19th

International Conference
on Turkish Linguistics

COLLECTION OF ABSTRACTS

Nazarbayev University
August 17-19, 2018

Sponsored by
Department of Kazakh Language and Turkic Studies
Department of Languages, Literatures, and Linguistics
School of Humanities and Social Sciences
Nazarbayev University

Co-Sponsored by
International Turkic Academy
&
Department of General Linguistics and Theory of Translation
Department of Turkology
Faculty of Philology
L.N. Gumilyov Eurasian National University

Published by: School of Humanities and Social Sciences, Nazarbayev University.


ICTL19 Local Organizing Committee

Uli SCHAMILOGLU, chair (Department of Kazakh Language and Turkic Studies,
Nazarbayev University) – [email protected]
Andrey FILCHENKO, co-chair (Department of Languages, Linguistics, and
Literatures, Nazarbayev University) – [email protected]
Saule TAZHIBAYEVA, co-chair (Department of General Linguistics and Theory
of Translation, L.N. Gumilyov Eurasian University) – [email protected]
Magripa ESKEYEVA (Department of Turkology, L.N. Gumilyov Eurasian
University) – [email protected]
Funda GÜVEN (Department of Kazakh Language and Turkic Studies, Nazarbayev
University) – [email protected]
Ainur MAYEMEROVA (International Turkic Academy – www.twesco.org) –
[email protected]
Olga POTANINA (Department of Languages, Linguistics, and Literatures,
Nazarbayev University) – [email protected]
Serikkul SATENOVA (Department of General Linguistics and Theory of
Translation, L.N. Gumilyov Eurasian University) – [email protected]
Mahire YAKUP (Department of Languages, Linguistics, and Literatures,
Nazarbayev University) – [email protected]
Sholpan ZHARKYNBEKOVA (Faculty of Philology, L.N. Gumilyov Eurasian
University) – [email protected]


ICTL19 Program Committee

Irina NEVSKAYA, co-chair (Goethe-Universität Frankfurt am Main) –
[email protected]
A. Sumru ÖZSOY, co-chair (Boğaziçi University) – [email protected]





Acknowledgements

The Organizing Committee would like to thank…

At Nazarbayev University Assel Sadykova (executive director, School of
Humanities and Social Sciences), Aigerim Nurgaliyeva, Lazzat Sundetova, Ainur
Yerezhepekova, Meruyert Mukanova, and Anel Kaddesova, colleagues, and
student volunteers.

At the International Turkic Academy President Darkhan Kydyrali, colleagues, and
staff.

At L.N. Gumilyov Eurasian National University Rector Erlan Syzdykov and
colleagues, staff, and student volunteers.

The members of the ICTL 19 Program Committee and anonymous reviewers.

The participants in the cultural program from Nazarbayev University and L.N.
Gumilyov Eurasian National University.

Lars Johanson, Éva Á. Csató, and A. Sumru Özsoy for their encouragement to host
ICTL 19 in Astana, as well as Mehmet-Ali Akinci for his kind support during the
organization of the conference.




PLENARY TALKS


Keynote Address #1
Professor Lars Johanson (Johannes Gutenberg University
Mainz) “In the Middle of the Turkic-Speaking World”

Keynote Address #2
Professor Henryk Jankowski (Adam Mickiewicz University,
Poznań)
“Some Gender-Related Features in Kazakh”

Keynote Address #3
Professor Gregory Anderson (Living Tongues Institute)
“Turkic in the Russian Language Empire”

Keynote Address #4
Professor Saule Tazhibaeva (L.N. Gumilyov Eurasian National
University)
"Turkic World of Kazakhstan: Results of Kazakh-German
International Project"

Keynote Address #6
Professor Irina Nevskaya (Frankfurt University and Berlin Free
University & Institute of Philology, Siberian Division of the Russian
Academy of Sciences, Novosibirsk and Tomsk State University)
“Discoveries in the Altai Mountains: Old Turkic Runic Inscriptions,
Their Documentation and Deciphering”,

Keynote Address #5
Professor Älimkhan Zhunisbek (Akhmet Baitursynov Institute of
Linguistics, Almaty).
“Әліпби жобаларының сингармо-теориялық және оқу-
әдістемелік талданымы” [“A Theoretical and Practical Analysis of
the Proposals for a Kazakh Latin Alphabet”]





ABSTRACTS OF THE PANEL TALKS

Friday, August 17, 2018

Section 2A: Documentation of Endangered Turkic Languages of Siberia-I
(Chair: Andrey Filchenko)

Andrey Filchenko (Nazarbayev University)
“Documenting endangered languages in Siberia: long-
term program”
Siberian languages, including Turkic idioms, may have fair research tradition comparable to other regions.
However, this is by far not an even plain in terms of coverage of diverse local idioms, and analytical rigor of the
existing accounts. Not unique to this region, but nevertheless a significant and recurrent problem in this respect
has been the consistent lack of adequate empirical basis, i.e. representative primary data on the variety of the
Siberian languages. In the late 20th and early 21st cc. there have been a few programs implemented aimed at
bridging this empirical gap, notably so the set of projects pursuing documentation of Western Siberian languages of
the so-called Ob-Yenisei area. These projects were able to produce important empirical and analytical outputs,
combining existing local traditions and the modern international theoretical, methodological and technological
achievements and rigor brought in with such endangered languages documentation initiatives as DOBES, ELDP,
NSF DEL, FEL.
Some of the recent and ongoing documentation projects based out of Tomsk and Astana are particularly relevant
for the discussion of lesser-known and endangered Turkic idioms of Siberia and their immediate contact
environment. They offer an important empirical contribution to a number of conventional debates pertaining to the
history, evolution, variation and change of Turkic languages. The experience of such projects is also useful as these
projects operate on theoretical and methodological levels that may in some cases be more advanced than those
practiced for the languages with much better sociolinguistic status and longer research tradition.

Denis Tokmashev,
“Language and Deciphering Field-Data Challenges (the
case of Teleut)”
The Teleut language represents a typical “language-or-dialect” problem case. In the Czar and Soviet Turkic studies
it has traditionally been referred to as a Southern dialect of the Altai language, which was misleading since
geographically Teleut is placed to the north of all Altai dialectal varieties, both southern (Altai kizhi and Telengit)
and northern (Chalkan, Qumandy and Tuba). From the 1860s till 1922 Teleut served as the basis for Altai literary
language. In Soviet times due to a number of socioeconomic reasons Teleut was studied rather poorly and
fragmentally.
The work held by SOAS ELDP activists on the documentation and analysis of Teleut aims at preserving the living
speech “as is”, which sets forth a number of serious issues to deal with, especially when doing phonetic
transcription. This ambiguity concerns the massive layer of Russian words occasionally used by the speakers
making it sometimes difficult to differentiate between regular code switching and non-motivated insertion of Russian
words (which are actually not adapted loanwords from Russian like škol ‘school’ or lošqo ‘spoon’) that replace the
Teleut native words. Pretty often we get “mutated” phrases which are a chaotic mix of Russian and Teleut words

whose morphosyntax can be either of Russian or Teleut type as well. These phrases, especially elicited from semi-
speakers are difficult both to regard them Teleut or Russian and to technically process them in linguistic software
like FLEx. However it’s a case for all Siberian minority languages.

Denis Tokmashev and Lemskaya Valeriya,
“Tomsk Tatars: Who Indeed Are They? (Field
Experience)”
The current ELDP – MDP 0330 project on documenting critically endangered Turkic varieties of Siberia enables
work that has never been performed before – full documentation and analysis of Eushta/Chat Tatar, Melets Chulym,
and Teleut languages. Previously, Tomsk Tatars have been studied but rarely by local scholars and researchers
from Tatarstan, Russia. However, there is still need for full linguistic description of the Tomsk Tatar language(s)
and/or dialect(s) that would satisfy the trends and methods of modern linguistic (typological) research.
In the process of documentation, we have faced a peculiar situation with the so-called ‘Tatar language’ and ‘Tatar
people’. Eushta and Chat (along with Kalmak) are considered to be sub-dialects of the Siberian Tatar dialect
(language) of the Turkic language family. The local Tatar population is considered to have settled in the Tom River
basin by the end of the 16th century.
However, there are a number of speakers representing a great many varieties of the Tatar language (both other
Siberian and western, or even standard, dialects) that in fact consider themselves ‘true Tatars’ (or ‘true Siberian
Tatars’). The tendency of self-identification is that the people identify themselves as ‘Tatars’ of the ‘common’ Tatar
nation but do preserve distinctions like ‘me against the others’.
At the same time, many of those Tatars in the Tomsk region whose ancestry is not linked with Siberia, have no
present connection with their ‘motherland’ and consider themselves Tomsk (Siberian) Tatars. The presentation will
explore the question: who indeed may be considered ‘Tomsk Tatars’?

Section 2B
(Chair: Hatice Sofu)

Betul Ertek and Mehmet-Ali Akinci,
“Lexical comprehension and production strategies in L1
and L2 of Turkish-French bilingual children in France”
Previous studies (Backus, 2013) on Turkish bilingual children’s languages in European countries agree in
affirming that these children face important problems at school language of the country in which they live.
Indeed very young bilinguals encounter difficulties, but these are essentially limited to gaps in vocabulary
(Akinci, 2017).
The purpose of this presentation is to compare lexical comprehension and production strategies in L1
(Turkish) and L2 (French) of Turkish-French bilingual children born of immigrant parents in France with those
of monolinguals in France and Turkey. Children’s vocabulary is investigated with a standardized picture
naming task (Glück, 2011) in both languages on a sample of N = 180 primary school pupils (aged 6 to 10).
Strategies were analyzed according to question types: Type 1 “what is it?”, Type 2 “what is it all about?”,
Type 3 “what does he do?”, Type 4 “what do they do?”, Type 5 “what is the opposite of this word?”, Type 6
“what happened to him?”.
Results show that bilingual children have better vocabulary level in L1 at the age of 6 and that they made well
progress in L2 at the age of 10 and the lexical gaps between two languages are also significantly reduced for
10 years-old. Different strategies were used by bilinguals according to question types, mainly description,

substitution, categorization, approximation and translation for Types 1, 3 and 4; enumeration for Type 2;
negation, overstatement and creation for Type 5; generalization in L2 and translation in L1 for Type 6.

Seda Gökmen and Dilek Peçenek,

“Perception of Associative Gender in Different Age Groups
in Turkish”
Turkish has no noun classes or grammatical gender. However, in terms of biological gender, it can be
assumed that lexical gender is reflected to nouns lexically. Although Turkish has no grammatical gender, it
does have various means based on semantic system in which nouns are assigned to a gender according to
its referent’s biological sex to recognize gender. It can also be said that there is a covert and associative
gender marking that denote words as masculine or feminine. For instance, the word çocuk ‘child’ is lexically
gender-indefinite, but is associated covertly with male referent according to linguistic context. Certain
professions (for instance, otobüs şoförü ‘bus driver’, sekreter ‘secretary’ which are used to refer to female or
male gender based on the social-psychological experience display the associative gender.
The aim of this study is to describe the phenomenon of associative gender, which carries the social-
psychological context, in the case of certain categories. For this aim, how students from different age groups
such as primary school, middle school, high school and adult individuals perceive the associative gender in
Turkish is researched. The participant group consisted of 100 female and 100 male (children, adolescents,
adults). The categories of associative gender that are questioned are animal, body, vegetable/fruit, clothing,
transportation, material, sports, profession, natural features/plants and colours. 20 words with the maximum
frequency listed in the book entitled A Frequency Dictionary of Turkish selected for each category. A survey
consisting of close-ended questions with 3 rating scale for each category was conducted

Feyza Altınkamış and Fatma Hülya Özcan,

“Home language lexicon of Turkish-Dutch successive
bilinguals: comparison to Turkish monolinguals”
Most studies investigating childhood bilingualism focus on the development of the second language. However,
their L1 development from the very early periods should be investigated since linguistic interaction of two
languages in childhood bilingualism is extremely important. Akoğlu and Yağmur (2016) studied 30 Turkish-
Dutch speaking bilinguals and 30 Turkish –speaking monolinguals children around the age of 6 and found
out that Turkish immigrant children were not as successful as their monolingual peers in terms of L1 skills.
They proposed that these lower skills in their L1 may lead to lower skills in their L2. In line with this
background, in this current study, we compare the composition of Turkish-Dutch successive bilinguals’ early
lexicon and Turkish monolinguals based on the lexical categories in the M-CDI-II. A total of 132 children were
involved in the study (54 bilinguals and 78 monolinguals). The children were divided into three groups
according to Home Language: a Monolingual Turkish Group (MonoTu, N = 78), a One Parent-One Language
Group (OPOL, N = 18) and a Turkish Parents Group (TUP, N = 36). The preliminary results revealed
individual differences among the children. As expected, there is a statistically significant difference among the
groups in the overall size of the productive lexicon (H=13.241, df=2, p <.05). The MonoTu Group had a
larger lexicon (M=340, s.d.=273) followed by the TUP Group (M=215, s.d.=181) and the OPOL Group
(M=106, s.d.=144) respectively.

Hristo Kyuchukov,
“The Turkish narrative structure of bilingual German-
Turkish children”


The Turkish children in Berlin, Germany attend kindergarten from early age. At home they speak Turkish and
in the kindergartens they learn German. Some kindergartens offer also Turkish language classes once a week
as a private initiative.
The paper presents results from a research with two groups of kindergarten bilingual Turkish-German children
from Berlin, Germany between 3;6-4;6 years old and between 4;6-5;6 years old. The total number of the
children in the study is 40. In the kindergartens the children learn German and once a week they also learn
Turkish as a mother tongue.
In the pretesting phase the children were asked to retell a story from a standardized
Test of Early Language Development – 3rd ed. (TEDIL-3) (Topbaș and Güven, 2011) „Ayșenin doǧum
günü”. The narrative knowledge of the children in Turkish was tested with a series of pictures “Korkunç rüya”.
There were two testing sessions with six months brake between them. The children’s narrative structures are
analyzed using the methodology for narrative analysis of C. Riessman (1993).
The research question we try to answer is: Why the structure of children’s narratives in Turkish as a mother
tongue with the growth of the age get worse.
References:
Riessman, C. (1993) Narrative analysis. Newbury Park, CA: SAGA Publications.
Topbaș, S. and Güven, S. (2011)Türkçe Erken Dil Gelișimi Testi. Ankara: Detay Yayıncılık

Section 3A: Documentation of Endangered Turkic Languages of Siberia-II

(Chair: Olga Potanina)

Valeriya Lemskaya,
“Chulym Turkic: Documentation of a Critically
Endangered Language of Siberia”
Chulym Turkic has always been considered one of the minor Turkic languages. To date, only one dialect still
remains with two variations, i.e. the Middle Chulym dialect with the Tutal and Melet sub-dialects. The last
known speaker of the Lower Chulym dialect passed away in 2011.
The All-Russian National Census recorded 355 Chulym Turks in 2010. However, as the global tendency goes,
the vast majority of them do not speak or even comprehend their ethnic language.
The Endangered Languages Documentation Project to record the remnants of Melets Chulym, along with
other moribund Siberian Turkic varieties (ELDP – MDP 0330) has enabled not only comprehensive
documentation of the tongue in question, it has given rise to another wave of the language development.
Due to the critical lack of speakers (we estimate not more than 10 speakers of the language with additional
ca. 20 semi-speakers – those who understand but not speak), most work is being done with two consultants
(who may as well be the last so-called 100% fluent speakers of the language): one speaker of the Melet and
one speaker of the Tutal sub-dialects.
A large number of challenges occur when carrying out work on the above-mentioned documentation
(technological, psychological, logistic, thematic, etc.). These challenges will be discussed in detail during
presentation.

