Abstract:
This study is to determine how bilingualism could influence the list of Persian basic color terms and their order. Using a monolingual Persian and a bilingual Kurd sample students, and a color list task, it is assumed that bilingualism could change the ordering of the non-basic color terms in the second language, but not the basic ones. Another assumption is that, the old usual methods for obtaining mean position and saliency, based on Sutrop (2001) would not determine the BCTs in Persian. The data suggest that Persian has 6 BCTs; Qermez, Âbi, Sabz, Zard, Siyâh, and Sefid. The BCTs are retrieved by monolinguals much faster than bilinguals. Mean Position and frequency in school and university students had differences in number supporting the hypothesis that staying for more than two years in a bilingual environment and L2 use frequency are the two effective factors in BCTs order.
Machine summary:
ir Abstract This study is to determine how bilingualism could influence the list of Persian basic color terms and their order.
Using a monolingual Persian and a bilingual Kurd sample students, and a color list task, it is assumed that bilingualism could change the ordering of the non-basic color terms in the second language, but not the basic ones.
The aim of the present study is to determine how bilingualism could influence the list of Persian basic color terms and their order.
Another assumption is that, the old usual methods for obtaining mean position and saliency, based on Sutrop (2001) would not determine the BCTs in Persian, since monolinguals and bilinguals’ terms and the difference between their lists’ trend would not be so exact to have clear and exact results.
In the present study on Persian BCTs, a new mean position was obtained based on the terms’ value to have the exact results: in the way that the first term in a list has a higher value, comparing the length of that list (L).
Mean Position and frequency in school and university students had differences in number supporting the hypothesis that staying for more than two years in a bilingual environment and L2 use frequency are the two effective factors in BCTs order.
Mean Position and frequency in school and university students had differences in number supporting the hypothesis that staying for more than two years in a bilingual environment and L2 use frequency are the two effective factors in BCTs order.