Elena Antonova Ünlü
Biographic Data
| ID | 1498630 |
|---|---|
| NAME | Elena Antonova Ünlü |
| GIVEN NAMES | Elena Antonova |
| FAMILY NAME | Ünlü |
| SIGNATURE | ÜNLÜ E A |
| AFFILIATIONS | Hacettepe University |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
At the Syntax-Pragmatics Interface
The aim of this study is to investigate how syntactic and pragmatic features of Turkish word order are acquired by Turkish-English, Turkish-German and Turkish-Russian bilingual children. The data were collected from Turkish monolingual and bilingual children who were born in England, Germany and Russia and acquired Turkish as their heritage language. The findings of the study reveal that the Turkish monolingual children adopt the use of SOV order…
Pinpointing the role of the native language in L2 learning
This study aimed to examine the role of L1 in the acquisition of L2 by comparing the acquisition of the three spatial prepositions ( in, on, at ) in English by native speakers of Russian and Turkish. The study, adopting a comparative approach suggested by Jarvis (2000, Methodological rigor in the study of transfer: Identifying L1 influence in the interlanguage lexicon. Language Learning 50. 245–309), compared interlanguages of L2 learners with Ru…
A hearer-based analysis of Turkish–Azerbaijani receptive multilingual communication
Aims and Objectives/Purpose/Research Questions: Receptive multilingualism (RM), a mode of multilingual communication in which speakers of different languages use their own native language to communicate and still understand each other, is considered to be a relatively under-investigated area in multilingual research. This paper examines features of Turkish–Azerbaijani RM and, focusing on a hearer-based analysis, looks into strategies applied for …
The acquisition of the weaker language
This study contributes to the discussion about the status of the weaker language (WL) by investigating whether reduced input in Russian in a Turkish-dominant environment is sufficient for monolingual-like acquisition of the WL. We focus on the acquisition of Russian cases by a Turkish-Russian child who has acquired his Russian in the Turkish-dominant environment mainly through interaction with his multilingual mother. The data were collected via …
Examining the effect of reduced input on language development
Aims and objectives/purpose/research questions: The main research question we seek to answer in the present study is: “What effect does reduced input in the non-dominant and dispreferred language have on the acquisition of Russian gender morphology by a bilingual Turkish–Russian child: Is it still sufficient for its monolingual-like development or can it cause incomplete acquisition of Russian gender morphology, at least, in some domains?” Design…
Testing the impact of formal interpreting training on working memory capacity
Learning to read and write in the multilingual family
The acquisition of the copula be in present simple tense in English by native speakers of Russian
The acquisition of the copula be in present simple tense in English by native speakers of Russian
Learning to read and write in the multilingual family
The acquisition of the weaker language
This study contributes to the discussion about the status of the weaker language (WL) by investigating whether reduced input in Russian in a Turkish-dominant environment is sufficient for monolingual-like acquisition of the WL. We focus on the acquisition of Russian cases by a Turkish-Russian child who has acquired his Russian in the Turkish-dominant environment mainly through interaction with his multilingual mother. The data were collected via …
Examining the effect of reduced input on language development
Aims and objectives/purpose/research questions: The main research question we seek to answer in the present study is: “What effect does reduced input in the non-dominant and dispreferred language have on the acquisition of Russian gender morphology by a bilingual Turkish–Russian child: Is it still sufficient for its monolingual-like development or can it cause incomplete acquisition of Russian gender morphology, at least, in some domains?” Design…
Testing the impact of formal interpreting training on working memory capacity
Pinpointing the role of the native language in L2 learning
This study aimed to examine the role of L1 in the acquisition of L2 by comparing the acquisition of the three spatial prepositions ( in, on, at ) in English by native speakers of Russian and Turkish. The study, adopting a comparative approach suggested by Jarvis (2000, Methodological rigor in the study of transfer: Identifying L1 influence in the interlanguage lexicon. Language Learning 50. 245–309), compared interlanguages of L2 learners with Ru…
A hearer-based analysis of Turkish–Azerbaijani receptive multilingual communication
Aims and Objectives/Purpose/Research Questions: Receptive multilingualism (RM), a mode of multilingual communication in which speakers of different languages use their own native language to communicate and still understand each other, is considered to be a relatively under-investigated area in multilingual research. This paper examines features of Turkish–Azerbaijani RM and, focusing on a hearer-based analysis, looks into strategies applied for …
At the Syntax-Pragmatics Interface
The aim of this study is to investigate how syntactic and pragmatic features of Turkish word order are acquired by Turkish-English, Turkish-German and Turkish-Russian bilingual children. The data were collected from Turkish monolingual and bilingual children who were born in England, Germany and Russia and acquired Turkish as their heritage language. The findings of the study reveal that the Turkish monolingual children adopt the use of SOV order…
Linguistics (7 works) · Psychology (7 works) · Turkish (6 works) · Computer Science (4 works) · Language acquisition (3 works) · Mathematics education (3 works) · Multilingual Education and Policy (3 works) · EFL/ESL Teaching and Learning (2 works) · Gender Studies in Language (2 works) · Language Development and Disorders (2 works)