Elena Lilyavina,
“Eushta Tatars and Chats: The experience of
documentation field projects”
The population of the Tomsk-Ob region was first transformed due to the Turkicising of this territory: the

movement of the Altai Turks from the south, the Yenisei Kyrgyz from the south-east and the Kypchak tribes
from the south-west, then Christianization and Islamization. Since the XVII century the Tomsk region was
inhabited by different Turkic groups. Close to the city of Tomsk there were small groups (Basandais,
Ashkineevtsy, Evaginsky, Tigeldievites) who united with the Eushta Tatars. Also other Tatar groups of Chats
and Kalmaks began to penetrate this territory merging with Eushta Tatars, receiving the Russian name
"Tomsk Tatars". Gradually Tomsk became a place for such ethnic groups as the Bukhara and Kazan Tatars.
The next penetration, which contributed to a change in the livelihoods of the local population, in particular the
Tomsk group of Tatars, is the Islamic religion. All these movements, of course, influenced the development of
the local population. It perceived Turkic elements, then Islamic elements, which undoubtedly left their imprint
in ritual activity and in language.
The collection of material on the topic of this work was carried out among representatives of the Tatar
population of Tomsk and the surrounding settlements: in the villages of Eushta, Chernaya Rechka, Barabinka,
Takhtamyshevo. We also collected family genealogy in order to gather information about family traditions. The
methods of the included observation and interviewing were used along with audio, photo and video fixation.

Chris Lasse Däbritz,

“Internal and external topics in Dolgan”
Turkic languages are claimed to exhibit a sentence-initial topic position, Dolgan is no exception in this
respect. From a generative perspective, however, the term 'sentence-initial' is not sufficient in so far, as it
does not account for the hierarchical-structural position of topics in the clause. Internal topics (i.e. topics
within the clause structure) are analyzed here as adjuncts to a functional phrase FP in the superstructure of
the sentence higher than VP, external topics (i.e. topics outside the clause structure) are analyzed here as
adjuncts to CP. The theoretical framework of the study is the so-called Leipzig Model of information structure
(Junghanns 2002) which operates within a generative minimalist syntax.

Section 3B
(Chair: Hristo Kyuchukov)

Mehmet-Ali Akinci, Emel Türker-Van Der Heiden,

Ingvild Nistov, Marte Nordanger, Yeşim Sevinç and
Cemre Kireç, “Three generations, two languages, one
family: The case of Turkish in France and Norway”
Turkish is one of the most widely spoken immigrant languages in Europe (Backus 2013). Including first,
second and third generations, there are about 18,000 Turks living in Norway (SSB, 2015), and 611,500
Turks living in France (Akinci, 2017).
This paper aims to explore language use, choice and maintenance and identity construction across three
generations of Turkish immigrants in France and Norway. This is a presentation of two case studies. The
outcome will contribute to the limited body of comparative research across three generations and between
the two countries, and with one family in each country. We have collected data from both families in France
and Norway through the same questionnaire and the same interview guide for three generations that were
adapted specifically for them. The data were subject to content analysis. The paper addresses the following
interrelated issues:
1) What are the intergenerational differences within the same family regarding language use and choice, and
linguistic competence in L1 (Turkish) and L2 (Norwegian / French).

2) How do bilinguals’ language choice and use relate to family members’ identity construction?
3) Does language maintenance begin to fade among third-generation immigrants?
4) Is there a process of ongoing language shift towards L2 in Turkish families?
Our results show that there is strong evidence for the maintenance of Turkish even among the third
generation in both cases. The first generations are dominantly Turkish speakers, however, second and third
generations report that they are bilinguals and they have positive attitudes towards both languages.

Nurbanu Korkmaz and S. Nalan Büyükkantarcıoğlu,

“On the Figurative Language Comprehension of Young
Adults with Down Syndrome: A Case for Turkish Idioms”
Individuals suffering from different degrees of Down syndrome (DS) have been found somewhat impaired in
both intellectual and linguistic abilities (Abbeduto, 2001; Chapman, 1997). However, not much is known
about Turkish DS individuals concerning their achievements in interpreting idioms, which are an important
part of figurative language use. This study explores the comprehension of the figurative language of 5 young
adults with a mild degree of DS (Group 1), while comparing them with typically developing (a) chronological
age peers (Group 2), and (b) mental age peers (Group 3). Following the Peabody Picture Vocabulary Test
PPVT-III (Dunn& Dunn, 1997), used for mental age identification, three groups have been compared using
context-free and context-bound visual and linguistic testing tools to see to what extent mild degree DS
individuals differ from their chronological and mental age peers and to identify their level of achievement in
the comprehension of idioms from a figurative perspective. The results, which seem to be in parallel with the
Global Elaboration Model by Cacciari and Levorato (1992), indicate that the existence of visual or linguistic
context is a cognitively supporting factor in the comprehension and interpretation of idioms, if not in their
production.

Özge Bakay, Elif Bozyiğit, Gülşah Sobucalı, Selin

Yıldırım and Yasemin Bayyurt,
“Non-native speakers’ perceptions of the intelligibility of
Turkish in Turkey”
Background: Over the last few decades, Turkish has become ever more important in different parts of the
world. In this paper, we introduce a new debate focusing on the use of Turkish as an International Language
(TIL) in mainland Turkey. Sociolinguistics of Turkish as a common language in Asia and Northern Europe has
been widely investigated by scholars in the field (Bayyurt, 2010; Bayyurt and Marti, 2016). Whereas research
on English as a Lingua Franca has been conducted (Breiteneder, 2009; Kirkpartrick, 2010), there is no
debate considering the fact that Standard Turkish is used as an international language among native-
nonnative/nonnative-nonnative speakers of Turkish in Turkey to fulfil various functions in different domains of
language use. Purpose: Focusing on Smith and Nelson’s (1985) first two layers of intelligibility, we investigate
how different dialects of Turkish are perceived by non-native speakers of Turkish residing in Turkey (Bayyurt,
in progress). Methods: Using qualitative methods, the data are collected from Turkish and/or English medium
universities in the Marmara Region in Turkey. The participants are international university students doing a(n)
BA/MA/PhD degree at a Turkish university. Discussion: The results of the study show that the students use
Turkish in their everyday interactions to follow their courses offered in Turkish, to communicate with their
Turkish or other international friends at the university, to do shopping and similar. This study has important
pedagogical implications, informing L2 Turkish practitioners to design communicative language teaching tasks
in Turkish as a foreign language (TFL) classrooms (Kural and Bayyurt, 2016).

Section 4A
(Chair: Henryk Jankowski)

Svetlana Prokopieva,
“Convergent and Divergent Direction of Semantic
Transfer in Yakut Phraseology”
When an author chooses a type of compound sentence, its expressive potential is taken into account. In the
present paper, stylistic features of the use of multi-member composite sentences in the prose of E.P.
Neymokhov. Predicative units of multi-member composite sentences are arranged according to the author’s
communicative task. A writer expresses his/her view through predicative relations of the narrative subjects or
through relations of the subject to his/her reality. An attempt is made to reveal author’s individuality through
verbal constructs.
Every writer has its own type of text arrangement. Sentences by E.P. Neymokhov involve psychological
analysis and lively depictionof events.
The author’s view, his reflection of reality find their depiction in the whole structure of his speech, his choice
of speech means. The choice of mostly simple or composite sentences by the author is determined by his
pragmatic purpose: simple sentences are like bright colors, here there is no author’s reflection of reality
through explication of relation of the subjects of events, whereas in compound sentences and compound
sentences of complicated structure the reader sees the author’s view of reality through these or other
relations of the subjects of events.

Nikolay Efremov,
“Sentences with Space Semantics Formed by Figurative
Verbs in the Yakut Language”
Structural-semantic characteristics of sentences with space semantics formed using figurative verbs of motion
are considered. The analysis is illustrated by sentences, predicates or adverbial modifiers of which are
expressed by word forms of the verbs баадай, баадьай, баакай.
Such sentences occur when the predicate is represented by a figurative verb combined with an axillary verb
тур- denoting duration. Therewith, the acting localizer is usually represented by a structure with semantics of
motion direction of final point of motion. Such sentences denote direction of motion (directive finish) of the
final point of motion.
Sentences with the verb баадай describe motion of a man who plods waddling with their heavy (especially,
the top) body, e.g.: Луха Иванов дьиэтин диэки баадайа турда [Great Dictionary of the Yakut
Language, Vol. 2. Novosibirsk, 2005, p. 30]. ‘Luka Ivanov walked towards his house plodding, waddling with
his heavy, fat figure’.
Sentences with the verb баадьай describe slow motion of a man with short crooked legs. This verb is used
with the verb хаамп- ‘march’ as an adverbial participle ending with –а, e.g.: [Иван] хааман баадьайа
турда. ‘Ivan (short-legged, crooked-legged) hobbled off slowly’.
Sentences with the verb баакай mean motion of an old man who walks slowly bending his knees, e.g.:
Баскыһыанньа кэнниттэн … Баакайан киирбитим. ‘After Sunday … I walked slowly [into the
office] bending my knees’.
The analysis of sentences with space meaning formed using these figurative verbs reveals that such
structures describe human walk with distinctive features of their appearance (a bulky man, a man with short

crooked legs) as well as an old man.

Tuğba Sarıkaya Aksoy,

“The Analysis of a Tuvan Tale According to Structural
Analysis Method of Vladimir Propp: ‘Ak-Sagış Kara-Sagış
İyi Alışkı’ ”
Oral literary products of the Tuvan Turks from the Southern Siberian Turkish communities started to be
produced in the second half of the 19th century by Wilhelm Radloff, G. N. Potanin, N. F. Katanov, F. Ya. Kon.
The studies on Tuvan folk tales are mostly in the written form of the compilation of the texts. There are also
texts which analyze Tuvan tales.
In Tuvan oral literature, the tool term is used to express both tale and epic. This has caused to tale and epic
type to be intermixed with each other and Tuvan researchers have started to use maadırlıg tool “heroic epic”
for epic to separate these two types. Epic and tale narraters have been called as toolçu.
In this study, Ak-Sagış Kara-Sagış İyi Alışkı “Ak Sagış Kara Sagış Two Brothers” which is in the category of
magical-extraordinary tales of the Tuvan Turks will be examined according to Structural Analysis Method of
Vladimir Propp. This method has fallen into the structural folklore theory of the text which centers around
folklore theories. In Morfologiya Skazki “The Morphology of The Tales” which was published in 1928, V.
Propp had examined the structural properties of the tales and found out the presence of “fixed” and
“variable” components in the tales. According to him, the fixed components of the tales are behaviors and
actions that persons have carried out. Propp has named these as the term “function”. He tells us that the
functions of the tale characters are the same with each other. That is why, Propp has concluded that
functions have been transferred from one tale character to another tale character (Çobanoğlu 2012: 215-
216). He has specified 31 fixed functions in the tales. The variable components in the tales, on the other
hand, are the persons whose names and tasks have changed. There are 7 functions in this category.
The magic-extraordinary Tuvan tale selected for this study will be examined in the light of the fixed and
variable components determined by Propp, th existing categories and persons will be determined according
to the Propp method, the suitability of the tale to this method will be evaluated. This Tuvan tale will be
examined in the transferred form of Mehmet Aça’s “Tuvan Folk Tales” book.

Section 4B
(Chair: Mehmet-Ali Akinci)

Didar Akar and Leyla Marti,

“Negative Response Particles in Turkish”
In this study, we examine two negative response particles in Turkish, ‘yo(k)’ and ‘hayır’ and their use in
naturally occurring conversation. Contrary to the generally held assumption, these two tokens are not always
used as responses to polar questions. Instead, they are used for various other interactional purposes as well.
Our aim is to provide a descriptive overview of Turkish speakers’ use of negative responses for disagreement,
disalignment and repair purposes.
Previous studies on response particles in other languages suggest that there is grammatical preference for
matched polarity in the response and an NRP following a negatively framed utterance performs the preferred
action of affiliation, agreement and acknowledgement (Heinemann, 2005). Comparing British and American
English, Jefferson (2002) claims that while Americans use ‘no’ for affiliation, British speakers use it for both
acknowledgement and affiliation. Gardner (2001) emphasizes the topic management features of such forms.
Our data consist of 10 hours of conversations with 26 speakers. The transcriptions of these recordings have


been analyzed to identify tokens of NRPs using a conversation analytic approach.
Preliminary findings indicate that ‘yok’ and ‘hayır ‘are not usually responses to polar questions and they are
not always interchangeable. Comparatively speaking,’yok’ occurs more frequently than ‘hayır’ and it has more
functions. While ‘hayır’ seems to be limited to disagreements or more generally dispreferred responses, ‘yok’
has a wider usage pattern in repair situations. ‘Hayır’ seems to have the potential to mark discontinuation of
topic; ‘yok’, on the other hand, usually prefaces clarification or correction sequences.

