The role of first language (Kurdish) development in acquisition of a second language (Turkish) and a third language (English)

Abstract

This study investigates the interaction of three languages (i.e., Kurdish, Turkish and English) with one another in terms of language proficiency, reading comprehension and morphological awareness of 8th grade Kurdish students. The aim is to identify the students’ characteristics in terms of their performances in each area in L1 (first language) Kurdish, L2 (second language) Turkish and L3 (third language) English and how they are related to each other. Data were gathered through multiple instruments and analyzed via SPSS. In line with the theoretical framework of the Linguistic Interdependence Hypothesis and previous research, the correlation and regression analyses reveal that there is a strong positive relationship and interdependence among the language proficiencies in the three languages. Likewise reading comprehension as well as morphological awareness across languages seem to be interdependent. It is also observed that proficiency in a language contributes significantly to reading comprehension and morphological awareness in that language. The results also show that a high competence in L1, L2 and L3 proficiency is associated with higher performance in realms of reading comprehension and morphological awareness in all the languages involved.