Erken çocukluk döneminde iki dilliliğin çocukların alıcı ve ifade edici dil gelişimine etkisinin incelenmesi
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Dosyalar
Tarih
2020
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Amaç:Bu araştırmada erken çocukluk döneminde iki dilliliğin çocukların alıcı ve ifade edici dil gelişimine etkisinin incelenmesi hedeflenmiştir. MateryalveMetot:Bu araştırma 26.06.2018-15.04.2019 tarihleri arasında yapılmıştır. Araştırmanın örneklemini Adıyaman ili merkez ve bağlı köylerinde yaşayan 2-7 yaş aralığındaki iki dilli (n=60) ve tek dilli (n=60) 120 çocuk oluşturmaktadır. Veri toplamada, kişisel bilgi formu ve Türkçe Erken Dil Gelişim Testi (TEDİL) kullanılmıştır. Araştırmadan elde edilen verilerin analizi için uygun istatistik program kullanılmış, elde edilen veriler Kolmogorov-Smirnov testi, t testi, Tukey, ANOVA ve Ki-kare testi kullanılarak analiz edilip değerlendirilmiştir. Bulgular:Araştırmaya katılan çocukların sosyo-demografik özellikleri incelendiğinde kızların %45.5'i tek dil, %54.5'i ise iki dil; erkeklerin %55.6'sı tek dil, %44.4'ü ise iki dil kullanmaktadır. Tek dil kullananların %13.3ü 24-36 ay, %20.0'si 36-48 ay, %20.0'si 48-60 ay, %33.3'ü 60-72 ay, %13.3'ü 72-84 ay grubunda; iki dil kullananların %11.7'si 24-36 ay, %6.7'si 36-48 ay, %23.3'ü 48-60 ay, %35.0'i 60-72 ay ve %23.3'ü 72-84 ay grubunda yer aldığı belirlenmiştir. Çocukların yaş, cinsiyet, baba eğitim düzeyi, kardeş sayısı, kardeşler arasındaki sıra sayısı, okul durumu, kitap okuma sıklığı, ekran kullanım süresi açısından anlamlı fark bulunmazken, çocukların yaşadığı yer, anne eğitim durumu, anne ve baba mesleği, aile yapısı, çocukla kitap okuma sıklığı, ekran kullanma yaşı ve ekranı kiminle kullandığı değişkenleri açısından istatistiksel olarak anlamlı fark bulunmuştur. Sonuç: Araştırma sonucunda; iki dilli ve tek dilli çocukların alıcı dil ve ifade edici dil becerileri karşılaştırılmış ve iki grup arasında istatistiksel olarak anlamlı fark olmadığı sonucuna ulaşılmıştır. Anahtar Kelimeler: Iki Dillilik, Dil Gelişimi, Alıcı Dil, İfade Edici Dil
Aim: The aim of this study was to investigate the effect of bilingualism on the development of receptive and expressive language in early childhood. Material and Method: This research was conducted between the dates of 26.06.2018 and 15.04.2019. The sample of the study consists of 120 bilingual (n = 60) and monolingual (n = 60) children aged 2-7 years living in the central and connected villages of Adıyaman province. Personal information form and Turkish Early Language Development Test (TEDIL) were used for data collection. Appropriate statistic program was used for the analysis of the data obtained from the study. The obtained data were analyzed and evaluated using Kolmogorov-Smirnov test, t test, Tukey, ANOVA and chi-square test. Results: When the socio-demographic characteristics of the children participating in the study are examined, 45.5% of the girls use one language and 54.5% use two languages; 55.6% of males use one language and 44.4% use two languages. It has been identified that of the monolingual children, 13.3% were in the group of 24-36 months, 20.0% were in the group of 36-48 months, 20.0% were in the group of 48-60 months, 33.3% were in the group of 60-72 months, 13.3% were in the group of 72-84 months; of the bilingual children, 11.7% were in the group of 24-36 months, 6.7% were in the group of 36-48 months, 23.3% were in the group of 48-60 months, 35.0% were in the group of 60-72 months and 23.3% were in the group of 72-84 months. While there was no significant difference in terms of age, gender, father's education level, number of siblings, ranking between siblings, school status, reading frequency and screen usage time of children, a statistically significant difference was found in terms of variables, such as the place where children live, mother's education status, mother and father's profession, family structure, the frequency of reading books with children, age of screen usage and with whom the screen is used. Conclusion: As a result of the study, the receptive and expressive language skills of bilingual and monolingual children were compared and statistically not a significant difference was found between the two groups. Key Words: Bilingualism, Language Development, Receiver Language, Expressive Language
Aim: The aim of this study was to investigate the effect of bilingualism on the development of receptive and expressive language in early childhood. Material and Method: This research was conducted between the dates of 26.06.2018 and 15.04.2019. The sample of the study consists of 120 bilingual (n = 60) and monolingual (n = 60) children aged 2-7 years living in the central and connected villages of Adıyaman province. Personal information form and Turkish Early Language Development Test (TEDIL) were used for data collection. Appropriate statistic program was used for the analysis of the data obtained from the study. The obtained data were analyzed and evaluated using Kolmogorov-Smirnov test, t test, Tukey, ANOVA and chi-square test. Results: When the socio-demographic characteristics of the children participating in the study are examined, 45.5% of the girls use one language and 54.5% use two languages; 55.6% of males use one language and 44.4% use two languages. It has been identified that of the monolingual children, 13.3% were in the group of 24-36 months, 20.0% were in the group of 36-48 months, 20.0% were in the group of 48-60 months, 33.3% were in the group of 60-72 months, 13.3% were in the group of 72-84 months; of the bilingual children, 11.7% were in the group of 24-36 months, 6.7% were in the group of 36-48 months, 23.3% were in the group of 48-60 months, 35.0% were in the group of 60-72 months and 23.3% were in the group of 72-84 months. While there was no significant difference in terms of age, gender, father's education level, number of siblings, ranking between siblings, school status, reading frequency and screen usage time of children, a statistically significant difference was found in terms of variables, such as the place where children live, mother's education status, mother and father's profession, family structure, the frequency of reading books with children, age of screen usage and with whom the screen is used. Conclusion: As a result of the study, the receptive and expressive language skills of bilingual and monolingual children were compared and statistically not a significant difference was found between the two groups. Key Words: Bilingualism, Language Development, Receiver Language, Expressive Language
Açıklama
Anahtar Kelimeler
Çocuk Sağlığı ve Hastalıkları, Child Health and Diseases
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Özpolat, Murat (2020). Erken çocukluk döneminde iki dilliliğin çocukların alıcı ve ifade edici dil gelişimine etkisinin incelenmesi. Yayımlanmış Yüksek Lisans tezi, İnönü Üniversitesi, Malatya.1-78 ss.