Ümit Deniz Turan,

“Cognitive and Reporting Verbs as Epistemic Markers in
Discourse”
Epistemic stance basically pertains to knowledge and evidence provided by the author. In this paper we aim
to show the use of cognitive and reporting verbs used as markers of the writer’s source of knowledge and the
degree of commitment to their propositions. We investigate how the source of knowledge and author stance
are reflected by the use of cognitive verbs (such as bilmek “to know”, düşünmek “to think”, sanmak “to
assume”, etc.) as well as verbs of reporting (belirtmek “state”, sunmak, “to present” etc). Authors tend to
represent their source of information along with their belief in the degree of certainty of their proposition and
how they provide support for the claims to provide their claims. In Example (1), the author bases the
knowledge on the results of the author’s research results, while in (2), the source of knowledge is others’
research results, as a well-established, objective fact, knowledge shared by many:
1. Bu özellik aşağıdaki tabloda sunulmaktadır.
2. Yapılan araştırmalar sonucunda ülkemizde tüketilen tuz oranının çok fazla olduğu bilinmektedir.
With this in mind, we seek to answer the following question:
1) How are cognitive and reporting verbs used in order to mark the source of information and the degree of
certainty?
Our data are retrieved from research articles and newspaper opinion columns. Our initial findings show that
authors tend to use the verbs of cognition and reporting in order to mark certainty or to attribute their
knowledge to the experts.

Can Ozbey and Didar Akar,

“Multiple Negation in Turkish and its pragmatic
properties”
This study investigates multiple negation in Turkish with respect to their pragmatic properties within a general
corpus linguistics framework. Such structures contain a finite embedded clause in which the verb is marked
with the verbal negative morpheme and this clause is negated again by the sentential negative particle ‘değil’
(not). The following illustrates double negative construction:
(1) [[Bu-nu beğen-me-di-m ] CP değil]CP
This-ACC like-NEG-past-1sg not
“It’s not that I didn’t like it”
Tura (1981) observes that they have backward reference and cannot be used discourse initially. They
typically contradict and reject a preexisting proposition or expectation. However, she does not elaborate this
observation any further. Erguvanlı-Taylan (1984) and Erk-Emeksiz (2010) provide detailed semantic
accounts yet the discourse functions of these forms have remained largely unexplored.
In order to fill this gap, we extracted a corpus of one billion words from a popular website built on anonymous
user contribution. The corpus yielded 40.000 tokens of double negation.
Findings indicate a significant portion of multiple negation instances involves psychological verbs such

cognitive activities (düşün), perception (gör), and emotion verbs (kork). These verbs comprise 95% of all
tokens. Psychological verbs are followed by verbs of saying (iddia et) with 4.5% . Eventive verbs occur only in
0.5 % of the data. This distribution seems to implicate that multiple negation marks the epistemic position the
author assumes vis-avis an object of evaluation. This claim is also supported by other multiple negation
strategies such as ‘adjective+değil’, minimizing NPIs and expressions such ‘x desem yalan olmaz”.

Saturday, August 18, 2018

Section 6A-WORKSHOP: Ambiguous [V + V] sequences in Turkic and other
Transeurasian languages-I
(Chair: Saule Tazhibaeva)

Martine Robbeets,
“Actionality and viewpoint aspectual ambiguity in
Transeurasian reconstruction”
My presentation will deal with the impact of the actional interpretation of the base verb on the viewpoint aspectual
ambiguity of the verb marker in Transeurasian reconstruction. In contemporary and historically attested varieties of
the Transeurasian languages, we find several instances whereby one and the same verb suffix leaves traces of an
intraterminal and postterminal reading (Robbeets 2015), which remain inexplicable within a single language in
isolation. For instance, the Middle Korean intraterminal adnominalizer MK -(·u/o)l behaves irregularly in certain
petrified time expressions such as MK wo·nol ‘today’ and MK wol ·hoy ‘this year’ deriving from *wo-[l] ·nal (come-
ADN day) and *wo-l ·hoy (come-ADN year), respectively. Here, the adnominalizer gets "irregular" postterminal
meaning in the sense of ‘the day that has (just) come’ and ‘the year that has (just) come’.
I will suggest a diachronic explanation for such seemingly irregular cases of intraterminal-postterminal ambiguity by
reconstructing an ancestral stage, at which the viewpoint aspectual reading of the verb marker was determined by
the actional interpretation of the base verb. A certain verb marker expressed intraterminal meaning when it
followed non-transformative verbs (i.e. habitual verbs and verbs of state in which there is no end implied), whereas
the same marker would get a postterminal reading, following transformative verbs (i.e. verbs of achievement,
accomplishment and activity verbs in which a temporal boundary is implied). The interdependence of viewpoint
operators and the actional contents they apply to has been discussed in Johanson (2000: 145-169)

Birsel Karakoç,
“Ambiguity in Noghay multiverbal predications”
This paper studies linguistic ambiguities characteristic for certain multiverbal predications in Noghay (a South
Kipchak Turkic language). Noghay has complex predications consisting of at least two verbal predicates formally
connected by means of a nonfinite suffix, which can be (1) a converb in -(I)p or -A, (2) a verbal noun in -MAGA, or
(3) a participial suffix, such as -GAn, -Ataγan or -(A)yAK. In such constructions, the second verb following the
lexical verb can potentially appear in its lexical meaning (pluripredicative readings). Moreover, as a result of typical
Turkic grammaticalization processes, the verb in question can denote —in combination with the preceding
nonfinite suffix— a grammatical notion (Karakoç 2005, 2007, 2017). For instance, some units consisting of a
converb and a postverb can function as an actionality modifier or a viewpoint aspect operator (Johanson 1995a,
1995b, 2011). Furthermore, some of these constructions manifest ambiguity between intraterminal and
postterminal viewpoint aspects. Since such morphemes often do not demonstrate any special morphological or

syntactic properties distinguishing them from the corresponding lexical items, we have to deal with ambiguity in
many cases. The present paper will address the following questions: (1) What is the spectrum of ambiguities in the
multiverbal predications including different types of nonfinite suffixes as given above? (2) Which morphosyntactic
criteria should be taken into consideration for distinguishing between possible readings of morphemes? (3) To
what degree does the actional content of the lexical verb play a role? (4) What is the role of the suprasegmental
factors and prosodic features?

Irina Nevskaya, Uldanay Jumabai and Saule Tazhibayeva,

“Ambiguities in [V+V] sequences in Kazakh in comparison with
South Siberian Turkic”
This paper aims at revealing ambiguities in [V+V] sequences having the structure [V-(I)p + ǰat-/tur-/otïr-/ǰür-
/etc.] in Kazakh spoken in Kazakhstan and China in comparison with South Siberian Turkic.
We describe sequences consisting of two verbs: one in the –(I)p-converb form while the other bearing TAM
morphology. They are ambiguous between pluripredicative and monopredicative readings (Johanson 1995a-b;
Haspelmath 1995; Nevskaya 1990,1998; Nevskaya et al. 2009,2016; Demir 1993; Csató 2001; Karakoç 2007).
In case they are monopredicative, the predicate may be composites consisting of two roots (Kazakh kel-ip ǰat- ‘lie
down at some place’); or verbs with actionality (Kazakh kel-ip ǰat- ‘continue to come’), or viewpoint Kazakh kel-ip
ǰattï ‘was/were coming’) markers; these markers going back to auxiliary second verbs.
In pluripredicative sequences, both verbs are lexical ones. Such sequences may represent: a) constructions with
two semantically independent predicates (Kazakh kel-ip ǰat-tï ‘s/he came and lay down’); b) depictive or resultative
secondary predicate constructions (Kazakh ašïwlan-ïp ǰat-tï ‘s/he lay down feeling angry’) (Schultze-
Bernd&Himmelmann 2002; Schroeder 2004; Nevskaya 2008, 2014; Nevskaya&Tazhivaeva 2012); c) adverbial
modifier constructions (Kazakh aqsaŋda-p ket-ti ‘s/he went away limping’).
Additionally. in South Siberian Turkic, synthesis of analytical constructions often makes their original structure
unclear. Experimental phonetic research on such ambiguities shows (Seljutiva et al. 2006, 2008) that often only
prosodic features can differentiate homonymous results of synthesis of diachronically different constructions.
Accentuation is often the only way to resolve all these ambiguities in Turkic languages. This paper strives at
defining distinctive prosodic features of these construction types.

Andrej Malchukov and Patryk Czerwinski,

“VP-internal converbs in Tungusic languages from an areal-
typological perspective”
In Tungusic languages other than Manchu, the use of converbs VP-internally is much more restricted compared to
Turkic. This is obviously related to the fact that verbal modifications, especially those pertaining to the actional and
modal domains, are typically expressed through affixation rather than through auxiliaries. Viewpoint aspect markers
such as postterminals/perfects are based on ‘be’-copulas (Malchukov 2000).
Still, there is variation among Tungusic languages in this respect – Manchu features a wide range of auxiliary
constructions with aspectual, directional, benefactive, causative and modal meanings (Gorelova 2002). Many of
these constructions show parallels with Turkic and Mongolic, and may be attributed to structural influence from
Mongolian.
In our talk we will discuss VP-internal use of converbs in Tungusic languages, taking Even, Uilta (Orok) and Manchu
as the representatives of Northern, Eastern and Southern Tungusic respectively. More generally, we will provide an
overview of the formation of complex predicates in Tungusic in an areal-typological perspective, in comparison with
Turkic, Mongolic, Korean and Japanese, as well as Paleosiberian languages. Within this broader areal-typological
perspective, we will comment on some parallels with viewpoint aspect ambiguities of the type observed in Noghay

(see Csató and Karakoç, poster), which show intriguing similarity to the progressive-perfect ambiguity of the
Japanese -te iru form.
References:
Gorelova, Liliya. 2002. ‘Manchu Grammar’. Leiden: Brill.
Johanson, Lars. 1975. ‘Some remarks on Turkic “Hypotaxis”’. Ural-Altaische Jahrbücher 47.
Malchukov, Andrej. 2000. ‘Perfect, evidentiality and related categories in Tungusic languages’.
Nedjalkov, Igor. 1995. ‘Converbs in Evenki’.

Section 6B
(Chair: Feyza Altınkamış)

Hatice Sofu and Özge Gül Zerey,
“The Influence of Transgression types on Apology Strategy
Choices of Turkish Preschool Children”
Speech acts are remarked as “the most culture-specific aspect of language” (Nagy, 2007) because of
dissimilarities among languages in their realizations. Investigating language users’ preferences on form across
various social variables contributes to our knowledge of their pragmatic competence. Apology is one of the mostly
researched speech acts, since they are social tools which “can restore damaged relationships, mitigate loss of face
and preserve social standing” (Ely & Gleason, 2006). Studies to date have been mainly conducted in the field of
interlanguage pragmatics, and generally informed us about the teenage or adult strategy choices. There are also
studies which explored adult native speaker usage of different languages, including Turkish (Çetinavcı, 2011;
Özyıldırım, 2011; Hatipoğlu, 2003). However, little is known about children’s competence on the use of apologies.
Hence, the aim of this study is to describe apology strategies of two groups of 100 Turkish speaking preschool
children aged between 4;00 and 6;7 across three different transgression types; physical harm, verbal harm, and
right violations. Since the participants of the study comprise children, a Cartoon Oral Production Task (Rose,
2000), including 8 offence situations of the three violation types with varying degrees of offence severity was
developed. The tape-recorded responses were transcribed and coded using the modified version of apology coding
scheme developed by Olshtain and Cohen (1983). Initial findings revealed that children are sensitive to the type of
offence to mitigate especially the offence of physical harm and right violations, while they preferred to use simpler
strategies for verbal harm.

Kutlay Yagmur and Gozde Demirel,

“The relationship between first and second language reading
skills of Turkish immigrant children growing up in the
Netherlands”
By using empirical evidence derived from a bilingual test of reading in Dutch-Turkish, French-Turkish and German-
Turkish from 10 years-old and 15 years-old Turkish immigrant children growing up in the Netherlands, France and
Germany, this presentation discusses the claimed link between first and second language skills of Turkish bilingual
children. By using international testing programs, PIRLS & PISA tests, we tested the reading proficiency of 10 and
15 years-old Turkish immigrant children. The linguistic interdependence hypothesis of Jim Cummins (1979) is for
the first time tested in the Netherlands in two different age groups. The findings support Cummins’ hypothesis, that
the level of the second language competence of a bilingual child is indeed partially a function of the type of
competence the child has already developed in the first language. This research also concludes that the

competences in the first and second languages are more comparable for the 15 years-old Turkish immigrant
children than for the 10 years-old children. Significant differences between the national contexts show the possible
effects of integration policies on the cognitive outcomes of acculturation.

Hristo Kyuchukov,
“Acquisition of Turkish syntax in bilingual Bulgarian-Turkish
context”
The Turkish community in Bulgaria is approximately 700 000. The children grow up bilingually and from very early
age they acquire both languages Turkish and Bulgarian in communication with their parents, siblings and relatives.
The paper focuses on the acquisition of Turkish syntax trough spontaneous everyday communication between
children and caregivers (Ochs and Schieffelin, 1983, Psathas, 1995).
The paper will present a longitudinal study with two bilingual Turkish children from Bulgaria (between the age of
1;6-2;6 years old). They were recorded for 6 months and the total hours of recordings are 24.
The research question which I try to answer is: What type of sentences in Turkish the bilingual children use in their
communication between the age of 1;6 years old and 2;6 years old.
The paper examines the acquisition of the Turkish syntax and specially attention is paid to complex syntactic
structures and the types of the complex syntactic structures (Taylan, 1984; Kyuchukov, 2015)

Mary Ann Walter,

“Perception of whistled Turkish by Turkish speakers”
Turkish is one of approximately 70 languages worldwide which can be used in whistled form as well as spoken
form. Such whistled speech is acoustically simplified and unintelligible to untrained speakers of the same language.
As such, it represents a novel source of information on the nature of speech perception.
This study investigates the ability of untrained, non-whistling Turkish speakers to distinguish between whistled
Turkish and the whistled forms of other languages. Natively Turkish-speaking participants (n=48) listened to 12
pairs of audio clips in random order. Each pair included one Turkish clip and one in another language (Spanish,
Greek, Bearnese, or Chinantec). Listeners performed a forced-choice decision task in which they indicated which
one in each pair was Turkish.
Participants are slightly but significantly above chance at identifying their native language versus other languages
in whistled form. This difference was driven largely by enhanced discrimination between Turkish and French, and to
a lesser extent, Turkish and the neighboring language Greek. Additional tests reveal that neither active nor passive
L2 exposure to the other languages increases discriminability.
Just as newborns are able to discriminate between languages without intelligibility, based on the restricted phonetic
information available to them while still in the womb, listeners are also able to discriminate between their native
language and others based on the relatively restricted acoustic information and novel modality of whistled speech.

