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Autor/in | Ammon, Paul R. |
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Institution | California Univ., Berkeley. Inst. of Human Learning. |
Titel | Syntactic Elaboration in the Speech of Lower-Class Black and Middle-Class White Preschool Children. |
Quelle | (1973), (14 Seiten)
PDF als Volltext |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Blacks; Disadvantaged Youth; Language Acquisition; Language Handicaps; Lower Class; Middle Class; Preschool Children; Psycholinguistics; Syntax; Whites Black person; Schwarzer; Benachteiligter Jugendlicher; Sprachaneignung; Spracherwerb; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language impairments; Sprachbehinderung; Mittelschicht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Psycholinguistik; White; Weißer |
Abstract | This study was designed to investigate the assumption that young, lower-class black children have language deficits based on the use of a restricted (as opposed to an elaborated) syntactic code. The speech of 69 black, lower-class and 30 white, middle-class 4 1/2-year olds was compared. Speech samples were elicited through semistructured picture interviews, which were tape recorded. Two types of syntactic units, verb-complement units and noun phrases, were selected for analysis. Each unit was coded with respect to features describing internal structure, grammatical function, and context in the interview. Coding reliability was reported to be at least 90% accurate in all cases. Results indicated that the total number of units produced by an average subject was quite similar for both groups. Elaborative elements added to a verb-complement (expansion units) were analyzed, and there was virtually no difference (in relative frequency) between the two groups. Expanded units were further studied for nine variables, only three of which were significantly different between groups, with one difference favoring the lower-class children. Deletions of basic constituents of sentences were analyzed, and the data showed little or no relationship to the elaboration deficit hypothesis. It was concluded that this hypothesis is not empirically supported. (DP) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |