The Repetition of Relative Clauses in Mandarin Children with Developmental Language Disorder

Autor/inn/en	Wang, Haiyan; Yu, Haopeng
Titel	The Repetition of Relative Clauses in Mandarin Children with Developmental Language Disorder
Quelle	In: Language Acquisition: A Journal of Developmental Linguistics, 30 (2023) 2, S.139-162 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1048-9223
DOI	10.1080/10489223.2022.2147839
Schlagwörter	Language Impairments; Phrase Structure; Mandarin Chinese; Language Acquisition; Linguistic Theory; Error Analysis (Language); Recall (Psychology); Intervention; Syntax; Difficulty Level; Developmental Delays; Task Analysis; Comparative Analysis; Kindergarten; Intelligence Tests; Vocabulary; Verbal Ability; Cognitive Development; Young Children; Diagnostic Tests; Expressive Language; Receptive Language; Profiles; Foreign Countries; China; Peabody Picture Vocabulary Test; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Phrasenstruktur; Sprachaneignung; Spracherwerb; Linguistische Theorie; Error analysis; Language; Fehleranalyse; Abberufung; Schwierigkeitsgrad; Entwicklungsverzögerung; Aufgabenanalyse; Intelligence test; Intelligenztest; Wortschatz; Mündliche Leistung; Kognitive Entwicklung; Frühe Kindheit; Diagnostic test; Diagnostischer Test; Rezeptive Kommunikationsfähigkeit; Charakterisierung; Profilanalyse; Ausland
Abstract	This paper attempts to investigate the repetition of Relative Clauses (RCs) in Mandarin children with Developmental Language Disorder (DLD) (aged 4; 5 to 6; 0) and their typically developing (TD) peers. The results of a sentence repetition task indicate that Mandarin children with DLD perform significantly worse than both groups of TD children, and they tend to make errors involving the relativizer DE and are more likely to produce Non-RC responses. Furthermore, the gap type of RC or the adjective's position does not affect our participants' recall of the test sentences. We conclude that the symmetric performance of our participants in the subject RC and object RC conditions is because the structural intervention occurs in object RCs, but the linear intervention counts more in subject RCs. The syntactic deficit approach better explained the difficulty experienced by children with DLD in RC repetition. Theoretically, this study demonstrates that the Edge Feature Underspecification Hypothesis captures more characteristics of children with DLD in repeating RCs than previous representational theories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01