Section 7A-WORKSHOP: Ambiguous [V + V] sequences in Turkic and other

Transeurasian languages II (Chair: Birsel Karakoç)

Camille Simon,
“Future vs reported speech ambiguity in Salar”
The Salar language, spoken in northeastern Tibet, Qinghai province, PRC, remains one of the least studied Turkic
languages (Dwyer 2001). In this language, as in other Turkic languages, several [V+V] construction are attested

(see e.g. Mehmet 2012, Simon 2016, Vaillant 2017), most of which being partially or fully grammaticalised:
marking V1 with a converb is either optional (and only scarcely attested in my corpus) or even excluded. Thus,
cases of semantic-syntactic ambiguity are rare. One construction, however, consists in two finite verbs, and is
systematically ambiguous between two readings: 1) reported speech or 2) immediate, volitional future (ex. 1).
After an overview of the V+V construtions attested in Salar, this presentation will focus on this future/reported
speech construction, presumably developed in Salar on the model of similar constructions in the neighbouring
Mongolic languages (Simon 2016). I will describe the morphosyntactic conditions for the ambiguity to occur: the
immediate future reading requires a coreference between the subjects of V1 and V2, and is only possible with a
limited verb inflections. On the other hand, some discourse features - most likely related to a different accentuation
pattern - allow to disambiguate some occurrences: for instance, it seems that the repetition of V1 vs. V2 as an
anaphoric discourse marker corresponds, rep. to an immediate future vs. reported speech (ex. 2).

Balázs Danka,
“Ambiguous [V+V] sequences in a 17th century Turkic variety”
The aim of the talk is to present ambiguous V+V sequences (VS) which are disambiguated by pitch in modern
languages. The corpus is a 17th century Volga-Turkī text. The examples will illustrate possible ambiguities between
pluripredicate, actionality and viewpoint-aspect readings of the VSs. This can shed light on the main steps of the
grammaticalization processes in a diachronic perspective.
In historical texts such disambiguation is impossible, since accentuation is not detectable in written sources. In such
cases the context may help decide the validity of one or the other reading.
The main types of the ambiguous V+V sequences represented in the texts include:
1. V+V with parallel inflection in the past tense: ambiguous between actionality and pluripredicate meanings
dünyadin ötti ketti [world-ABL pass-PAST3 go-PAST3] ‘he passed away (definitely)’
The context makes clear that the VS in this example has an actionality reading.
2. V-CONVERB V sequences: ambiguous between actionality and pluripredicate meanings:
yïɣlašïb olturdïlar [cry-COOP-CONVERB sit-PAST3-PL] ‘they sat down and crying together/ they cried together (for
a long time)’
The context supposes that the pluripredicate reading is valid, but it is translated with actional meaning.
3. V-CONVERB V sequences: ambiguous between actionality and viewpoint-aspect, intraterminal, readings:
bir […] oɣlan kelä turur erdi [a boy come-CONVERB stand-AOR be-PAST3] ‘a boy was coming’
taẇnïŋ bašïnda olturub turur erdi [mountain top-PX3-loc sit-CONVERB stand-AOR be-PAST3] ‘he kept on sitting on
the top of the mountain’
Although the two VSs have similar structures, the first one has viewpoint reading, while the second has actional
reading.

Uli Schamiloglu,
“Verb Serialization and Aktionsart in Chuvash: A Critical
Overview”
The Chuvash language has always had a special place among the Turkic languages, whether one views it as an
archaic language critical for reconstructing Proto-Turkic, or as an innovative language which has diverged
substantially from Common Turkic. The study of verb serialization and Aktionsart in Chuvash allows us yet another
window through which to view the place of Chuvash among the Turkic languages.
The Kandidat dissertation by Lebedev (2004) on Aktionsart in Chuvash and Turkish provides a useful basis for an
overview of the verbs used to form serial verbal constructions expressing Aktionsart in Chuvash. Verb serialization
is widespread across the Altaic languages of Eurasia and beyond (Nasilov 1978). We see that the specific

descriptive verbs cited by Lebedev are a subset of the descriptive verbs found in other Turkic languages. There are
also some divergences between Chuvash and Common Turkic languages. We see furthermore that Lebedev
classifies these serial verb constructions as falling into three categories: initial phase change, final phase change,
and vectorial.
This paper proposes to summarize the verbs used in serial constructions to express Aktionsart in Chuvash, to
highlight the differences as compared to Kazan Tatar (Schönig 1984) and Uzbek, and to examine the evidence
cited by Lebedev for a vectorial category of Aktionsart. It concludes with a few thoughts on the implications of the
case of Aktionsart in modern Chuvash for the history of Turkic languages as a whole.

Section 7B
(Chair: Gregory Anderson)

Annette Herkenrath,
“Impersonal constructions in Turkish: Comparing academic,
literary, and spoken language”
This study attempts a genre comparison of impersonal constructions, considering three types of Turkish data: (1)
language-biographical conversations (some 12 hours of transcribed recordings), (2) thematically related literary
prose, pertaining to multilingual historical heritage, (3) academic publications discussing sociolinguistic topics.
The topic of the oral data is linked to phenomena of impersonality via the discourse-analytical concept of ‘voice’
(Hymes 1996, Blommaert 2005): to what extent do informants express their own personal experiencership? To
what extent do they employ impersonalising strategies of emotional mitigation? In academic registers,
objectivisation and abstraction topic-independently form part of text type norms. Literary data can be assumed to
creatively cover a transitional zone.
Functional concepts drawn upon are: subject- and agenthood (Siewierska 2008a, b), actant representation
(Johanson 1990), agent demotion (Blevins 2003), and specificity (Johanson 2006). While bordering on
phenomena of ‘generalisation’ or ‘vagueness’, which also feature nonspecific agents, ‘impersonalisation’ is
characterised by the specificity of the surrounding situation. However, at the morphosyntactic level, construction
types are often shared.
Cross-linguistic models of impersonality (Malchukov & Siewierska 2011, Malchukov & Ogawa 2011, Jahani & Viberg
2010, Jahani, Axenov, Delforooz & Nourzaei 2010, Jahani, Delforooz & Nourzaei 2012), inventories of
constructions in Turkish (Akar 2011, Csató 2010), and discourse-/text-based approaches (Berman 2011,
Hohenstein 2012, Kameyama 2012) are used to identify relevant constructional types for contextual analysis. A
preliminary inventory of forms contains: (1) lexical nouns, auch as insan ‘man, human’, (2) impersonal passives,
(3) second-person impersonals, (4) third-person-plural impersonals, (5) abstract nominals in subject position.

Leyla Zidani-Eroglu,
“The DP/NP dichotomy: the case of Turkish”
Bošković (2005, 2008a, b, 2010) typologically classifies languages as either DP- or NP- languages. DP-languages
have a DP projection on top of a traditional NP and have articles. NP- languages lack such a DP layer in the
internal organization of a nominal expression and lack articles. Bošković & Şener (2014, B&Ş hereon) claim that
Turkish qualifies as an NP-language because it patterns like NP-languages in some linguistic contexts. Based on
two two-way generalizations, see (i) and (ii) below, we show that B&Ş are wrong in classifying Turkish as an NP-
language.
Bošković’s two-way generalizations are phrased in absolute terms, i.e., DP- and NP- languages are expected to
show unequivocal polar behavior with respect to a particular property:


(i) Languages without articles disallow inverse-scope.
Contra B&Ş, Turkish allows inverse scope: her >iki
1. İki Türk bayrağ-ı her resmi bina-nın ön-ün-de dalgalan-malı. two Turkish flag-POSS every official building-GEN
front-POSS-LOC wave-must
‘Two Turkish flags should fly in front of every official building.’
(ii) Languages without articles disallow neg-raising and those with articles allow it.
Again, contra B&Ş, Turkish allows neg-raising structures.
We contribute to the cross-linguistic evidence seriously questioning Bošković’s DP/NP dichotomy. However, unlike
other studies (e.g., Lyutikova and Pereltsvaig 2015 for Tatar, Kornfilt 2017 for Turkish and German), we exclusively
focus on two two-way generalizations. The chipping away from the absoluteness of these unexceptional
generalizations unequivocally makes an empirically stronger case for the shortcomings of the dichotomy than one-
way generalizations would make.

Özlem Ergelen,
“Investigating the Structure and Phasehood of Turkish
Nominal Phrases Based on Gapping”
In this study, I question what can escape deletion under forward gapping in Turkish and why. I agree with Ince
(2009) in that in contrast with Johnson (2009), the whole CP is deleted under forward gapping and the remnants
escape from this CP. However, this analysis does not fully capture why forward gapping is not licensed in some
sentences, as seen in (1):
(1) a. Oya iki kırmızı şapka al-dı, Ayşe üç.
Oya two red hat buy-PAST.3SG Ayşe three
“Oya bought two red hats, Ayşe three”
b. *Oya iki kırmızı şapka al-dı, Ayşe üç yeşil.
Oya two red hat buy-PAST.3SG Ayşe three green
“Oya bought two red hats, Ayşe three green (ones)”
The CP deletion will not suffice to explain why (1b) is ungrammatical, when two adjuncts escape the CP. To
explicate these observations, I will argue that Turkish NPs possess a DP layer, thus constituting a phase. Bošković
(2016) argues that in phases, only the highest edge is available for further operations. (1a) is grammatical, where
although there are two adjoined elements in the antecedent clause, only the highest adjunct moves out of the DP
and CP phases before the coordinated CP is deleted. In (1b), however, both adjuncts try to escape the DP and the
CP before the CP layer is deleted. This results in ungrammaticality because the Phase Impenetrability Condition is
violated as moving two adjoined elements is not allowed. Therefore, I show evidence to the phasal status of DPs
based on what can survive clausal deletion.

Kazuki Aoyama,
“About Turkish N-N Compound “Adjectives”
Turkish NNCs (Noun-Noun Compound) sometimes behave as ajectival without any adjective-deriving suffixes. We
can identify three major cases.
(1) [Altay tipi] tank, [merinos cinsi] koyun, [vitamin zengini] meyve, [AIDS benzeri] hastalık
(2) [Nevruz öncesi] operasyon, [emniyet önü] patlama, [kaza sonucu] ölüm, [benmari usulü] pişirme
First, the case where the NNC and the modified nominal have the relation of BE/LIKE as in (1). This case is properly
explained by Kunduracı’ (2013) model, because she claims the relation of BE/LIKE cannot be represented in
compound form, but in A+N construction.
Second, the case where the NNC conveys meanings such as time, space, reason, manner, etc. as in (2). Such NNCs

also function as VP adverbial. In fact, they modifies action nominals mostly. Hence these pesudo-adjectivals are
licensed just like VP adverbials. Since they appear usually in news articles, the difference of styles is also
considered.
Nevertheless, several examples can modify common nominals, as in (3). This is the third case, where the NNC is
lexicalized and no longer considered to be NNC. The several tests show that the suffix -sI in -arası, -dışı, -üstü, -
usulü, -tarzı, etc. is no longer separatable synchronically. They are analysed as part of neologism.
(3) [uluslararası] ilişki, [dilbilim dışı] problem, [İngiliz usulü] kahvaltı
The analysis for adjectival NNCs makes us return to the subject of parts of speech in Turkish. We will cast a new
light on this old and new problem.

Section 9A: WORKSHOP: Ambiguous [V + V] sequences in Turkic and
other Transeurasian languages III
(Chair: Martine Robbeets)

Kyou-Dong Ahn,
“Ambiguities in the Korean –ko and –iss and
Grammaticalization into a Viewpoint Marker”
In Korean, the progressive meaning is expressed by the periphrastic imperfective marker –ko iss: -ko is a
connective particle meaning ‘and then’ and -iss means ‘be’ or ‘exist’. A puzzle surrounding this marker is that
it can produce not only a progressive reading but also what is called a result state reading (Kim 1986, Kim
1990, Lee 1991, Kim 2006, Ahn 1995). The ambiguity of –ko iss seems to be problematic for existing
analyses (e.g. Lee 2008; Son 2004). This paper aims to account for the ambiguity of –ko iss by arguing for a
non-uniform analysis of the periphrastic marker. The central claim is that the progressive marker –ko iss is
now grammaticalizing into a perfective marker describing the circumstantial state of an individual, i.e., the
subject. This semantic difference is claimed to follow from the semantic versatility and interplay between –ko
and -iss.

Akiko Nagano and Masaharu Shimada,
“Ambiguities of existential-based V+V sequences in Standard
and Fukuoka Japanese”
This paper examines the ambiguities of [Verb + existential Verb] sequences in contemporary Standard
Japanese (SJ) and Fukuoka Japanese (FJ). Japanese has three existential verbs aru, iru, and oru. Both SJ and
FJ use aru for inaminate subjects, but for animate subjects, SJ uses iru while FJ uses oru. The use of oru in SJ
and iru in FJ is limited. Our main claim is that aru-based sequences express actionality readings, while iru/oru-
based sequences express viewpoint aspectual readings. We also show that the two dialects exhibit interesting
differences in the range of ambiguity.
First, (1) [V-te + aru] sequence, where [V-te] is a converb form, is an actionality modification construction. In
SJ, sequence (1) is purely transformative, highlighting the state after transformation, but in FJ, it can also
highlight the nondynamic phase of an action. In both dialects, aru retains its original selectional property; the
subject of (1) should be non-animate.
Second, we compare the viewpoint aspectual operators developed from the animate-existential verb: (2) [V-
te-iru] in SJ and (3) (a) [V-yoo] and (b) [V-too] in FJ. (2) is ambiguous between intraterminal and
postterminal readings, but the ambiguity is resolved morphologically in (3): (3a) is intraterminal, while (3b) is
postterminal. (2) and (3) also differ in the degree of formal reduction of the existential verb; its original form

is retained in (2), but it is changed into suffixes in (3). Yet, both (2) and (3) are more grammaticalized than
(1) in the sense that they are not limited to animate subjects.

Section 9B
(Chair: Leyla Zidani-Eroglu)

Mahire Yakup and Dina Omanova,
“The acquisition of English lexical stress by Kazakh-Russian
bilinguals”
The present study investigates the cross-linguistic influence of the acquisition of English lexical stress in
Kazakh-Russian bilinguals. There were no clear acoustic studies in English about the Kazakh language;
however the stress/accent in Kazakh, as a Turkic language, is on the final position (Johnson, 1998) and was
cued by pitch (Kirchner, 1998). Experiment 1 tests the acquisition of Russian stress using Kazakh-Russian
bilinguals in which their dominant or native language is Russian. Although researchers (Hamilton, 1980;
Kuznetsova, 2006) confirmed that in Russian, duration, intensity and vowel reduction are key cues for signing
stress location in Russian, Kazakhstani Kazakh-Russian bilinguals may have a different pattern because of
influencing of Kazakh language. We used 5 minimal pairs in Russian produced by 10 Russian bilinguals who
claimed their native language is Russian and have limited Kazakh language knowledge. The results showed
that unlike Russian native speakers as shown in the literature, Kazakh-Russian bilinguals produced Russian
stress using duration (we did not include vowel reduction). They prefer to use high F0 on the first syllables.
Experiment 2 focuses on the acquisition of stress pattern in English by Kazakh-Russian bilinguals. In this
research, we used two different strong Kazakh and weak Kazakh trilingual groups, since many have Russian as
the dominant language. However, both groups have the high level of English (IELTS= 6.5 and above). All
participants from both groups produced the noun-verb stress pattern words in English sentences. We found
that in participants from both groups, duration and intensity are stronger cues than F0.

Feyza Filiz,
“A Comparison of Split Intransitivity in Turkish and Uyghur”
The two classes of intransitive verbs, i.e. unergatives and unaccusatives as defined by Perlmutter (1978)
exhibit certain distributional patterns in Turkish. In this study, I will show that the distribution of unergatives
and unaccusatives in Uyghur is also parallel to the one in Turkish, given the structural similarities of the two
languages.
First, impersonal passivization targets unergatives in Turkish (1a) but not unaccusatives (1b). We observe the
same pattern in Uyghur (2).
(1) a. Burada koş-ul-du.
here run-PASS-PST
“There was running here”
b. *Bu ev-de büyü- n-dü
this house-LOC grow-PASS-PST
“It was grown in this house”
(2) a. Bu yarda yugur-ul-di
here run-PASS-PST
“There was running here.”
b. *Bu öy-de qong bol-un-di

this house-LOC grow-PASS-PST
“It was grown in this house”
Özkaragöz (1980) proposes that the embedded verb taking -ArAk in Turkish and the main verb have to bear
the same theta role as in (3a). Uygur also patterns like (4a).
(3) a. Adam konuş-arak yürü-dü
man speak-ArAk walk-PST
“The man, while speaking, walked.”
b.*Adam yüz-erek boğul-du
man swim-ArAk drown-PST
“The man drowned while swimming.”
(4) a. Adam gaplax-ıp yugur-di
man speak-Ip walk-PST
“The man, while speaking, walked.”
b. *Adam su uz-up bogil-di
man swim drown-PST
“The man drowned while swimming.”
In conclusion, as predicted, the data in the present study shows that unaccusativity in Uyghur and Turkish is
identical in all environments.

Yu Kuribayashi,
“Numeral Quantifier Floating in Turkish and Uyghur”
As a syntactic phenomenon, Numeral Quantifier Floating (NQF) has been discussed in several languages. The
term "floating" refers to certain grammatical relations that relate the underlying position to a derived position
through a modifying quantifier. While QF from subject and object QP's are accepted (Özyıldız 2017), NQF's
are not allowed in Turkish, unless they combine with a classifier.
a. üç öğrenci koş-tu.
3 student run-PST
'Three students ran.'
b. *öğrenci üç koş-tu.
student 3 run-PST
NQF in Uyghur and Kirghiz occurs more freely than NQF in Turkish. Therefore, the derivational relation
established between the head noun and floating quantifier can be assumed in Uyghur and Kirghiz. The aim of
this presentation is to explore what kind of factors are involved in the asymmetries found between Turkish and
Uyghur in terms of functional-typological approach:
i. In principle, NQF cannot be allowed in Turkish, because its constituent order of the noun phrase is strictly
restricted. Contrarily, the constituent order of the noun phrase is somewhat relaxed in Uyghur and Kirghiz.
ii. While NQF of frequency adverbs are allowed from an intransitive subject or transitive object, NQF of those
from a transitive subject is not allowed. From another point of view, the functional principle which restricts
occurrence of focus positions to one in a given sentence is at work.
iii. By accusative marking assigned by causative suffix or noun phrase fronting, the noun and quantifier can be
freely related. That is, when the head noun is semantically definite, NQF is allowed.

Section 8: Poster Presentations

Kutluk Kadeer Higashitotsu,


 “Some similar points of Japanese and Uyghur Languages”
In this paper, we describe the similarities as well as differences between Japanese and Uyghur grammar.
Especially Japanese and Uyghur particles and suffixes are studied from a comparative linguistic view point. In
this paper, we will discuss the similarities and differences Japanese and Uyghur particles “mo” and suffixes
“ya”.
1. Japanese a particle mo and Uyghur mu ((too; also; (not) ~either)) which indicates that a proposition
about the preceding element X is also true when another similar proposition is true.
A. Subject
J: Watashi mo gakusei da / desu (I’m a student to)
U: ( Men mu oqughuchi)
B. Topic (subject)+Direct Object
J: Watashi wa supeingo mo hanasu/ hanashimasu. (I speak Sapanish too.)
U: ( Men ispanchini mu sozliyeleymen.)
C. Topic (subject)+Indirect Object
J: Watashi wa Murayama-san ni mo purezento o ageru/ agemasu
(I will give a present to Mr. Murayama, too)
U: ( Men Murayama ependimgi mu sowgha berimen.)
Formation:
(i) Noun mo
J: watashi mo (I, too/ me (as direct object), too)
U: Men mu
(ii) Noun (Particle)
J: Nihon (ni) mo (in/to Japan, too)
U: Yapondi mu
(iii) Noun Particle
J: sensei ni mo (to/for the teacher, too(indirect object)
U: Oqutquchic ni mu

Ayse Ilker,
“Adaptation Processes of Students of Kazakh Linguistics to
Standard Turkish”
It has been observed that students of Kazakh Linguistics, to whom I lectured Turkish lessons in N.A Gumilyev
University Faculty of Linguistics during twelve days in November and December of 2016, produced structures
different from standard Turkish structures in their wording of Turkish sentences which they created by using
specified mode/ tense /person formulas during their practices of the lessons.
In a study adopting especially the use and semantic features of verbal adverbs, sentences which are formed
through the style affirmation function of the verbal adverb suffixes which are, “ –p” , “-ArAk” and “-A” in
Turkish (meaning “by” / “as” / “because of” in Turkish language) have been exemplified and students
whose native language is Kazakh Turkish have been asked to make similar sentences in Standard Turkish.
Students exemplified the following sentences based on their previous knowledge of Standard Turkish:
Müzikleri çok dinleyip besteci oldum. I became a composer by listening to music much.
Derste uzun dinleyerek az söyledim. I talked less as listening much at the lessons.
It is seen that there is a deviation from Standard Turkish in these sentences with regard to semantic and
structural features.
The study will analyze the reasons of deviation from the standard structure with reference to verbal adverb
suffixes used in Kazakh Turkish and their functions; and try to reveal how these standard structures can be


used in comparison with the usages in Standard Turkish.

Fazira Kakzhanova,
“Verb problems of the Kazakh language”
Verb is considered to be the main part of speech, which determines strategy,tactics of sentences. Having the
highest valence, thanks to its several categories: aspect, tense, voice, mood, person, and number, verb
becomes a center of proposition of any sentence, organizing syntactical relations with subject, object and
adjuncts.
All verb categories: aspect, tense, voice, mood, person, having discrete planes of contents function in a
single continuum of expression, for example, ‘works’ aspect –fact, tense-present, voice-active, mood-
indicative, person –III, number-singular. Six different pieces of information function in one verb form, ‘works’
simultaneously makes it difficult to tease apart the meaning of each category separately. And it led to
confusion; it was the reason of stating that the Kazakh language is temporal, not aspectual in spite of having
a set of developed of aspects and sub –aspects, which have their planes of aspect contents and
expressions, if a language has both of them, it means that this phenomenon exists. Objectively the aspect
category exists in the verb matrix as we see it in the example above (works), but subjectively it is not found.
The second problem of Kazakh verb is to have over thirty ‘tenses’instead of three : present, past, and future.
The drawbacks of these ‘tenses’ are that they are named as tenses, but express meanings of verb
categories: tense, aspect, modal and others.
These conceptual and terminological confusions are not dangerous to language, it is an objective
phenomenon , but it is bad from the point of teaching it.

Nalan Kiziltan, İbrahim Kayacan and Emı̇ne Özlem
Kilicaslan,
“Comprehension of Intercultural Discourse by Children
through Cartoons”
The purpose of that study is to use cartoons for comprehension of intercultural discourse by cartoons. This
study also aims to reveal the effect of age on acquisition of a second language for children. In language
classrooms, culture is an integrated part of language learning. Therefore, learners are exposed to new
culture through teaching methods. Culture should be presented in a discourse that it can take on different
meanings in different contexts. Discourse is not limited to the written and spoken language, but it includes
extralinguistic and semiotic processes. Cartoons as a visual are texts which can be read and understood and
are influenced by cultures. Thus, they function outside of language and they are required to a process of
analysis called as visual discourse analysis. Visual discourse analysis deepen decoding and understanding
the meaning of visuals and what they are intended to represent as well as how the audience interprets them.
In our study, primary and secondary school students analyze the discourse by reading and interpreting
cartoons. Five cartoons showing culture have been chosen randomly for this study. One hundred-twenty
students took part in this study. Based on the critical period hypothesis for language acquisition (CP), which
proposes that the outcome of language acquisition is not uniform over the lifespan but rather is best during
early childhood, 3rd, 4th, 5th and 6th grade students were chosen for this study. In this process, cartoons
may help to extract meanings with the help of discourse to minimize the misunderstandings.

Gulsum Massakowa,
“Receptive Multilingualism in interturkic communication.

The subject of the present thesis is “receptive multilingualism in intercultural communication between
speakers of Turkish and Kazakh (in Germany, Tur-key, and Kazakhstan)”. According to the definition given in
Rehbein, ten Thije, and Verschik (2012, p. 248), “receptive multilingualism is a mode of multilingual
communication in which interactants employ a language and/or a language variety different from their
partner’s and still understand each other without the help of any additional lingua franca. Their mutual
understanding is established while both recipients use their ‘passive’ knowledge of the language and/or
variety of their interlocutor(s).“ In view of the present study, receptive multilingualism is to be specified as a
mode to effectively communicate between members of different branches of one and the same language
family, with the relatedness between the respective languages helping to facilitate the process of
understanding. Mutual understanding, however, presupposes that discourse interactants activate their
receptive linguistic competences in other languages, namely in lan-guages which are either related to the
hearer’s first language(s) or to her/his variety of foreign languages (Massakowa, 2012).

Neshe Pacaci,
“A Turkish variety spoken in Akçakayrak, Bulgaria”
There are more than six hundred thousand people in Bulgaria speaking a variety of Turkish. It is part of a
dialect network stretching over the Balkans towards the north-east including Romania, Moldova and the
Ukraine where Gagauz is spoken.
Despite the high number of Turkish speaking population, especially in Bulgaria, this complex linguistic area
received marginal research interest. Most of the publications are from the early 20th century. Consequently,
we have only limited knowledge about the current stage of the regional varieties and the changes they have
undergone since then.
In this talk I will focus on subordination, word order and converbal constructions in Turkish spoken in
Akçakayrak, a Turkish village in Kardzhali Province in the south of Bulgaria. According to my observations,
the use of non-finite verbs in subordinate clauses is changing in favour of finite forms. As a growing
tendency, word order exhibits a verb initial pattern, which is obviously due to the Slavic influence, see e.g.
ǰänɑbɑllɑχ buna diyär ɑrtïḳ ǰɑn vermämiz ilɑzïm 'God tells that we need to give him spirit'. Another
noteworthy finding is the -DXnAːn converb used in Gagauz as well, see e.g. insɑnlɑr tä birbillärine söylüyöllȧː
sïrɑdɑ bäklädinȧːn 'People talk to each other while waiting in the queue'.
Any information and data used in the presentation have been collected during my field work expedition to the
village in November 2014.

Alena Prokopieva,
“Multi-Member Composite Sentences in the prose of E.P.
Neymokhov”
When an author chooses a type of compound sentence, its expressive potential is taken into account. In the
present paper, stylistic features of the use of multi-member composite sentences in the prose of E.P.
Neymokhov. Predicative units of multi-member composite sentences are arranged according to the author’s
communicative task. A writer expresses his/her view through predicative relations of the narrative subjects or
through relations of the subject to his/her reality. An attempt is made to reveal author’s individuality through
verbal constructs.
Every writer has its own type of text arrangement. Sentences by E.P. Neymokhov involve psychological
analysis and lively depictionof events.
The author’s view, his reflection of reality find their depiction in the whole structure of his speech, his choice
of speech means. The choice of mostly simple or composite sentences by the author is determined by his

pragmatic purpose: simple sentences are like bright colors, here there is no author’s reflection of reality
through explication of relation of the subjects of events, whereas in compound sentences and compound
sentences of complicated structure the reader sees the author’s view of reality through these or other
relations of the subjects of events.

Anastasia Shamaeva and Svetlana Prokopieva,
“The semantics of figurative cognate verbs in Yakut and
Mongolian languages”
In this article we provide a semantic analysis of figurative cognate verbs of Yakut and Mongolian languages.
We focus on the similarities and distinctive features of the cognate verbs describing a person's walk. There
are universal and specific features in describing a person's walk in the Yakut and Mongolian languages. The
cases of almost complete semantic coincidence and divergent development of figurative verbs describing a
gait of a person were identified. These cases of similarity and difference are due to historical, linguistic and
extra-linguistic reasons. Although this is a limited layer of modern Yakut and Mongolian languages, in the
future, a layer of linguistic material should be expanded to establish an adequate world picture and to
analyze background knowledge of native speakers from the point of view of cognitive linguistics.

Azhar Shaldarbekova and Zhazira Sayin,
“Peculiarities of Language of Turks of Kazakhstan: Elements Of
The Kazakh Linguoculture”
The study and interpretation of the history, language and culture of the diasporas are conditioned by a
multitude of factors related to the processes of globalization in the modern world. The relations of states in
the economic, information and cultural fields lead to different linguistic changes. For many languages that
are in constant and long-term communication with neighboring languages, the process of interaction is a way
of indirect enrichment of the lexical composition of the language. Some new sentence under this process lose
their immunity and cease to function, and gradually disappear.
Kazakhstan, being a part of this world, is also in the process of globalization and undergoes certain
changes. Thanks to the Kazakh model of interethnic peace and harmony, which is based on a purposeful and
balanced state policy of sovereign Kazakhstan, the atmosphere of friendship among peoples consisting of
about one hundred and thirty ethnic groups in the country.
One of the determining factors for the preservation of interethnic relations based on mutual respect and
maintenance of cultural values of the ethnic groups is the language policy of the state. Needs support much
attention to the creation of an optimal language space for representatives of all ethnic groups of The
Republic of Kazakhstan. It is obvious that with such a large number of ethnic groups, special attention must
be paid to the questions of integration and interaction İn order to strengthen social ties in the society .
This article focuses on peculiarities of Turkic languages spoken by diasporas in Kazakhstan. More
specifically, the characteristics of the colloquial Turkish spoken by the Ahiska Turks (as they have recently
identified themselves) is presented. Also based on speech samples of the Turks living in Kazakhstan, Kazakh
linguocultural borrowings denoting terms of kinship were recorded and analyzed.

