Η τουρκικη ως Γ2: Κατάκτηση των τουρκικών ονοματικών συνταγμάτων Ad tamlaması από ελληνόφωνους ενήλικες και διδακτικές πρακτικές

This paper studies the L2-Turkish acquisition process of Turkish Nominal Syntagmatic Sets Ad tamlaması (NSS-AT) by L1-Greek speaking adults. NSS-AT generally refer to three forms, namely a) N-(n)In N-(s)I(n), b) N N-(s)I(n) and c) N N-(y), which have been traditionally taught in a holistic way in many L2 Turkish grammar (Dafnopatidis Sanlioglu, 2011· Hengirmen, 2007· Lewis, 1967, among others) or coursebooks (Τürkçe Öğreniyorum 1, Yeni İstanbul A1, Yeni Hitit 1, among othres). The study will show that the apparently formal similarity of these forms cannot be correlated with a respective degree of ease in the SLA process. The results will also show that analytic and non-synthetic NSS forms are a step ahead in the SLA process compared to more synthetic ones. Moreover, the learning sequence of the NSS forms will appear to be the same irrespective of the participants’ L2-proficiency level. From a didactic scope, we come to contradict the interconnected teaching of the 3 NSS-AT forms. Instead, we put forward the disconnected teaching of these forms in relation to their underlying semantic, syntactic and functional properties following other grammarians (Göksel Kerslake, 2005· Kornfilt, 1997· van Schaaik, 1996, among others).