This illustrated story has been designed for bilingual children and others wishing to read a parallel text in English and Turkish. For ease of understanding, the languages are displayed together just one or two sentences at a time. The aim was to make the translation as direct as possible but always using everyday language of native speakers. Reading this entertaining bilingual story will help you learn Turkish. Basil, Rosemary and the Pansy sisters are lively, chatty little plants. They think they know some stuff, but when it comes to this animal, they know nothing. One wild assumption leads to another and gets them into big trouble. Excerpt from the story - The Pansy sisters lived in a blue flowerpot next to the village pond. They shared the pot with Basil, Rosemary, and Frog. Hercai Menekşe kardeşler, köydeki göletin yanındaki mavi saksıda yaşıyorlardı. Saksıyı Fesleğen, Biberiye ve Kurbağa ile paylaşıyorlardı.
This illustrated story has been designed for bilingual children and others wishing to read a parallel text in English and Turkish. For ease of understanding, the languages are displayed together just one or two sentences at a time. The aim was to make the translation as direct as possible but always using everyday language of native speakers. Reading this entertaining bilingual story will help you learn Turkish. Basil, Rosemary and the Pansy sisters are lively, chatty little plants. They think they know some stuff, but when it comes to this animal, they know nothing. One wild assumption leads to another and gets them into big trouble.
Basil, Rosemary and the Pansy sisters are lively, chatty little plants. They think they know some stuff, but when it comes to this animal, they know nothing. One wild assumption leads to another and gets them into big trouble. This illustrated story has been designed for bilingual children and others wishing to read a parallel text in English and Turkish. For ease of understanding, the languages are displayed together just one or two sentences at a time. The aim was to make the translation as direct as possible but always using everyday language of native speakers. Reading this entertaining bilingual story will help you learn Turkish.
This illustrated story has been designed for bilingual children and others wishing to read a parallel text in English and Turkish. For ease of understanding, the languages are displayed together just one or two sentences at a time. The aim was to make the translation as direct as possible but always using everyday language of native speakers. Reading this entertaining bilingual story will help you learn Turkish. Basil, Rosemary and the Pansy sisters are lively, chatty little plants. They think they know some stuff, but when it comes to this animal, they know nothing. One wild assumption leads to another and gets them into big trouble.
Crosslinguistic influence is an established area of second language research, and as such, it has been subject to extensive scrutiny. Although the field has come a long way in understanding its general character, many issues still remain a conundrum, for example, why does transfer appear selective, and why does transfer never seem to go away for certain linguistic elements? Unlike most existing studies, which have focused on transfer at the surface form level, the present volume examines the relationship between thought and language, in particular thought as shaped by first language development and use, and its interaction with second language use. The chapters in this collection conceptually explore and empirically investigate the relevance of Slobin's thinking-for-speaking hypothesis to adult second language acquisition, offering compelling and enlightening evidence of the fundamental nature of crosslinguistic influence in adult second language acquisition "This is a landmark publication - the first to concertedly address the implications for SLA of Slobin's thinking-for-speaking hypothesis. Do processes of conceptualisation that L1s predispose speakers to affect their L2 production, and if so in what ways? Can we `re-think' for L2 speaking, and what cognitive abilities enable this? The research issues this book raises are fundamentally important for SLA theory and pedagogy alike." Peter Robinson, Professor of Linguistics and SLA, Aoyama Gakuin University, Tokyo, Japan "Language affects how we think. Slobin's (1996) thinking-for-speaking hypothesis concerns the ways that native language directs speakers' attention to pick those characteristics of events that are readily encodable therein. In this impressive collection, Han and Cadierno marshal strong support for effects of native language upon second language use, i.e. for `rethinking-for-speaking'. A must-read for anybody interested in linguistic relativity and transfer in SLA." Nick Ellis, Professor of Psychology, University of Michigan, USA
What are the educational needs of bilingual children? What methods can be deployed to develop their education? And - most important of all - how can their bilinguality be an asset in the classroom? Applying theory and research findings to classroom practice, Bilinguality and Literacy demonstrates how bilingual children can benefit from a sensitive, informed and challenging education. With plentiful case studies and examples of children's work, this rich and optimistic text shows how children's bilinguality provides opportunities for the development of literacy throughout the curriculum. The book includes contributions by Maggie Ross, Li Wei, Peter Cunningham, Ian Menter, and Azar Sheibani, together with a foreword by Colin Baker.
