Plural Noun Inflection in Kuwaiti Arabic-Speaking Children with and without Specific Language Impairment

Autor/inn/en	Abdalla, Fauzia; Aljenaie, Khawla; Mahfoudhi, Abdessatar
Titel	Plural Noun Inflection in Kuwaiti Arabic-Speaking Children with and without Specific Language Impairment
Quelle	In: Journal of Child Language, 40 (2013), S.139-168 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000912000499
Schlagwörter	Language Acquisition; Language Impairments; Child Language; Morphemes; Semitic Languages; Foreign Countries; Control Groups; Adults; Children; Pictorial Stimuli; Nouns; Generalization; Linguistic Theory; Error Analysis (Language); Kuwait + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; 'Children''s language'; Kindersprache; Morphem; Arabisch; Hebräisch; Ausland; Child; Kind; Kinder; Fantasieanregung; Linguistische Theorie; Error analysis; Language; Fehleranalyse
Abstract	This study examined the production of three types of noun plural inflections, feminine sound plural (FSP), masculine sound plural (MSP), and broken plural (BP) in Kuwaiti Arabic-speaking children with and without language impairment. A total of thirty-six Kuwaiti participants-twelve adults, twelve children with specific language impairment (SLI), and twelve typically developing age-matched controls (TD) were presented with twenty-seven pictured stimuli of real and nonsense words. The results showed that the TD children were significantly more accurate in using the required noun plural inflections than the SLI group. The TD children's preferred over generalization strategy was to substitute FSP for the regular MSP and irregular BP contexts much more than their peers with SLI. The performance of the SLI group also differed from that of their age-matched counterparts in the number of errors and their distribution across categories. The results are discussed in the light of relevant theories of atypical language development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10