Abstract
ANALYSIS OF WRITTEN NARRATIVES OF BILINGUAL MIDDLE SCHOOL STUDENTS IN TERMS OF SYNTAX AND SEMANTICS
In the current study, the written narratives of bilingual middle school students who acquired Turkish as a second language were examined in terms of syntax and semantics. The study group of the current study is comprised of 31 bilingual middle school students (15 girls and 16 boys) attending a school in the Mazıdağı district of the city of Mardin in the spring term of the 2020-2021 school year. All the students in the study group are bilingual students who first acquired their regional language and then Turkish at school or in the social environment. The study was carried out using the document analysis method, one of the qualitative research designs. Content analysis was performed on the written products of the participating students. In the study, the bilingual middle school students were asked to create a fictional text within one class hour, based on the five visuals previously given to them. No intervention was made to the students who created the text during the writing process, they were only allowed to perform creative writing from the visuals presented to them, and the syntax of the texts created by these students, who had acquired Turkish as a second language, was examined. It was determined that the mother tongue is effective in the syntax formed by the students in their written narratives.
Keywords
Bilingualism, syntax, semantics, written narrative.