Inspired by the pioneering work of Dan Slobin, this volume discusses language learning from a crosslinguistic perspective, integrates language specific factors in narrative skill, covers the major theoretical issues, and explores the relationship between language and cognition.
This volume represents the culmination of an extensive research project that studied the development of linguistic form/function relations in narrative discourse. It is unique in the extent of data which it analyzes--more than 250 texts from children and adults speaking five different languages--and in its crosslinguistic, typological focus. It is the first book to address the issue of how the structural properties and rhetorical preferences of different native languages--English, German, Spanish, Hebrew, and Turkish--impinge on narrative abilities across different phases of development. The work of Berman and Slobin and their colleagues provides insight into the interplay between shared, possibly universal, patterns in the developing ability to create well-constructed, globally organized narratives among preschoolers from three years of age compared with school children and adults, contrasted against the impact of typological and rhetorical features of particular native languages on how speakers express these abilities in the process of "relating events in narrative." This volume also makes a special contribution to the field of language acquisition and development by providing detailed analyses of how linguistic forms come to be used in the service of narrative functions, such as the expression of temporal relations of simultaneity and retrospection, perspective-taking on events, and textual connectivity. To present this information, the authors prepared in-depth analyses of a wide range of linguistic systems, including tense-aspect marking, passive and middle voice, locative and directional predications, connectivity markers, null subjects, and relative clause constructions. In contrast to most work in the field of language acquisition, this book focuses on developments in the use of these early forms in extended discourse--beyond the initial phase of early language development. The book offers a pioneering approach to the interactions between form and function in the development and use of language, from a typological linguistic perspective. The study is based on a large crosslinguistic corpus of narratives, elicited from preschool, school-age, and adult subjects. All of the narratives were elicited by the same picture storybook,Frog, Where Are You?, by Mercer Mayer. (An appendix lists related studies using the same storybook in 50 languages.) The findings illuminate both universal and language-specific patterns of development, providing new insights into questions of language and thought.
Colloquial Turkish is the ideal introduction to the language! Written by experienced teachers of the language, Colloquial Turkish offers a step-by-step approach to Turkish as it is spoken and written today. No previous knowledge of the language is required. What makes this course your best choice for language learning? * Ideal for independent study and class use * Varied, dialogue-based exercises with thorough answer key * Up-to-date vocabulary, including computer terms * Jargon-free grammar notes * Extensive Turkish-English, English-Turkish glossaries By the end of this lively and accessible course, you will be able to communicate confidently and effectively in Turkish in a broad range of everyday situations. Two 60-minute cassettes are available to accompany Colloquial Turkish. Recorded by native speakers, they will help your pronunciation, listening and speaking skills. For the eBook and MP3 pack, please find instructions on how to access the supplementary content for this title in the Prelims section.
Relating Events in Narrative, Volume 2: Typological and Contextual Perspectives edited by Sven Strömqvist and Ludo Verhoeven, is the much anticipated follow-up volume to Ruth Berman and Dan Slobin's successful "frog-story studies" book, Relating Events in Narrative: A Crosslinguistic Developmental Study (1994). Working closely with Ruth Berman and Dan Slobin, the new editors have brought together a wide range of scholars who, inspired by the 1994 book, have all used Mercer Mayer's Frog, Where Are You? as a basis for their research. The new book, which is divided into two parts, features a broad linguistic and cultural diversity. Contributions focusing on crosslinguistic perspectives make up the first part of the book. This part is concluded by Dan Slobin with an analysis and overview discussion of factors of linguistic typology in frog-story research. The second part offers a variety of theoretical and methodological perspectives, all dealing with contextual variation of narrative construction in a wide sense: variation across medium/modality (speech, writing, signing), genre variation (the specific frog story narrative compared to other genres), frog story narrations from the perspective of theory of mind, and from the perspective of bilingualism and second language acquisition. Several of the contributions to the new book manuscript also deal with developmental perspectives, but, in distinction to the 1994 book, that is not the only focused issue. The second part is initiated by Ruth Berman with an analysis of the role of context in developing narrative abilities. The new book represents a rich overview and illustration of recent advances in theoretical and methodological approaches to the crosslinguistic study of narrative discourse. A red thread throughout the book is that crosslinguistic variation is not merely a matter of variation in form, but also in content and aspects of cognition. A recurrent perspective on language and thought is that of Dan Slobin's theory of "thinking for speaking," an approach to cognitive consequences of linguistic diversity. The book ends with an epilogue by Herbert Clark, "Variations on a Ranarian Theme."