Sunday, August 19, 2018

Section 11A: WORKSHOP: Ambiguous [V + V] sequences in Turkic and other
Transeurasian languages IV


(Chair: Irina Nevskaya)

Noriko Ohsaki and Jakshylyk Akmatalieva,
“Reduction of volitionality and auxiliary verbs in Kyrgyz”
One of the Kyrgyz auxiliary verb ǰiber-, whose lexical meaning is ‘to send,’ has been described as being used
regarding a sudden or quick action (Akmataliev 2015, Tokubek uulu 2006). In addition to the swiftness of action,
the auxiliary verb ǰiber- seems to add a sense of unintentional, uncontrolled action, or, in other words, it seems to
reduce the intentionality of the preceding main verb, e.g. Akmak! dep bet-ke čaa-p ǰiber-di (fool say-CVB face-DAT
slap-CVB AUX-PAST.3) ‘S/he accidentally slapped (her/his) face, saying “Idiot!”.’ Not only the auxiliary ǰiber-, but
also other auxiliary verbs such as sal-, originally meaning ‘to put’ and al-, ‘to take,’ seems to serve to reduce the
intentionality or volitionality of the preceding main verb, e.g. stakan-dï sïndïr-ïp sal-dï-m/al-dï-m (glass-ACC break-
CVB AUX-PAST-1SG) ‘I accidentally broke the glass.’ This paper explores how and under what conditions these
auxiliary verbs express unintentional, uncontrolled action.
Abbreviations
ACC accusative, AUX auxiliary, CVB converb, DAT dative, PAST past, SG singular
References
Akmataliev, Abdïldaǰan (2015). Kïrgïz tilinin sözdügü. Bishkek: Abrasiya Press.
Tokubek uulu, Bakytbek (2009). Learn the Kyrgyz Language: Connecting with People and Culture. Bishkek.

Éva Á. Csató, Aynur Abish, and Lars Johanson,
“Ambiguous V + kör- ‘to see’ sequences in Kazakh”
The talk will deal with Kazakh sequences of the type V + kör- ‘to see’, which may have several different readings.
1. The polysemic verb kör- may have an experiential lexical meaning. This usage is iconic.
Kazakh
Munday-dï burïn-soŋdï bas-ï-nan keš-ịp kör-me-gen.
like this-ACC never ever head-POSS3-ABL pass-IP.CONV see-NEG-POST3
‘S/he has never ever experienced such a thing.’
2. The sequence of a lexical verb and the auxiliary verb kör- is often, for example in imperative constructions, used
in the sense of ‘to do it’ plus ‘to see’, i.e. to fulfill a given action and then to try to see what follows. This usage is
close to an iconic usage and represents a relatively low degree of grammaticalization.
Kazakh
wÖzịŋ bar-ïp kör!
self-POSS2SG go-IP.CONV SEE.POSTV.IMP
‘Go and find out yourself!’
3. The next usage is based on the meaning of kör- ‘to see to it’ = ‘to do it’ in the sense of trying hard and
attentively. It implies a non-iconic reading of kör- and represents a higher degree of grammaticalization. This usage
expresses effort and care to carry out the action (‘to make sure to do’, ‘to take care to do’) or an attempt to carry
it out (‘to try to do’) (Johanson 2011: 758).
Kazakh
wÖz ḳol-ïŋ-men ǰasa-p kör!
self hand-POSS2SG-WITH.POSTP do-IP.CONV SEE.POSTV.IMP
‘Try to do it yourself!’
The accentuation patterns in the three types of usages will be compared with the aim to demonstrate whether they
can disambiguate the different readings.


Natalya Popova,
“Ambiguous VSs in Yakut”
In Yakut, verb sequences consisting of a converb + V are considered as special forms of postverbial constructions
expressing actional modification. But most constructions are ambiguous for various reasons. For example, VSs
based on the auxialiaries bar-and tur-.
Actionality
1. аha-an bar-da
eat-CONVERB go-PAST3SG
‘started to eat’
Pluripredicate
2. аha-an bar-da
eat-CONVERB go-PAST3SG
‘аte and left’
Pluripredicate
3. taxc-an bar-da
leave-CONVERB go-PAST3SG
‘he went out and left’
Viewpoint
4. taxc-an bar-da
leave-CONVERB go-PAST3SG
‘has left’
Construction with bar- give mostly the actionality value inchoative (1) or are read as pluripredicates (2). They do
not have any viewpoint meaning. But when bar- is combined with verbs of the type tagys- ʽexitʼ, kiir- ‘enter’ no
actionality meaning is detected and they get pluripredicate (3) or viewpoint (4) readings. Constructions with tur- in
combination with dynamic verbs represent only different shades of actionality values.
Actionality
5. bar-a tur-da
go-CONVERB stand-PAST3SG
‘kept going’ But:
6. bar-a tur-ar
go-CONVERB stand-PRES3SG
‘constantly (regularly) goes’
7. süür-e tur-da
run-CONVERB stand-PAST3SG
‘runs’
The difference in actionality values is also affected by the tense form of the second verb. Converb- + tur- with
verbs can be read as
Actionality
8. kaps-ii tur-da
tell-CONVERB stand-PAST3SG
‘kept on telling’
Pluripredicate
9. kaps-ii tur-da
tell-converb stand-PAST3SG
‘stood and spoke’

Viewpoint
10. kaps-ii tur-ar
tell-CONVERB stand-PRES3SG
‘tells’
The different readings of the VSs depend on the context, semantics of the first verb, the tense of the second verb,
and possibly the prosodic characteristics.

Section 11B
(Chair: Ayse Ilker)

Anaer Nulahan,
“The Direct and Indirect Causative Construction in Kazakh”
In this research, I explore the syntactic properties of causative constructions in Kazakh. The verbal causative
morpheme /-DIr/ and /-ʁIz/ not only provide a ‘make/let’ dichotomy in semantics (see 1a, b), but also they show
asymmetrical behaviours in syntax: the direct causative (/-DIr/) allows either the dative or the accusative argument
to raise to the subject position when passivized, while the indirect causative (/-ʁIz/) only allows the dative
argument to move.
(1) a. ol ma-gan maqala(-ni) jaz-DIr-di-∅.
s/he. Nom I-Dat paper(-Acc) write-caus-past-3.sg
'S/he made me write (a /the) paper.'
b. ol ma-gan maqala(-ni) jaz-ʁIz-di-∅.
s/he. Nom I-Dat paper(-Acc) write-caus-past-3.sg
'S/he let me write (a /the) paper.'
Assuming applicative structure (Baker 1988, Pylkkänen 2000), phase structure (Chomsky 2008, Gallego 2010),
and multiple specifiers (Pesetsky 2000), I argue that Kazakh direct causatives (/-DIr/) employ normal verbal
structure, while indirect causatives (/-ʁIz/) are high applicative construction. In addition, the current working
assumption is also able to accommodate the syntactic behaviour of Kazakh causative clusters such as /-T-DIr/ (see
2), and thus allow us to offer a consistent analysis in the paper.
(2) sen bala-ni Dina-ga (bereu-ge) qara-T-DIr-d-ŋ
You child-Acc Dina-Dat (somebody-Dat) look-Caus-Caus-Past-2.sg
'You made Dina look after the child.'
or 'You made Dina make someone to look after the child.'
The contributions of this paper are twofold. On the descriptive side, it offers a systematic presentation of Kazakh
causative in Distributed Morphology. Second, the data suggest that two structurally distinct causative constructions
exist in the grammar of a single language.

Saule Abdramanova,
“Conceptualization of Time in Kazakh Idioms”
The category of time is considered to be one of the universal ones in cognition of the surrounding world by people
and determination of their place there. Time is usually conceptualised in connection to space; both of them are
found to be fundamental in people’s lives. A notion of time at ancient Turks was investigated on the basis of
historical texts of old manuscripts through the analysis of description of real facts and lives of real people.
Klyashtorny (1964) emphasises the cyclical nature of time in Turkic culture. Shaimerdinova (2007) defines the

concepts of epic time, of clan time, and heroic deeds of Kul-Tegin. Both authors note a close connection of Turks’
worldview with nature.
In Kazakh linguistics the concept of time has become an object of research comparatively recently. The present
study aims at identifying the concepts that structure the category of time in Kazakh idioms which have a reference
to temporality, to parameters of duration, speed, age, and events. A linguistic analysis of Kazakh idioms showed
that time is conceptualised as a cyclical process where days turn into nights, and autumns turn into winters, etc.
Also, a life span is traditionally divided into three phases: birth, life, and death; the analysis revealed that the latter
is the mostly conceptualised notion. The analysis showed that concepts of time are represented through temporally
situated events which are culturally motivated, and also through the parameters of age which are ethnographically
stipulated.

Assem Amirzhanova,
“Causatives in Kazakh”
Being morphological in nature, causatives in Kazakhs are expressed with the following main suffixes and their
allophones: -t, –Ar, -Ir, -It , –DIr and –Giz. The distribution of the latter two is the puzzle we have to solve. In the
literature nothing has been said on the distribution of those affixes apart from morpho-phonological conditioning. I
argue that the distribution of causative suffixes is rule-based despite highly irregular patterns they show and those
irregularities are the results of the historical processes.
Most of the Kazakh verbs are flexible in the choice of the causative morpheme. Speakers of this language find both
sentences (1) and (2) acceptable. Both sentences mean the same thing and both are grammatical.
(1) Men oğan ölen ajtQIZdım
I He.dat poem say.Caus.Past.1sg
(2) Men oğan ölen ajtTIRdım
I He.dat poem say.Caus.Past.1sg
“I made him tell a poem”
While some verbs give preference only to –DIr suffixes, others are only –GIz verbs, that is, these suffixes can never
appear in each other’s places.
(3) Ol menı quanDIRdı
He I.acc happy.caus.past
(4) Ol mağan üj salĞIZdı
He I.dat house put.caus.past
Examples in (3) is a verb assigning an experiencer theta role to its sole argument, while in (4) it is an agentive
verb. Given that I propose that causative suffixes –Gız and –Dır are sensitive to the experience and agentive verbs
distinction. There are other discrepancies in the behavior of those two suffixes. The further evidence comes from
the idiomatic expressions, homophonous verbs and causativized unaccusative verbs.

Eszter Ótott-Kovács,
“Clause Chaining in Kazakh”
The suffix -(I)p in Kazakh is claimed to be an adverbial non-finite clausal head (e.g., Žanpeyisov 2002: 529-531).
This paper makes the novel claim based on native speaker judgments elicited by the author that -(I)p can head
both subordinated adverbial and coordinated clauses. In the typological literature it is assumed that this is a
special clause-type called “co-subordination” (Foley & Van Valin 1984). Under a certain interpretation (I)p-clauses
are either subordinated or coordinated but never a combination of these. The following syntactic diagnostics are
used to distinguish coordination and subordination:
1. Forming question in only one of the clauses is good in sentences containing a subordinated clause, but

unacceptable in case of coordinated clauses (Coordinated Structure Constraint);
2. Forming question in both clauses is ungrammatical in subordinated (in (1)) but grammatical in coordinated
clauses (in (2)) (Across-the-Board movement);
(1) *[Qïz [ne kiy-ip] kim-ge bar-dï]?
[girl [what wear-ADV] who-DAT go-PST.3]
‘[Who did the girl go to [after putting on what]]?’
(2) [Asqar kim-men töbeles-ip], [Bolat kim-men söz-ge kel]-gen?
[Asqar who-INSTR fight-CRD] [Bolat who-INSTR word-DAT come]-PERF.3
‘[Who did Askar have a fight with], and [who did Bolat argue with]?’
3. Functional categories (Negation, Modality, Tense) in the root clause take scope over both clauses, which is only
possible if the two clauses are coordinated (cf. properties of clause chains in Nonato 2014). Illustrated by example
(2), where the scope of -gen extends over both clauses. This phenomenon is well-documented in the literature,
Johanson 1995, Yüce 1999, but so far has lacked explanation.

Section 11C
(Chair: Kutlay Yagmur)

Handan Kopkallı Yavuz,
“A phonetic analysis of Turkish mid front unrounded vowel /e/”
The mid front unrounded vowel /e/ in Standard Turkish is said to have different phonetic realizations based on the
phonological environment in which it occurs (Ergenç and Uzun, 2017; Göksel and Kerslake, 2011; Operstein and
Kütükçü, 2004 and references therein). However, there seems to be no agreement on the number of allophones
and the determining phonological environment. Ergenç and Uzun (2017) state that /e/ is realized as [æ] in word
final position (but in time, is turning into [ɛ]), as [ɛ] in one-syllable words, [e] in the first syllables of words with
two or more syllables. Göksel and Kerslake (2011) state that the first vowel in ‘dere’, for example, is realized as
[e] while the second as [ɛ]. They also state that when the syllable containing /e/ is closed by l, r, m, n, it is
realized as [æ]. Operstein and Kütükçü (2004) also argue that /e/ has three allophones; open mid in closed
syllables preceding l, r, m, n; close mid in other close syllables, and near open in open syllables. These claims are
based on impressions rather than on phonetic analysis. This study investigates the phonetic realization of /e/ in
different phonological environments. The test words were selected based on the number of syllables in a word, the
syllable structure, and the consonantal environment (l, r, m, n vs. others). The preliminary results suggest that
while syllable structure has an effect on the phonetic realization of /e/, number of syllables and the consonantal
environment do not.

