Belma Haznedar
Dados Biográficos
| ID | 6362299 |
|---|---|
| NOME | Belma Haznedar |
| PRENOMES | Belma |
| SOBRENOME | Haznedar |
| ASSINATURA | HAZNEDAR B |
| AFILIAÇÕES | Bogaziçi University |
| ORCID | 0000-0002-7025-0158 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAÇÕES | 10 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2003 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Cognitive and linguistic predictors of word reading fluency in Turkish–Arabic bilingual and Turkish monolingual children
Objectives: The study investigated the role of linguistic and cognitive factors in Turkish word reading fluency (WREAD) among second-grade Turkish–Arabic simultaneous bilingual and Turkish monolingual children. It specifically focused on the impact of phonological awareness (PA), phonological memory (PM), rapid automatized naming (RAN), morphological awareness (MA), morphological fluency (MF), processing speed (PS), and vocabulary knowledge (VK) …
Teaching and learning in a multilingual Europe
School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently co…
Morpho-syntactic properties of simultaneous bilingualism
Aims and Objectives/Purpose/Research Questions: A number of studies on the acquisition of non-null subject languages in child grammars have suggested that while overt subjects are mainly used with finite forms, null subjects co-occur with non-finite forms. The purpose of this study is to explore the proposed relationship between subject realization and verbal morphology in a simultaneous bilingual context. Design/Methodology/Approach: Longitudina…
Child second language acquisition from a generative perspective
This chapter reviews current work on child second language acquisition from a generative perspective. The primary goal is to identify characteristics of child L2 acquisition in relation to child first language (L1) acquisition and adult second language (L2) acquisition and to discuss its contribution to these sister fields both in typical and atypical domains. The chapter is organized into three sections, covering L1 influence in child L2 acquisi…
Transfer at the syntax-pragmatics interface
This study investigates the issue of crosslinguistic influence in the domain of subject realization in Turkish in simultaneous acquisition of Turkish and English. The use of subjects in a null subject language like Turkish is a phenomenon linked to the pragmatics—syntax interface of the grammar and, thus, is a domain where crosslinguistic interference is predicted to occur in bilingual acquisition (Hulk and Müller, 2000; Müller and Hulk, 2001). S…
The acquisition of tense—aspect in child second language English
The aim of this article is two-fold: to test the Aspect Hypothesis, according to which the early use of tense—aspect morphology patterns by semantic/aspectual features of verbs, and Tense is initially defective (e.g. Antinucci and Miller, 1976; Bloom et al., 1980; Andersen and Shirai, 1994; 1996; Robison, 1995; Shirai and Andersen, 1995; Bardovi-Harlig, 1998; Shirai, 1998); and to test Gavruseva's aspectual features account, according to which in…
The status of functional categories in child second language acquisition
This study examines the status of the functional categories in child second language (L2) acquisition of English. Results from longitudinally collected data are reported, presenting counterevidence for recent hypotheses on early L2 acquisition that assume (1) a structure-building approach according to which the acquisition of functional categories follows an implicational sequence of development of VP-IP-CP (Vainikka and Young-Scholten, 1994; 199…
The status of functional categories in child second language acquisition
This study examines the status of the functional categories in child second language (L2) acquisition of English. Results from longitudinally collected data are reported, presenting counterevidence for recent hypotheses on early L2 acquisition that assume (1) a structure-building approach according to which the acquisition of functional categories follows an implicational sequence of development of VP-IP-CP (Vainikka and Young-Scholten, 1994; 199…
Transfer at the syntax-pragmatics interface
This study investigates the issue of crosslinguistic influence in the domain of subject realization in Turkish in simultaneous acquisition of Turkish and English. The use of subjects in a null subject language like Turkish is a phenomenon linked to the pragmatics—syntax interface of the grammar and, thus, is a domain where crosslinguistic interference is predicted to occur in bilingual acquisition (Hulk and Müller, 2000; Müller and Hulk, 2001). S…
The acquisition of tense—aspect in child second language English
The aim of this article is two-fold: to test the Aspect Hypothesis, according to which the early use of tense—aspect morphology patterns by semantic/aspectual features of verbs, and Tense is initially defective (e.g. Antinucci and Miller, 1976; Bloom et al., 1980; Andersen and Shirai, 1994; 1996; Robison, 1995; Shirai and Andersen, 1995; Bardovi-Harlig, 1998; Shirai, 1998); and to test Gavruseva's aspectual features account, according to which in…
The status of functional categories in child second language acquisition
This study examines the status of the functional categories in child second language (L2) acquisition of English. Results from longitudinally collected data are reported, presenting counterevidence for recent hypotheses on early L2 acquisition that assume (1) a structure-building approach according to which the acquisition of functional categories follows an implicational sequence of development of VP-IP-CP (Vainikka and Young-Scholten, 1994; 199…
The acquisition of tense—aspect in child second language English
The aim of this article is two-fold: to test the Aspect Hypothesis, according to which the early use of tense—aspect morphology patterns by semantic/aspectual features of verbs, and Tense is initially defective (e.g. Antinucci and Miller, 1976; Bloom et al., 1980; Andersen and Shirai, 1994; 1996; Robison, 1995; Shirai and Andersen, 1995; Bardovi-Harlig, 1998; Shirai, 1998); and to test Gavruseva's aspectual features account, according to which in…
Transfer at the syntax-pragmatics interface
This study investigates the issue of crosslinguistic influence in the domain of subject realization in Turkish in simultaneous acquisition of Turkish and English. The use of subjects in a null subject language like Turkish is a phenomenon linked to the pragmatics—syntax interface of the grammar and, thus, is a domain where crosslinguistic interference is predicted to occur in bilingual acquisition (Hulk and Müller, 2000; Müller and Hulk, 2001). S…
Child second language acquisition from a generative perspective
This chapter reviews current work on child second language acquisition from a generative perspective. The primary goal is to identify characteristics of child L2 acquisition in relation to child first language (L1) acquisition and adult second language (L2) acquisition and to discuss its contribution to these sister fields both in typical and atypical domains. The chapter is organized into three sections, covering L1 influence in child L2 acquisi…
Morpho-syntactic properties of simultaneous bilingualism
Aims and Objectives/Purpose/Research Questions: A number of studies on the acquisition of non-null subject languages in child grammars have suggested that while overt subjects are mainly used with finite forms, null subjects co-occur with non-finite forms. The purpose of this study is to explore the proposed relationship between subject realization and verbal morphology in a simultaneous bilingual context. Design/Methodology/Approach: Longitudina…
Teaching and learning in a multilingual Europe
School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently co…
Cognitive and linguistic predictors of word reading fluency in Turkish–Arabic bilingual and Turkish monolingual children
Objectives: The study investigated the role of linguistic and cognitive factors in Turkish word reading fluency (WREAD) among second-grade Turkish–Arabic simultaneous bilingual and Turkish monolingual children. It specifically focused on the impact of phonological awareness (PA), phonological memory (PM), rapid automatized naming (RAN), morphological awareness (MA), morphological fluency (MF), processing speed (PS), and vocabulary knowledge (VK) …
Linguistics (7 obras) · Psychology (7 obras) · Language Development and Disorders (6 obras) · Reading and Literacy Development (5 obras) · Syntax, Semantics, Linguistic Variation (4 obras) · Turkish (4 obras) · Computer Science (3 obras) · Language acquisition (3 obras) · Philosophy (3 obras) · Second-language acquisition (3 obras)