تحليل كاربرد تكواژهاي وابسته به اسم در نوشتار دانش‌آموزان دوزبانه ي تركي‌‌آذربايجاني-فارسي بر اساس انگاره ي چهار تكواژ

Analyzing the use of noun dependent morphemes in Azerbaijani-Persian bilinguals’ writing based on 4-M model

هدف از انجام اين پژوهش، مطالعه‌‌‌‌‌ي كاربرد تكواژهاي وابسته به اسم فارسي در نوشتار دانش‌‌آموزان دوزبانه‌‌‌ي تركي‌‌ آذربايجاني-فارسي، بر اساس انگاره‌‌ي چهار تكواژ است. داده‌‌ها از نوشته‌‌هاي 80 نفر از دانش‌‌‌آموزان دختر و پسر پايه‌‌هاي چهارم و پنجم ابتدائي مناطق روستايي شهرستان مشگين‌‌شهر گردآوري شد. پژوهش حاضر از نوع توصيفي- تحليلي است. ابتدا تكواژهاي وابسته به اسم فارسي در چارچوب انگاره‌‌ي چهار تكواژ، به تكواژهاي نظام‌‌مند متقدم (تكواژ نكره‌‌‌‌‌‌ي "يك"، تكواژهاي جمع‌‌ساز، كمي‌‌نماها و ...)، تكواژهاي نظام‌‌‌مند پيونددهنده‌‌‌‌‌‌ي متأخر (كسره‌‌‌‌‌‌ي‌‌اضافه و حرف‌‌ربط "كه") و تكواژ نظام‌‌‌مند بيروني متأخر (نشانه‌‌‌‌‌‌ي مفعولي) دسته‌‌‌بندي شدند. سپس با ارائه‌‌ي آمار توصيفي از كاربرد صحيح تكواژها، مشخص شد كه دانش‌‌‌آموزان هر دو پايه بر تكواژ نظام‌‌‌مند بيروني متأخر اسم، نسبت به تكواژهاي نظام‌‌‌مند متقدم آن، ديرتر و سخت‌‌تر تسلط پيدا مي‌‌‌كنند. به نظر مي‌‌رسد كه بين ماهيت انواع مختلف تكواژها (فعال شدن تكواژها در سطوح انتزاعي توليد گفتار) و ترتيب فراگيري آن­ها ارتباطي وجود دارد. تكواژهاي نظام‌‌‌مند بيروني متأخر در سطح متأخرتر فرايند توليد انتزاعي، با فراخوان چارچوب نحوي- ساختواژي زبان مقصد انتخاب مي‌شوند. اما انتخاب تكواژهاي نظام‌‌‌مند متقدم به‌‌صورت غيرمستقيم در سطح مفهومي- واژگاني و همزمان با انتخاب مستقيم تكواژهاي محتوايي، صورت مي‌‌گيرد. يافته‌‌هاي اين تحقيق تأييدي بر كارآمدي انگاره‌‌‌ي چهار تكواژ‌‌ در تبيين ترتيب فراگيري تكواژهاي زبان دوم به حساب مي‌‌‌آيد.

The aim of this paper was to study the use of noun dependent morphemes of Persian in Azerbaijani-Persian bilinguals’ writing based on 4-M model. The 4-M model specifies four types of morphemes: content morphemes, early system morphemes, and two types of late system morphemes. The model further subcategorizes late system morphemes into two types: bridges and outsiders. Early system morphemes are activated at the lemma level together with their content morpheme heads for their maximal projection. Unlike content morphemes and early system morphemes, late system morphemes depend on other types of information for their activation, and this information is only available at the level of the formulator, where language specific morphosyntactic patterns must be realized. Information about all types of morphemes is present in lemmas, information about content morphemes and early system morphemes is salient at the conceptual level, and information about late system morphemes becomes salient at the positional level of the formulator. The data were collected from 80 primary students’ writings (40 fourth grade students’ writings and 40 fifth grade students’ writings) in Meshkin-Shahr villages. 80 subjects were native speakers of Azerbaijani but they had learned Persian (language of instruction) as a second language. The research method was descriptive-analytic. First, on the descriptive level, the noun dependent morphemes of Persian were characterized in terms of their entries in the mental lexicon (i.e., lemmas). Evidence indicates that morpheme acquisition order would not be explained without the characterization of morphemes themselves, and such a characterization depends on the formalization of a connection between the underlying abstract lexical entries in the mental lexicon and surface realizations. Second, the study went beyond describing the nature of different types of morphemes to investigating the relative accessibility of morphemes in second language production. So the noun dependent morphemes of Persian were classified into: early system morphemes (plural morpheme, quantifiers and …), late bridge system morphemes (genitive marker and conjunction “ke”), and late outside system morphemes (accusative marker) according to 4-M model. This study was based on the assumption that the theoretical constructs of the distinction between content and system morphemes and the distinction between conceptually activated and non-conceptually activated lexemes best capture the generalizations of morpheme accuracy/frequency acquisition. The 4-M model captures these distinctions in claiming that not all such elements are accessed in the same way. The differences across abstract lexical entries in the mental lexicon cause different degrees of difficulty in acquiring different types of morphemes. The descriptive statistics of the data showed that not all morphemes are produced with equal accuracy. Learner errors with the late system morphemes (accusative marker) are more frequent than other system morphemes. Both 4th and 5th grade learners had almost no difficulty in acquiring some early system morphemes (such as vocative particle), but had serious difficulty inaccurately producing the late system morphemes. So the late outside system morphemes of Persian (accusative marker) are acquired with more difficulty and later in comparison to early system morphemes. It seems there is a relation between the nature of different morphemes and their acquisition order. Late outside system morphemes draw on L2 morpho-syntactic system and are activated later in the production process. Early system morphemes are indirectly selected at the same time that content morphemes are directly selected. It is the nature of morphemes that can effectively explain why certain learner errors are more frequent and common than others and thus determine the order of second language morpheme accuracy/acquisition. The findings indicated that 4-M model is efficient in explaining the order of acquisition of L2 morphemes.