José Rafael Medeiros Coelho,
“The E Particle as a Discourse Marker in Turkish”
This work scrutinizes the nature of the E particle as a discourse marker in Turkish. The primal aim of this analysis is
to demonstrate and classify how E, as a multi-functional discourse marker, supports Turkish speakers according to
different discursive contexts and conversational goals in spoken conversations. This analysis is based on Deborah
Schiffrin’s premise that discourse markers are context-dependent discursive particles. Furthermore, works on the
nature of Turkish discourse markers from Nurdan Özbek, Şükriye Ruhi and Erkan Yılmaz have been fundamental
for the amalgamation of this inquiring. The methodology of this research is an eclectic combination of discourse
analysis, conversation analysis and functional approaches. The corpus data analysis is based on 200 cases of E
particles instances, from at least 5 hours of 5 different natural occurring transcribed conversations in Turkish. To

conclude, as a result of the corpus analysis, according to the distribution, placement, structural and intersubjective
discursive characteristics of the E DM particle in Turkish it was possible to classify three general functions:
Therefore, The E particle as a discourse marker in Turkish functions respectively as a “Repair Marker”, a “Reaction
Marker” and a “Placeholder Marker”. Moreover, Due to its flexibility and multi-functionality, E Reaction DMs also
can sub-function as an “Opening Frame Marker”, “Inquiring Marker” and “Confirmation Marker”. To sum up, E
Reaction Markers win by being the most used E markers in Turkish, while E Repair and Placeholder Markers are
averagely the least used ones in Turkish.

Gita Zareikar,
“Bare Nominals and Telicity in Azeri”
Bare nouns (BN) as morphologically unmarked forms are not always semantically unmarked for
number. They are expected to be number neutral (NN) due to the syntactic phenomenon of noun
incorporation (NI). Incorporated nominals are expected to have narrow scope and are NN [1].
This paper proposes that Azeri bare nominals are not NN, although they have a narrow scope
[4]. Number neutrality, however, arises under the effect of atelicity, (1b) [3]. We add to Dayal's
analysis and conclude that number interpretation and specicity are not correlated and specic
(+familiar) interpretation of a BN arises via the interaction with viewpoint aspect.
We argue that number interpretation of the BN correlates with the generation of an AspQ [2].
If AspQ gets projected, the corresponding structure will get a telic reading, (1a), and in the absence
of it, an atelic reading will arise, (1b).
In indefinite contexts, the BN in perfective aspect (PFV) is always specific and familiar with a
telic predicate and NN with an atelic predicate. Nonetheless, the BN in the habitual aspect (HAB)
does not interact with telicity and the BN is non-specific in all its occurrences, (2).
(1) Aida (iki saat/saat-da) kitap oxudu
Aida (two hour/hour-in) book read.PFV.3SG
a.`Aida read a book in two hours.' [a specic book (telic)]
b.`Aida read books for two hours.' [any one or more books (atelic)] [Azeri]
(2) Aida her gün kitap oxu-yar
Aida every day book read.HAB.3SG
`Aida reads books everyday.' [any one book or more different books (a/telic)] [Azeri]

Jonathan Washington and Denis Tokmashev,

“A phonetic study of the vowel system of Teleut”
This study is an instrumental investigation of the vowel system of Teleut, a moribund Turkic language of
Southern Siberia with approximately 100 remaining speakers, mostly elderly. There is only one previous study
of the vowel system, conducted by Gavrilin (1987).
Vowels are analysed in words that were collected in elicitation sessions in the field. Two speakers’
productions are examined. Words in both isolation and in short phrases are examined. The first and second
formants are measured in order to understand the formant space of the vowel system. The results are
compared to those of Gavrilin to understand whether there have been some changes in the vowel system
related to the language’s ongoing attrition. Particular emphasis is given to the analysis of long vowels, to
understand how their formant space is similar to or different from the formant space of short vowels, and also
to try to determine whether their status as “two-headed” vowels versus “long single-headed vowels” can be
determined. Additionally, the results are compared to those of the Turkic languages investigated by
Washington (2016) to determine whether the tongue root might be playing a role in the vowel system of


Teleut.

Section 12A: WORKSHOP: Ambiguous [V + V] sequences in Turkic and other

Transeurasian languages V
(Chair: Éva Á. Csató)

Alexander Sugar,
“Monoclausal Double Negation in Uyghur”
This paper argues that Uyghur displays double negation through negating multiple verbal items in monoclausal
auxiliary constructions.
It has been claimed that languages either exhibit negative concord, in which a single negative meaning is
expressed by multiple negative items, or double negation, in which each negative item expresses a separate
negation, but not both (Zeijlstra 2004). Uyghur indeed displays negative concord between negative concord items
involving the héch prefix and verbal negation, as shown in (1).
When both a lexical verb and an auxiliary are negated, however, two negative meanings are expressed, yielding an
overall positive reading. An auxiliary construction consists of a lexical verb suffixed by -(i)p or the negation marker
-may in lieu of finite inflection, followed by one of a limited number of semantically bleached verbs that expresses
aspectual-type meaning (Ibrahim 1995). Double negation of an auxiliary is shown in (2).
This finding would be unsurprising under an analysis in which each negated verb occupies a distinct clause with its
own sentential negation marker (Bridges 2008). However, we show through passivization and adverb scope tests
that both the negated lexical verb and auxiliary are part of the same clause. For example, the adverb in (3) takes
scope between the two positions of negation. If (3) consisted of two clauses, we would expect multiple scope
possibilities to be available for the adverb, contrary to fact.
Thus, Uyghur is a language capable of double negation as well as negative concord within a single clause.

Dávid Győrfi,
“A Canonical Approach to Kazakh Multiverb Constructions”
This lecture will focus on the application of Canonical Typology for a number of Kazakh multiverbs, in particular,
converb + finite verb predicates. Canonical Typology allows us to incorporate a vast range of linguistic findings into
a single map of features which describes the target phenomena by canonical extremes. Kazakh is an excellent
candidate to display how the notions such as serial verbs, auxiliary verbs, light verbs and cliticized morphemes can
be grasped. The first part will aim to provide a definition for each of the aforementioned verbal structures within the
same set of criteria, from a cross-linguistic view. In accordance with the literature we will conclude that the
canonical phenomena are clearly distinct objects. Here, a main but not exclusive idea will be Grammaticalization in
the sense of Heine (1993). The second part will use this defined canonical space of phenomena and input Kazakh
data. The analyzed constructions will align roughly with the canonical notions of serial verb constructions, light
verbs and auxiliary verb constructions. We will see that five types of auxiliary constructions will be different as
opposed to the canonical auxiliary verb, and their differences may be accounted for by ideas in grammaticalization.
This study aims to propose the possibility of a formal framework to be applied in this part of verbal morphosyntax.

Section12B
(Chair: Mahire Yakup)

Savaş Şahin,
“Metaphors of Modality in Turkmen Turkish”
English modality system has its own rules while complexity and uncertainty also exist in the expression of modality
meanings, manifested in a variety of means for modalization and modulation. Although modality is mainly
expressed by modal verbs and other parts of predicate, they aren’t the only means for that. Actually, clauses,
nouns, verb phrases or even prepositional phrases can be employed to express modality.
Halliday sums up, in systemic functional grammar, modality is made up of four subsystems: type, orientation, value,
and polarity and he distinguishes modalisation from modulation as mentioned above. Then, he refers to two pairs
of orientations, subjectivity and objectivity, in details, subjective implicit/explicit, objective implicit/ explicit.
What happens is that, in order to state explicitliy that the probability is subjective, or alternatively, at the other end,
to claim explicity that the probality is objective, the speaker projects the proposition as a fact and encodes the
subjectivity (I think), or the objectivitiy (it is likely), in a projecting clause. (There are other forms intermediate
between the explicit and implicit: subjective in my opinion, objective in all probality, where the modality is expressed
as a prepositional phrase, which is a kind of halfway house between clausal and non-clausal status.)
In Turkmen Metaphors of Modality:
I. Subjective explicit: Men Myradyň gidendigini düşünýärin.
II. Subjective Implicit: Myrat gidendir. Myrat giden eken./ Myrat gitmeli eken /Myrat gidenmiş.
II. Objective Implicit: Objective Implicit: Myrat, hökman gidendir./ Myrat, mümkin gidendir. Hut Myrat gitdi.
II. Objective Explicit:Men Myradyň hökman gitjcegini garaşýaryn.

Taiki Yoshimura,
“When does the Azerbaijani 'null' copula exist?”
The occurrence of the pronominal clitic or personal inflectional suffix is distinctive according to the type of tense or
aspect of the verbal form in Turkish. Kornfilt (1996) argued that certain types of verbal forms are considered as a
type of participle followed by a copula that has no sound and definite shape (hence, the term 'null'). Kornfilt
(1996) highlighted the additional evidence of the existence of the null copula, namely that the interrogative clitic
can also occur in the position adjacent to the null copular and that the existence of the null copula makes the so-
called suspended affixation possible. However, in Azerbaijani, the interrogative clitic occurs in the rightmost
position in the verbal complex, and, unlike Turkish, the other copula clitic -dIr is obligatory in the third personal
non-verbal sentences. Consequently, there is the problem of assuming the existence of the null copula in the
language. Therefore, in this presentation, I will argue that the null copula is recognized only in sentences with the
first and second pronominal clitics. I will also argue that only the auxiliary verb imək can take a tense-aspect suffix;
hence, it can also take a personal sufffix. The null copula can only take a pronominal clitic as the finite copula,
whereas the copula clitic -dIr cannot take a tense or aspect suffix and a pronominal suffix and/or clitic. In
conclusion, there three different (and complementary) types of copular words; therefore, the distribution of the
Azerbaijani null copula is narrower than that of Turkish.

Adam G. McCollum, Matthew Zaslansky and Nese Demir,
“Round vowels and rounding harmony in the Osh dialect of
Uzbek”
Though absent in standard Uzbek, some Uzbek dialects still possess front rounded vowels, [y ø], and exhibit


restricted vowel harmony (Ibrohimov 1967; Reshetov & Shoabdurahmonov 1978; Razhabov 1996). Two issues are
noteworthy in this research. First, most Uzbek dialectological work has focused on varieties spoken in Uzbekistan;
second, there are almost no experimental phonetic studies on the language. This paper provides a detailed
acoustic investigation of front round vowels and rounding harmony in the Osh (Kyrgyzstan) dialect of Uzbek. Our
results indicate three patterns of front vowel realization, full maintenance of [y ø] for all lexical items, lexically- and
phonologically-conditioned variation between [y ~ u] and [ø ~ ɔ], and complete merger with [u o].
With respect to vowel harmony, high vowels undergo rounding harmony in non-final positions, as in (1). In (1a, b),
the word-final high vowels do not undergo harmony, whereas in (1c, d), high vowels in the first and third person
possessives undergo harmony since they occur word-medially
(1) a. køl-ɨ ‘lake-POSS.3’
b. køl-nɨ ‘lake-ACC’
c. køl-ʉm ‘lake-POSS.1’
d. køl-ʉ-nɨ ‘lake-POSS.3-ACC’
This finding for rounding harmony parallels our findings for Uyghur spoken in Kazakhstan- high vowels undergo
rounding harmony in non-final positions. This study contributes valuable acoustic data on an underdescribed
dialect of Uzbek. The results not only allow us to better understand Uzbek, but also the historical trajectories of
vowel merger and vowel harmony in Turkic.

Kentaro Suganuma,
“The prosodic systems of Turkish and Modern Uyghur:
Towards a prosodic typology in Turkic languages”
This paper indicates that there are differences in the prosodic systems of Turkish and Modern Uyghur, and this
paper attempts simple prosodic typology in Turkic languages.
When we look at previous studies (Nadzhip 1971, Göksel and Kerslake 2005, etc.), it can be said that the prosodic
systems of Turkish and Modern Uyghur are the same, in the sense that, generally, word final syllables are
accented. However, the results of this study revealed that these two languages are different in word-level prosody
as well as in sentence-level prosody. Specifically, 1. Unlike Modern Uyghur, non-word-final syllables may be
accented by lexical information in Turkish, 2. The accent of words other than interrogative or focused words is
suppressed in Turkish, while such accent-suppression is not observed in Modern Uyghur.
In other words, these two languages were believed to have similar prosodic systems so far, but in fact they have
different prosodic systems.
For prosodic typology in Turkic languages, this paper applies two binary parameters; [±lexical tone] and
[±multiword AP (accentual phrases)], as proposed by Igarashi (2012). This paper indicates that Turkish is a
language with [+lexical tone] and [+multiple AP], and Modern Uyghur is a language with [-lexical tone] and [-
multiple AP].
References
Göksel, Aslı and Celia Kerslake (2005) Turkish: A Comprehensive grammar. London: Routledge.
Igarashi, Yosuke (2012) Prosodic typology in Japanese dialects from a cross-linguistic perspective. Lingua (122)
1441-1453.
Nadzhip, E.N. (1971) Modern Uigur. Moscow: Nauka.

Monika Rind-Pawlowski,
“Dialectal variation in the inflection morphology among the
Turkish groups deported to Kazakhstan from Georgia”
In 1944, different Turkish groups were deported from Georgia to Kazakhstan, Kyrgistan, and Uzbekistan. These


groups are a) the Akhiska (Mezkhetian Turks), b) the Khemshilli, and c) the Black Sea Turks (often referred to as
“Laz”). The southern parts of Yuzhnij Kazakhstan, Zhambylskaya Oblast’ and Almatinskaya Oblast‘ form their main
settlement areas within Kazakhstan. Especially in Kazakhstan, these groups have been able to maintain their
language and culture until today, so that an investigation of their dialectal peculiarities can be carried out only
there.
As the latest research shows, there is notable dialectal variation between these groups, and also within the
Akhiska, which subdivides into the Yerli (i.e. “local”) Akhiska, and the Terekeme, which moved to Georgia via
Azerbaijan some centuries later, and have therefore assimilated towards Azerbaijani. This is reflected e.g. in the
verbal inflection morphology: The aorist in Yerli Akhiska as well as in Khemšilli and Black Sea Turkic is -ar/-är/-ur/-
ür, but -ar/-är in Terekeme. The present tense in all these varieties goes back to the yeri-variant ‚walk, go‘: -iyér in
Yerli Akhiska, -ér/-or/-ör in Terekeme. The Black Sea Turks and the Khemshilli still show variation (conform to the
aorist) in the converb part of the present tense, yeri- is reduced to y: -iy in verbs with aorist -Ur, -Ay in verbs with
aorist -Ar. Perfect in -miš does not harmonize in Yerli Akhiska, Xemšilli and Black Sea Turkic. It shows full variation
in Terekeme with an additional perfect in -(I)f for 2nd and 3rd person.

