetensi ekologis siswa SMA. Dari hasil posttest kelas eksperimen memiliki nilai lebih tinggi dibandingkan dengan kelas kontrol.

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Heritage Language Anxiety in Two Spanish Language Classroom Environments: A Comparative Mixed Methods Study

Heritage Language Journal ◽

10.46538/hlj.17.1.4 ◽

2020 ◽

pp. 92-113

Author(s):

Josh Prada ◽

Paola Guerrero-Rodriguez ◽

Diego Pascual y Cabo

Keyword(s):

Foreign Language ◽

Language Learners ◽

Heritage Language ◽

Second Language Learners ◽

Language Anxiety ◽

Foreign Language Anxiety ◽

Control Group ◽

Classroom Environments ◽

Heritage Speakers ◽

Experimental Group

While research into foreign language anxiety (i.e., nervousness towards using the second/additional language) has increased substantially in the last decade, little is known about how language anxiety operates among heritage speakers. Following Tallon’s early works on the topic (2009, 2011) and recent publications (e.g., Sevinç & Dewaele, 2018), the present study further conceptualizes and explores the nature of heritage language anxiety in two different classroom environments at the university level: the traditional Spanish (for second language learners) class, and the Spanish for heritage speakers class. Thirty participants completed (i) the DASS21 scale (Rehka, 2012), (ii) a modified version of the foreign language anxiety scale (Dewaele & MacIntyre, 2014), and (iii) semi structured individual interviews. Participants were distributed between two groups: those in the control group (N=14) were enrolled in a Spanish class for second language learners and those in the experimental group (N=16) were completing a Spanish for heritage speakers course. Results show consistently lower language anxiety rates among participants from the experimental group than among participants from the control group. Additionally, our analyses reveal the role of contextual variables in language anxiety emergence in these two commonly available types of Spanish classrooms.

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Strategi Abduktif-Deduktif Pada Pembelajaran Matematika Dalam Peningkatan Disposisi Siswa

MADRASAH ◽

10.18860/jt.v7i2.3321 ◽

2016 ◽

Vol 7 (2) ◽

pp. 22

Author(s):

Ali Shodikin

Keyword(s):

High School ◽

Data Analysis ◽

Mathematical Ability ◽

Upper Class ◽

Control Group ◽

Thought Processes ◽

Strategy Research ◽

New Approach ◽

Student Groups ◽

Central Java

Learning with abductive-deductive strategy is the type of a new approach learning of mathematical thought processes. The purpose of this research is to improve students’ mathematical disposition using abductive-deductive strategy. Research carried out a nonrandomized control group, prescalepostscale design in eleventh class in one high school in Pati regency, Central Java. Data analysis was conducted quantitative-qualitative research by category early mathematical ability (KAM) and overall. In addition, purpose of research is to also analyze the interaction between learning and KAM. The results showed that the increase of students who got a mathematical disposition learning with abductive-deductive strategy have same result with the students who got expository. In more detail, the category of upper class and middle class is showing the same increase. While the below categories has an increased disposition smaller than the expository. Interaction between learning and KAM to increase the disposition showed no signifiant relationship. This research expected teachers to notice early mathematical ability of students in mathematics and give special attention related to increase in students’ mathematical disposition, due to certain student groups despite a suitable learning to improve students’ mathematical ability and disposition, however different the early mathematical ability showed different results Keywords: Strategi Abduktif-Deduktif, Peningkatan, Disposisi Matematis.

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Israeli Russian: Case morphology in a bilingual context

Russian Journal of Linguistics ◽

10.22363/2687-0088-2021-25-4-886-907 ◽

2021 ◽

Vol 25 (4) ◽

pp. 886-907

Author(s):

Natalia Meir ◽

Marina Avramenko ◽

Tatiana Verkhovtceva

Keyword(s):

Heritage Language ◽

Age Of Onset ◽

Early Age ◽

Heritage Speakers ◽

Factors Affecting ◽

Accusative Case ◽

Russian Speakers ◽

Case Morphology ◽

Potential Factors ◽

Ultimate Attainment

The current study investigates case morphology development in a bilingual context. It is aimed at investigating potential mechanisms driving divergences in heritage language grammars as compared to the baseline monolingual standards. For the purposes of the study, 95 bilingual and monolingual children and adults were compared. Bilinguals residing in Israel acquired Russian from birth, while the age of onset of Hebrew varied. The participants completed a production task eliciting accusative case inflections. Both child and adult heritage speakers of Russian with early age of onset of Hebrew (before the age of 5) showed divergences in the production of the accusative case inflections as compared to monolingual Russian-speaking controls (adult and child), whereas grammars of Israeli heritage Russian speakers with later ages of onset of Hebrew, after the age of 5, were found to be intact. On the basis of Russian in contact with Hebrew, the study discusses how heritage language grammars differ from the baseline grammars of monolingual speakers and which mechanisms are associated with heritage language ultimate attainment. The effects of the age of onset and cross-linguistic influence from the dominant societal language are discussed as potential factors affecting the acquisition / maintenance of linguistic phenomena in heritage language grammars.

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Imp

10.31237/osf.io/9hfpu ◽

2019 ◽

Author(s):

Fariha Azalea

Keyword(s):

High School ◽

Data Analysis ◽

Marine Resources ◽

Control Group ◽

Process Skills ◽

Science Process Skills ◽

Quasi Experimental ◽

Experimental Group ◽

Homogeneous Data ◽

Better Than

Abstract. Science process skills are needed in 21st century learning, so that it must be developed in the learning process. The aims of this study was to determind the improvement of students science process skills through the development of investigation practicum by utilizing marine resources in Indramayu. The population in this study were all students of class X in Jatibarang 1 High School while the sample of this study was 40 students at X MIA. The research used a quasi experimental design with 15 essay items about science process skills as a research instrument. The experimental group was taught through the development of investigative practicum, while the control group was taught through a verification practicum. The results obtained from the t-test on normal and homogeneous data indicate that there are significant differences, the N-gain value of the experimental group is 0.43 and the control group is 0.26. Based on data analysis, science process skills between students who receive investigation practicum are better than students who receive verification practicum and science process skills students through investigation practicum learning are on the moderate category.

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Heritage languages and the ʻmultilingual boostʼ: intercomprehension skills of Russian and Polish heritage speakers in Germany

Multilingua ◽

10.1515/multi-2021-0017 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

Bernhard Brehmer ◽

Dominika Steinbach ◽

Vladimir Arifulin

Keyword(s):

Heritage Language ◽

Educational Background ◽

Target Language ◽

Control Group ◽

Heritage Speakers ◽

Heritage Languages ◽

Parts Of Speech ◽

Bilingual Advantage ◽

Metalinguistic Knowledge ◽

Similar Task

Abstract The article focuses on whether and to which extent heritage bilinguals make use of their heritage language while developing receptive skills in unknown languages which are either related to the majority language or the heritage language. Thirty four adolescent heritage speakers of Russian and Polish and a control group of thirty three German monolinguals were first exposed to a text in Swedish. The monolingual control group was matched with regard to age, educational background, foreign languages learned at school as well as proficiency in English. All participants had to determine the parts of speech of ten items from the text, translate them into German, and extract the main pieces of information from the text. In a second step, the heritage speakers completed a similar task with an unknown Slavic target language (Serbian). The results revealed no bilingual advantage of the heritage speakers over the monolinguals in the Swedish task. Furthermore, they scored lower in the Serbian trial. We treat this as evidence that access to the heritage language as a resource for solving these tasks is limited compared to the majority language and English which might be due to lesser metalinguistic knowledge about structures of the heritage language.

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