@article{2019,title={TÜRKÇEDEKİ KAYNAK GÖSTERGELERİNİN 3-6 YAŞ GRUBU ÇOCUKLARDA İNCELENMESİ},abstractNode={Linguistic markers of evidentiality can be defined as expressions of whether an information is acquired directly or indirectly. This distinction is coded in grammatical structure in languages which reflects ‘evidentiality indicators’ such as Turkish. Taking into consideration that Turkish linguistic markers of evidentiality are acquired in early stages of life, so it is expected thatTurkish-speaking children can be claimed to be sensitized to distinctions between knowledge acquired through direct experience versus knowledge acquired indirectly through inference or linguistic report, and between well-assimilated knowledge based on general event representations versus new knowledge. This recommends that using an evidential language might create sensitivity to information source and the relation between source and knowledge formation. Based on this supposition, the main purpose of our study was to investigate the linguistic markers of evidentiality between 3-6 years-old Turkish children. It was supposed that source monitoring and the use of evidentiality markers would develope with age. This study aimed to investigate the use of linguistic markers of evidentiality. Twenty mono-lingual Turkish children whose ages was between 3-6-year-old, was participated in our research. Direct Experience Task, Inference Task and Reportative Task was performed for assessment of Turkish linguistic markers of evidentiality. Results of the Direct Experience Task, children of all ages could use the -DI in?ection correctly, but in the other two language tasks younger children displayed lower performance than older children in using the correct Turkish evidentiality markers.},author={Zeynep Zeliha BAYAZIT-& Seda SONKAYA},year={2019},journal={International Journal of Language Academy}}