Figure 4 The response of “D” person acquired Turkish as a second language to the question ““ Where and How did you learn Turkish ?” NOTE:I have learnt Turkish at nursery school.
HATUN DEMİR5/E
Figure 5 The response of “E” person acquired Turkish as a second language to the question ““ Where and How did you learn Turkish ?”
When these responses have been classified, the following results have been attained:
“Where and how have you learnt Turkish?”
Those speaking both Turkish and Arabic
Those speaking both Turkish and Kurdish
Evde
At home
From tv
-
11
From my sister or brother
14
24
From my parents
76
40
At the outside
From my friends
10
8
At school
From my teachers
-
17
Total
100
100
Table 1: The rates of individual’s learning Turkish
Which language do you speak at home or outside?
Those speaking both Turkish and Arabic
Those speaking both Turkish and Kurdish
At home
Turkish
72
19
At home
Other (Arabic/Kurdish)
28
81
Total
100
100
At outside
Turkish
84
41
At outside
Other (Arabic/Kurdish)
16
59
Total
100
100
Table 2: The communicative language at home and outside.
Which language have you learnt previously?
Those speaking both Turkish and Arabic
Those speaking both Turkish and Kurdish
Turkish
56
19
Other (Arabic/Kurdish)
44
81
I can understand but cannot speak the languages except Turkish
17
4
Total
100
100
Table 3: The previously learnt language
Turkish knowledge of the bilinguals in Turkey: In the studies conducted until today; it has been observed that the bilinguals are more successful than monolinguals in the issues such as the executive Function (Yoshida 2008), multi-tasking (Poarch and Bialystok 2015; Hsieh 2015), detection of multiple structures when they include input variability (Poepsel and Weiss 2016), task switching (Wiseheart, Viswanathan and Bialystok 2016), learning the phonological structures in a new language (Kuo and Anderson 2012), visual attention and finding what is different (Friesen, Latman et.al. 2015) etc. In addition; it has been detected that the bilinguals are better than monolinguals in terms of critical thinking skills (Merrikhi 2011) and the highness of attention control in the mother tongue of the person (Duncan, Segalowitz and Phillips 2016). In this study; it has been examined whether the bilinguals have any difference from the monolinguals in terms of the number of vocabulary items they use while telling about themselves, those they love and what they think of. The data attained from the text writing activities lasting for three weeks and realized in an activity for each week are as follows:
The vocabulary knowledge of students (in terms of quantity and mode value)3
