SOCIAL INTERACTIONS OF SPEECH-IMPAIRED AND LANGUAGE-IMPAIRED CHILDREN
SOCIAL INTERACTIONS OF SPEECH-IMPAIRED AND LANGUAGE-IMPAIRED CHILDREN
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DOI：
10.1044/jshr.3406.1299
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发表时间：
1991-12-01
期刊：
影响因子：
--
通讯作者：
HADLEY, PA
中科院分区：
文献类型：
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作者：
RICE, ML;SELL, MA;HADLEY, PA
根据语言能力将学龄前儿童的社会交往分为四组：正常发育的英语、特殊语言障碍(SLI)、言语障碍(SI)和英语作为第二语言(ESL)。孩子们在三个场合的自然课堂互动中被观察到。对话话轮根据发起者和回应者以及收信人进行编码。结果显示，不同的儿童群体之间存在差异。正常语言同伴之间相互发起互动，并且有较高比例的较长回复；在同伴发起中，普通语言同伴是首选收件人。相比之下，沟通能力有限的儿童比正常语言的同龄人更有可能主动与成年人交谈，并缩短他们的反应或使用非语言反应。ESL儿童最不可能发起互动，也最有可能被避免成为启蒙的接受者。这一发现被解读为学龄前儿童对相关沟通技能很敏感的证据，并相应地在社交活动中做出调整。这其中涉及多种因素，包括可理解性、有限的语言灵活性、有限的话语技巧以及对交际能力的自我意识。
Social interactions among preschool children were classified into four groups according to language ability: normally developing English, specific language impairment (SLI), speech impairment (SI), and English as a second language (ESL). The children were observed in naturalistic classroom interactions on three occasions. Conversational turns were coded according to initiations and responses, and addressee. The results reveal differences across the groups of children. Normal language peers initiate interactions with each other and have a higher percentage of longer responses; normal language peers were the preferred addressee in peer initiations. In contrast, children with limited communication skills were more likely than their normal language peers to initiate with adults and to shorten their responses or use nonverbal responses. ESL children were the least likely to initiate interactions and were the most likely to be avoided as the recipient of an initiation. The findings are interpreted as evidence that preschool children are sensitive to relative communication skills and make adjustments in their social interactions accordingly. Multiple contributing factors are implicated, including intelligibility, limited linguistic flexibility, limited discourse skills, and self-consciousness about communicative competence.