Section12C
(Chair: Handan Kopkallı Yavuz)

Hatice Sofu and Tuğba Şimşek,
“Acquisition of Turkish Verb ol-”
Children acquire their first language in a series of stages in which they progress from the simple structures to the
complex. Even when the forms are similar on the surface, children acquire them at different points in time because
of distinctive linguistic complexity of the elements. For example, in English, in the acquisiton of auxiliary and copula
“be”, copula is acquired earlier than the auxiliary in both first and second language (Brown, 1973; Dulay & Burt
1974), since “be” used as an auxiliary preceeds a content word, a verb and contributes information about tense,
aspect, and person. On the other hand copula “be” functions as a verb itself and also carries the same
grammatical information as an auxiliary does. A similar word in Turkish is “ol”, which is very productively used as a
verb, auxiliary, and copula in different contexts. Whether the order of acquisition of these different functions of “ol”
follow a similar pattern in the acquisition of Turkish is a subject which has not been studied in detail yet.
For that reason, we are going to investigate the use of “ol” by 35 Turkish speaking children between the ages of
1;4 and 4;8. The data partly comes from spontaneous speech samples compiled by the researchers and partly
from CHILDES database. The analyses will be carried out to determine different functions of “ol” and the order of
acquisition of these functions.

Fatih Ünal Bozdağ,
“Time in interlanguage; chasing conceptual errors of Turkish
EFL Learners”
On the account of cross-linguistics differences, language-specific characteristics, and particularly due to their
internal complexity, tense – aspect system remains to be one such area of language instruction which presents
great difficulty learners from all levels. Regarding interlanguage development, learners’ native language may
interfere with the acquisition of such structures. Though many forms included in English tense – aspect system
have counterparts in other languages, there is no complete overlap among tense – aspect system across
languages regarding how they are licensed regarding cross-cultural and intralingua differences. Therefore, along
with premise of Cognitive Grammar (Langacker, 1987; 1991) this study, primarily, discusses the symbolic nature of

tense aspect system that is, as being pairings of form and meaning, they also carry meaning that can be identified
with conceptualization. Focusing on semantic analysis of tense and aspect markings in Cognitive Grammar
regarding both Turkish and English, it is aimed to provide in depth cognitive semantic-oriented descriptions of
tense aspect systems of both language. Next, the study also will scrutinize Cambridge English Corpus (henceforth
CEC), which covers a body of error annotated learner corpora from various native languages, to discover patterns
of tense – aspect errors specific to Turkish EFL learners. Thus, it is aimed to trace contradicting and overlapping
markers across two languages’ tense – aspect structures which possibly result in conceptual errors (Danesi,
1996) in the learners’ interlanguage systems. Consequently, through chasing errors in interlanguage, it is
expected to investigate to what extent learners’ native language interferes with their interlanguage development.

Neslihan Kansu-Yetkiner and Lütfiye Oktar,
“A Corpus-based Approach to Conjunctive Explicitation in
Interpreting Studies: The Case of Turkish-English Language
Pairs”
In translation studies, cohesive features as indicators for explicitation have been analyzed confined to Indo-
European languages (Blum-Kulka 1986, Olohan & Baker 2000, among other), but have not yet addressed the
complexities of Altaic languages. In an attempt to fill this conspicious gap, the aim of this study, which is a part of a
larger project, is to analyze the behaviour of conjunctions in learner corpora through the interpretation of
quantitative (co-)occurrences and patterns of conjunctions in translations and their source texts as indicators of
explicitation by drawing upon Halliday and Hasan’s (1976) classifications of conjunctive relations. The study is
based on a corpus of 232 recordings generated by 20 undergraduate senior students attending İzmir University of
Economics, English Translation and Interpreting program. The recordings were based on 12 sets of designed,
nonidentical, but similar in content, informative and expressive texts produced both in English and Turkish (+/-
(25) 550 words each) through sight interpreting, consecutive interpreting and simultaneous interpreting. The
results revealed that modes of interpreting, directionality and text type are determining parameters which partially
support explicitation hypothesis.

Alisa Esipova,
“Word-formative models of conversion in Turkic languages”
Great interest and sharp disagreements among the Turkologists is caused by the study of identical material forms
and similar in meaning words: alyg 'stupid' and alyg 'fool'. A.A.Yuldashev demonstrated the availability of
conversion in the Bashkir language ("lexical-
grammatical", "transposition, <…>), as a way of word formation associated with destruction of meaning and part
of speech of the initial lexical unit and development of a new semasiological system led by a new word in the other
part of speech according to linguistic norms of language, and the existence of models of conversion.
There is no word formation without a model. Models, as formal imitatives of full-valued lexical units or their
communities, have a two-sided character, representing the form and meaning of the derivative or the complex of
derivatives. As an analogue of the complex of words, the model has a more generalized character and is
represented as a model of a part of speech:
Tn →Ta.
T– basis, a – adjective, n – noun, → – the direction of word formation. This model shows that by changing part of
speech within one sound form the adjective is formed from the noun.
Generation of the value of a derivative is worthwhile to represent by means of lexical-semantic models, for
example:
Tn=seas.→Ta=seas prop.


Seas. – 'season', seas prop. – 'property of the season'. Compare: shor. kӱskӱ 'autumn' and kӱskӱ'autumnal'. The
model Tn → Ta has several lexical-semantic models.
Yesipova Alisa Vasilyevna – Doctor of Philology, member of the RCT




List of Authors and Co-Authors

Abish, Aynur — [email protected] – Minzu University (China)
Abdramanova, Saule — [email protected] — KIMEP University
(Kazakhstan)
Ahn, Kyou-Dong — [email protected] — Hankuk University of Foreign
Studies (HUFS) (South Korea)
Akar, Didar — [email protected] — Boğaziçi University (Turkey)
Akinci, Mehmet-Ali — [email protected] — Rouen University
(France)
Akmatalieva, Jakshylyk — [email protected] — Tokyo University of
Foreign Studies (Kyrgyzstan)
Aksoy, Tuğba Sarıkaya — [email protected] — Gazi University (Turkey)
Altınkamış, Feyza — [email protected] — Ghent University (Belgium)
Amirzhanova, Assem — [email protected] — Boğaziçi University
(Turkey)
Aoyama, Kazuki — [email protected] — The University of Tokyo
(Japan)
Bakay, Özge — [email protected] — Boğaziçi University (Turkey)
Bayyurt, Yasemin — [email protected] — Boğaziçi University (Turkey)
Bozdağ, Fatih Ünal — [email protected] — Osmaniye Korkut Ata
University (Turkey)
Bozyiğit, Elif — [email protected] — Sakarya University (Turkey)
Brosig, Benjamin — [email protected] — Academia Sinica (Taiwan)
Büyükkantarcıoğlu, S. Nalan — [email protected] — Hacettepe University
(Turkey)
Csató, Éva Á. — [email protected] — Uppsala University (Sweden)
Czerwinski, Patryk — [email protected] — University of Mainz (Germany)
Däbritz, Chris Lasse — [email protected] — University of
Hamburg (Germany)
Danka, Balázs — [email protected] — ISTziB Turkologie, Johannes
Gutenberg Universität Mainz (Germany)
Demir, Nese — [email protected] — University of California-San Diego (USA)
Demir, Nurettin — [email protected] — Hacettepe University
(Turkey)

Demirel, Gözde — [email protected] — Istanbul University
(Turkey)
Efremov, Nikolay Nikolaevich — [email protected] — Institute of Humanities
and Problems of Indigenous Peoples of the North SB RAS (Russia)
Ergelen, Özlem — [email protected] — Faculty of Social Sciences (Turkey)
Ertek, Betul — [email protected] — Rouen University (France)
Esipova, Alisa — [email protected] — independent scholar (Russia)
Filchenko, Andrey — [email protected] — Nazarbayev University
(Kazakhstan)
Filiz, Feyza — [email protected] — ICTL (Turkey)
Gökmen, Seda — [email protected] — Ankara University (Turkey)
Győrfi, Dávid — [email protected] — independent scholar (Hungary)
Herkenrath, Annette — [email protected] — Justus
Liebig University, Giessen (Germany)
Higashitotsu, Kutluk Kadeer — [email protected] — International
University of Kagoshima (Japan)
Ilker, Ayşe — [email protected] – Manisa Celal Bayar University (Turkey)
Jankowski, Henryk — [email protected] — Adam Mickiewicz University
(Poland)
Johanson, Lars — [email protected] — Johannes Gutenberg University
Mainz (Germany)
Jumabai, Uldanay — [email protected] — Frankfurt University (China)
Kakzhanova, Fazira — [email protected] – Karaganda State University
(Kazakhstan)
Kansu-Yetkiner, Neslihan — [email protected] — İzmir University of
Economics (Turkey)
Karakoç, Birsel — [email protected] — Uppsala University (Sweden)
Kayacan, İbrahim — [email protected] — Ondokuz Mayıs University
(Turkey)
Kılıçaslan, Emı̇ne Özlem — [email protected] — Ondokuz Mayıs
University (Turkey)
Kireç, Cemre — [email protected] — Rouen Normandy University – DyLiS
(France)
Kızıltan, Nalan — [email protected] — Ondokuz Mayıs University
(Turkey)
Kökpınar Kaya, Emel — [email protected] — Hacettepe University
(Turkey)
Kopkallı Yavuz, Handan — [email protected] — Anadolu University
(Turkey)
Korkmaz, Nurbanu — [email protected] — Hacettepe University
(Turkey)
Kuribayashi, Yu — [email protected] — Okayama Univ. (Japan)


Kyuchukov, Hristo — [email protected] — University of Silesia,
Katowice, Poland (Poland)
Lemskaya, Valeriya — [email protected] — Tomsk State Pedagogical University
(Russia)
Lilyavina, Elena — [email protected] — M.B.Shatilov Tomsk Regional Museum
of Local Lore (Russia)
Malchukov, Andrej — [email protected] — University of Mainz (Germany)
Marti, Leyla — [email protected] — Boğaziçi University (Turkey)
Massakowa, Gulsum — [email protected] — Humboldt University (Germany)
McCollum, Adam G. — [email protected] — University of California San
Diego (United States)
Medeiros Coelho, José Rafael — [email protected] — Boğaziçi University
(Turkey)
Nagano, Akiko — [email protected] — Tohoku University (Japan)
Nevskaya, Irina — [email protected] — Frankfurt University and
Berlin Free University (Germany) & Institute of Philology, Siberian Division
of the Russian Academy of Sciences, Novosibirsk and Tomsk State
University (Russia)
Nistov, Ingvild — [email protected] — University of Bergen (Norway)
Nordanger, Marte — [email protected] — Høgskolen i Innlandet –
Elverum (Norway)
Nulahan, Anaer — [email protected] — Memorial University (Canada)
Ohsaki, Noriko — [email protected] — Kyoto University (Japan)
Oktar, Lütfiye — [email protected] – (Turkey)
Omanova, Dina — [email protected] – Nazarbayev University
(Kazakhstan)
Ótott-Kovács, Eszter — [email protected] — Cornell University (United States)
Ozbey, Can — [email protected] — Boğaziçi University (Turkey)
Özcan, Fatma Hülya — [email protected] — Anadolu University (Turkey)
Özçelik, Öner — [email protected] — Indiana University-Bloomington
(United States)
Pacaci, Neshe — [email protected] — Uppsala University (Sweden)
Peçenek, Dilek — [email protected] — Ankara University (Turkey)
Popova, Natalya — [email protected] — Institute for Humanities Research
and Indigenous Studies of the North, SB RAS (Russia)
Prokopieva, Alena — [email protected] — North-Eastern Federal University
(Russia)
Prokopieva, Svetlana — [email protected] — North-Eastern Federal University
(Russia)
Rind-Pawlowski, Monika — [email protected] — Goethe University
Frankfurt (Germany)

Robbeets, Martine — [email protected] — Max Planck Institute for
the Science of Human History (Germany)
Şahin, Savaş — [email protected] — (Turkey)
Sayin, Zhazira — [email protected] — L.N.Gumilyov Eurasian National
University (Kazakhstan)
Schamiloglu, Uli — [email protected] — Nazarbayev University
(Kazakhstan)
Sevinç, Yeşim — [email protected] — Oslo University MULTILIT (Norway)
Shaldarbekova, Azhar — [email protected] — L.N.Gumilyov Eurasian National
University (Kazakhstan)
Shamaeva, Anastasia — [email protected] — North-Eastern Federal
University (Russia)
Shimada, Masaharu — [email protected] — University of
Tsukuba (Japan)
Simon, Camille — [email protected] — LACITO & Heidelberg Centre for
Transcultural Studies (France)
Şimşek, Tuğba — [email protected] — Çukurova University (Turkey)
Sobucalı, Gülşah — [email protected] — Boğaziçi University (Turkey)
Sofu, Hatice — [email protected] — Çukurova University (Turkey)
Suganuma, Kentaro — [email protected] — Kushu University (Japan)
Sugar, Alexander — [email protected] — University of Washington, Department of
Linguistics (United States)
Szeto, Pui Yiu — [email protected] — The University of Hong Kong (Hong
Kong)
Tazhibayeva, Saule — [email protected] — L.N. Gumilyov Eurasian
National University (Kazakhstan)
Tokmashev, Denis — [email protected] — National Research Tomsk
Polytechnic University (Russia)
Turan, Ümit Deniz — [email protected] — Anadolu University (Turkey)
Türker-Van Der Heiden, Emel — [email protected] — Oslo University
MULTILIT (Norway)
Walter, Mary Ann — [email protected] — Middle East Technical
University, Northern Cyprus Campus (Cyprus)
Washington, Jonathan — [email protected] — Swarthmore College
(United States)
Yağlı, Emre — [email protected] — Hacettepe University (Turkey)
Yagmur, Kutlay — [email protected] — Tilburg University (Netherlands)
Yakup, Mahire — [email protected] — Nazarbayev University
(Kazakhstan)
Yıldırım, Selin — [email protected] — Boğaziçi University (Turkey)

Yoshimura, Taiki — [email protected] — Ankara University, Faculty of
Languages, History and Geography, Department of Japanese Language and
Literature (Turkey)
Yurayong, Chingduang — [email protected] — University of
Helsinki (Finland)
Zareikar, Gita — [email protected] — University of Ottawa (Canada)
Zaslansky, Matthew — [email protected] — University of California-San Diego
(USA)
Zerey, Özge Gül — [email protected] — Mersin University (Turkey)
Zhunisbek, Älimkhan — Akhmet Baitursynov Institute of Linguistics
(Kazakhstan)
Zidani-Eroglu, Leyla — [email protected] — Central Connecticut State University
(United States)