Dòng Nội dung
1
Input offers and child uptakes: Acquiring mood and modal morphology in Turkish. / Ayhan Aksu-Koç, Treysi Terziyan and Eser Erguvanlı Taylan. // LIA language, interaction and acquisition. 2014, Vol. 5, No. 1.
John Benjamins Publishing Company, 2014.
62-81 page cm.

The present study examines input–output relations in the emergence of verbal affixes that mark modal distinctions in Turkish, a morphologically rich language. Longitudinal naturalistic speech data were analyzed from two girls between ages 1;3–2;6 and their caregivers. Four stages of development were identified. Significant associations between verb inflection and modal notion, observed to be stable across the stages in the input, were noted to develop gradually in the children’s speech. Order of emergence of modal inflections was found to be related to input frequency and transparency of inflectional types, whereas development of inflectional paradigms was observed to be related to inflectional diversity. Conceptual accessibility and pragmatic relevance of the modal notions were considered as child-related factors in this development.
2
Teachers’ professional identity development through action research / Kenan Dikilitaş, Demet Yaylı. // ELT Journal 2018, Volume 72, No. 4
2018.
p. 415–424.

This article investigates the development of teachers’ professional identity during and after engaging in research at a Turkish university, which promotes action research as a key professional development strategy for language teachers. The teachers in this study carried out a process of engaging in research over four years, which presented an opportunity to investigate the development of their professional identities. The results may inform other contexts across the world where the concept of teachers engaging in research is gaining momentum. Finally, we discuss insights into how the professional identity of these teachers developed through action research.