Subject-Verb Agreement in Specific Language Impairment: A Study of Monolingual and Bilingual German-Speaking Children

Autor/inn/en	Rothweiler, Monika; Chilla, Solveig; Clahsen, Harald
Titel	Subject-Verb Agreement in Specific Language Impairment: A Study of Monolingual and Bilingual German-Speaking Children
Quelle	In: Bilingualism: Language and Cognition, 15 (2012) 1, S.39-57 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-7289
DOI	10.1017/S136672891100037X
Schlagwörter	Sentences; Speech Communication; Verbs; Language Impairments; Monolingualism; German; Bilingualism; Form Classes (Languages); Grammar; Longitudinal Studies; Syntax; Phrase Structure; Identification; Turkish; Native Language + Suchen Sie Ihr Suchwort? Sentence analysis; Satzanalyse; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Deutscher; Bilingualismus; Analytischer Sprachbau; Grammatik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Phrasenstruktur; Identifikation; Identifizierung; Türkisch
Abstract	This study investigates phenomena that have been claimed to be indicative of Specific Language Impairment (SLI) in German, focusing on subject-verb agreement marking. Longitudinal data from fourteen German-speaking children with SLI, seven monolingual and seven Turkish-German successive bilingual children, were examined. We found similar patterns of impairment in the two participant groups. Both the monolingual and the bilingual children with SLI had correct (present vs. preterit) tense marking and produced syntactically complex sentences such as embedded clauses and wh-questions, but were limited in reliably producing correct agreement-marked verb forms. These contrasts indicate that agreement marking is impaired in German-speaking children with SLI, without any necessary concurrent deficits in either the CP-domain or in tense marking. Our results also show that it is possible to identify SLI from an early successive bilingual child's performance in one of her two languages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10