Production of Morphosyntax within and across Different Dialects of American English

Autor/inn/en	Hendricks, Alison Eisel; Adlof, Suzanne M.
Titel	Production of Morphosyntax within and across Different Dialects of American English
Quelle	In: Journal of Speech, Language, and Hearing Research, 63 (2020) 7, S.2322-2333 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hendricks, Alison Eisel) ORCID (Adlof, Suzanne M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Morphology (Languages); Syntax; Dialects; North American English; Developmental Disabilities; Language Impairments; Students with Disabilities; Elementary School Students; Grade 1; Grade 2; Morphemes; Language Tests; Screening Tests; South Carolina + Suchen Sie Ihr Suchwort? Morphology; Morphologie; Dialect; Dialekt; Amerikanisches Englisch; Entwicklungsstörung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Morphem; Language test; Sprachtest; Screening-Verfahren
Abstract	Purpose: This study examined the production of morphosyntactic markers by school-age children with and without developmental language disorder. Comparisons were made between students who speak mainstream American English (MAE) dialects and nonmainstream American English (NMAE) dialects. Method: First- and second-grade students (N = 82) completed assessments of dialect use and language ability, which are designed for students who speak NMAE dialects. Students also completed an experimental production task targeting three morphosyntactic features: past tense "-ed" marking, third-person singular "-s" marking, and plural "-s" marking. Past tense marking and third-person singular are produced differently across MAE and NMAE dialects, whereas plural marking is produced more similarly across dialects. Results: When comparing across dialects, children with typical language skills who spoke NMAE dialects overtly marked past tense and third-person singular less often compared to MAE peers. However, when comparing to same-dialect peers with language disorders, children with typical language skills who spoke NMAE dialects overtly marked these morphosyntactic markers more often than peers with developmental language disorder. Conclusion: The results underscore the importance of considering a child's dialect use when assessing language ability, in particular with measures that include features that are variable in NMAE dialects. At the same time, within-dialect comparisons suggest that a broader set of morphosyntactic features may provide useful information for evaluations of language ability. Future research should investigate the source of these differences, including the extent to which students with language disorders have acquired the social and linguistic factors that condition the use of variable features. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01