Measuring syntactic complexity in L2 pragmatic production: Investigating relationships among pragmatics, grammar, and proficiency

System ◽  
2014 ◽  
Vol 42 ◽  
pp. 270-287 ◽  
Author(s):  
Soo Jung Youn
Keyword(s):  
Syntactic Complexity ◽  
Pragmatic Production

Eliciting Verbs From Children With Specific Language Impairment

1996 ◽  
Vol 5 (4) ◽  
pp. 17-30 ◽  
Author(s):  
Diane Frome Loeb ◽  
Clifton Pye ◽  
Sean Redmond ◽  
Lori Zobel Richardson
Keyword(s):  
Young Children ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Syntactic Complexity ◽  
Specific Language ◽  
Lexical Skills

The focus of assessment and intervention is often aimed at increasing the lexical skills of young children with language impairment. Frequently, the use of nouns is the center of the lexical assessment. As a result, the production of verbs is not fully evaluated or integrated into treatment in a way that accounts for their semantic and syntactic complexity. This paper presents a probe for eliciting verbs from children, describes its effectiveness, and discusses the utility of and problems associated with developing such a probe.

Proficiency and pragmatic production in L2 Chinese study abroad

System ◽  
2021 ◽  
Vol 98 ◽  
pp. 102475
Author(s):  
Li Yang ◽  
Chuanren Ke
Keyword(s):  
Study Abroad ◽  
Chinese Study ◽  
L2 Chinese ◽  
Pragmatic Production

scholarly journals The development of written expression in immigrant children from 6 to 9 years old

2020 ◽  
Vol 6 (1) ◽  
pp. 109-131
Author(s):  
Elisa de las Fuentes Gutiérrez
Keyword(s):  
School Context ◽  
Immigrant Children ◽  
Early Years ◽  
Written Expression ◽  
Lexical Retrieval ◽  
Syntactic Complexity ◽  
Communicative Skills ◽  
Positive Attitudes ◽  
La Mancha ◽  
Positive Feelings

AbstractThis article presents the results of a pilot study carried out based on texts from 15 immigrant children aged 6 to 9 years, who are learning Spanish in situations of immersion in the Communities of Madrid and Castilla-La Mancha. The aim is to understand how these students try to integrate into the school context and especially to determine whether the development of written expression during the early years of primary education allows them to carry out more complex linguistic actions aimed at communication, such as expressing positive attitudes towards the recipient. These actions may reveal the need to communicate and, therefore, the need to learn the language in order to integrate. The texts were taken from the ESCONES Corpus and were collected in a prior study on lexical retrieval and auditory perception in the development of communicative skills in children aged 6 to 9. The analysis carried out considered the vocabulary used, syntactic complexity and the use of linguistic actions in the different grades and found that the development of written expression may allow students to better express actions related to manifesting positive feelings and attitudes towards their interlocutor.

Familiarity of Speaker Accent on Irish Children’s Performance on a Sentence Comprehension Task

2011 ◽  
Vol 18 (1) ◽  
pp. 1-17
Author(s):  
Claire O’Connor ◽  
Fiona E. Gibbon
Keyword(s):  
Sentence Comprehension ◽  
Clinical Implications ◽  
Syntactic Complexity ◽  
Typically Developing ◽  
Older Children ◽  
School Aged Children ◽  
Comprehension Task ◽  
Computer Based

Objective: This study sought to determine whether children’s performance on a sentence comprehension task is affected when sentences are spoken in an unfamiliar native accent. Method: Fifty typically developing school-aged children living in Southern Ireland (Cork) participated; 25 in a younger group (mean 7;08 years) and 25 in an older group (mean 9;09 years). The children completed a computer-based comprehension task during which 20 sentences were spoken in a Cork accent (familiar) and 20 in a Tyrone accent (unfamiliar). The sentences were matched for syllable length and syntactic complexity. Main results: The younger children made significantly more errors when sentences were spoken in an unfamiliar accent. The older children made a similar number of incorrect responses to both familiar and unfamiliar accents. Conclusion: Younger children’s performance on comprehension tasks may be reduced when sentences are spoken in an unfamiliar accent. Possible explanations and the clinical implications are discussed.

scholarly journals Effects of Time-Varying Parent Input on Children’s Language Outcomes Differ for Vocabulary and Syntax

2021 ◽  
pp. 095679762097055
Author(s):  
Catriona Silvey ◽  
Özlem Ece Demir-Lira ◽  
Susan Goldin-Meadow ◽  
Stephen W. Raudenbush
Keyword(s):  
Standardized Tests ◽  
Child Outcomes ◽  
Time Varying ◽  
Syntactic Complexity ◽  
Language Outcomes ◽  
Optimal Sequence ◽  
Linguistic Input ◽  
Language Input ◽  
The Impact ◽  
Over Time

Early linguistic input is a powerful predictor of children’s language outcomes. We investigated two novel questions about this relationship: Does the impact of language input vary over time, and does the impact of time-varying language input on child outcomes differ for vocabulary and for syntax? Using methods from epidemiology to account for baseline and time-varying confounding, we predicted 64 children’s outcomes on standardized tests of vocabulary and syntax in kindergarten from their parents’ vocabulary and syntax input when the children were 14 and 30 months old. For vocabulary, children whose parents provided diverse input earlier as well as later in development were predicted to have the highest outcomes. For syntax, children whose parents’ input substantially increased in syntactic complexity over time were predicted to have the highest outcomes. The optimal sequence of parents’ linguistic input for supporting children’s language acquisition thus varies for vocabulary and for syntax.

scholarly journals Who Did What and When? Using Word- and Clause-Level ERPs to Monitor Working Memory Usage in Reading

1995 ◽  
Vol 7 (3) ◽  
pp. 376-395 ◽  
Author(s):  
Jonathan W. King ◽  
Marta Kutas
Keyword(s):  
Working Memory ◽  
Sentence Type ◽  
Syntactic Complexity ◽  
Memory Usage ◽  
Single Word ◽  
Word Level ◽  
Poor Comprehenders ◽  
Anterior Negativity ◽  
Object Relative

ERPs were recorded from 24 undergraduates as they read sentences known to differ in syntactic complexity and working memory requirements, namely Object and Subject Relative sentences. Both the single-word and multiword analyses revealed significant differences due to sentence type, while multiword ERPs also showed that sentence type effects differed for Good and Poor comprehenders. At the single-word level, ERPs to both verbs in Object Relative sentences showed a left anterior negativity between 300 and 500 msec postword-onset relative to those to Subject Relative verbs. At the multiword level, a slow frontal positivity characterized Subject Relative sentences, but was absent for Object Relatives. This slow positivity appears to index ease of processing or integration. and was more robust in Good than in Poor comprehenders.

Sign in / Sign up

Export Citation Format

Share Document