Verb Morphology Deficits in Arabic-Speaking Children with Specific Language Impairment

Autor/inn/en	Abdalla, Fauzia; Crago, Martha
Titel	Verb Morphology Deficits in Arabic-Speaking Children with Specific Language Impairment
Quelle	In: Applied Psycholinguistics, 29 (2008) 2, S.315-340 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S0142716408080156
Schlagwörter	Semitic Languages; Speech Communication; Verbs; Morphology (Languages); Contrastive Linguistics; Language Impairments; Children; Morphemes; Language Research + Suchen Sie Ihr Suchwort? Arabisch; Hebräisch; Morphology; Morphologie; Linguistics; Kontrastive Linguistik; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Child; Kind; Kinder; Morphem; Sprachforschung
Abstract	This paper explores tense and agreement marking in the spontaneous production of verbs in Arabic-speaking children with specific language impairment (SLI) and two groups of typically developing children: one group matched for mean length of utterance, and the other group matched for age. The special characteristics of Arabic such as its rich bound morphology, intricate verb system, null subject properties, and lack of an infinitival form make it particularly valuable for determining universal versus language-specific aspects of SLI. The results indicate that the Arabic-speaking participants with SLI had obvious problems with verb morphology. They were significantly different from the two comparison groups of children on the percentage of correct use of tense and subject-verb agreement forms. Furthermore, when an error in verbal infection occurred, the substitute form was often an imperative form. The findings are examined in light of cross-linguistic research pertaining to the nature of the SLI deficit and its relationship with typical language learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10