Teaching subjecthood to language-disordered children.
Teaching subjecthood to language-disordered children.
复制标题
向语言障碍儿童教授主体性。
DOI：
--
复制
发表时间：
1986
期刊：
影响因子：
--
通讯作者：
P. Connell
中科院分区：
文献类型：
--
作者：
P. Connell
四个语言障碍的儿童谁没有学习主题属性，如协议语素，主格，和问题的倒装被教导的句子中的主题的功能。在学习了主体功能之后，儿童在没有帮助的情况下学习了主体属性。研究结果表明，主题属性可以作为一个单元来教授，它们的习得遵循语言功能理论所预测的两步模式。研究结果表明，功能理论对语言障碍儿童的临床工作具有诊断和治疗意义。
Four language-disordered children who had not learned subject properties such as agreement morphemes, nominative case, and question inversion were taught the function of subjects in sentences. After learning subject function, the children learned the subject properties without assistance. The findings suggest that subject properties can be taught as a unit and their acquisition follows the two-step pattern that is predicted by the functional theory of language. The findings suggest that the functional theory has diagnostic and treatment implications for clinical work with language-disordered children.