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The acquisition of argument structure and functional categories by monolingual Spanish children with specific language impairment

机译：具有特定语言障碍的单语西班牙语儿童获得论证结构和功能类别

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摘要

The purpose of this study was to assess morpho-syntactic competence of monolingual Spanish-speaking children with SLI by evaluating children's knowledge and use of argument structure and functional categories in contexts that are felicitous for evoking interpretable and valid responses. To explore children's knowledge and use of these grammatical aspects of the Spanish language, an experimenter-designed instrument containing four subtests was developed. These subtests were labeled as: Imitation Task (IT), Picture Selection Task (PST), Sentence Completion Task (SCT), and Truth Value Judgment Task (TVJT). The participants of this study were 24 children aged between 4 to 6 years separated into two groups (12 children with typical language development, and 12 children with SLI), and a comparison group containing 6 adults. All of the participants were monolingual native speakers of Spanish living in the North-Central area of the Island of Puerto Rico. The results showed that the grammar of these children is not completely different from that of their peers, and that it is not necessarily a simpler version of their grammars. Even thought they have a preference for short utterances, SLI children rarely omit obligatory arguments in a given structure, and they understand what particular structure is projected by the verb. Also, they understand which elements are needed and which ones can be left out or substituted in different verb phrases, they know how to properly position these elements, and they are capable of conveying a message. In terms of functional categories, children with SLI know how to correctly use past and present tense morphology, and despite their preference for omitting non-salient elements in the sentence, they are capable of marking gender and number agreement on determiners/nouns and pronouns, and differentiate differential object marking from dative a marker. The data from this study supports the conclusion that their grammars are fully developed, and those elements and operations that are part of the inflectional system are processed as optional features of the language that only provide extra information that is not necessary to the discourse.
机译：这项研究的目的是通过评估儿童的知识以及在有利于引起可解释和有效回应的情境中评估论点结构和功能类别的使用，来评估单语说西班牙语的SLI儿童的句法-句法能力。为了探索儿童对西班牙语语法方面的知识和使用，开发了一种由实验人员设计的包含四个子测验的工具。这些子测试被标记为：模仿任务（IT），图片选择任务（PST），句子完成任务（SCT）和真值判断任务（TVJT）。该研究的参与者为24名4至6岁的儿童，分为两组（12名典型语言发育儿童和12名SLI儿童），以及一个包含6名成人的对照组。所有参与者都是讲波多黎各岛中北部地区的西班牙语的母语人士。结果表明，这些孩子的语法与同龄人的语法没有完全不同，并且不一定是他们语法的简单版本。即使以为他们偏爱简短的说话，SLI的孩子也很少忽略给定结构中的强制性论点，并且他们了解动词所表达的特定结构。此外，他们了解需要哪些元素，哪些元素可以被省略或替换为不同的动词短语，他们知道如何正确放置这些元素，并且能够传达信息。在功能类别方面，患有SLI的孩子知道如何正确使用过去和现在的时态形态，尽管他们倾向于省略句子中的非显着成分，但他们能够在限定词/名词和代词上标记性别和数字一致，并区分差分对象标记和原始标记。这项研究的数据支持这样一个结论，即他们的语法已得到充分发展，并且作为屈折系统一部分的那些元素和操作被视为语言的可选功能，仅提供了话语不必要的额外信息。

著录项

  • 作者

    Barrios-Beltran, Dimaris.;

  • 作者单位

    Indiana University.;

  • 授予单位 Indiana University.;
  • 学科 Language.;Linguistics.;Speech therapy.
  • 学位 Ph.D.
  • 年度 2016
  • 页码 339 p.
  • 总页数 339
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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