Language Use and Development in Third-Person Singular Contexts: Assessment Implications
Language Use and Development in Third-Person Singular Contexts: Assessment Implications
复制标题
第三人称单一情境中的语言使用和发展：评估意义
DOI：
10.1044/2020_lshss-19-00109
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Green, Lisa
中科院分区：
文献类型：
--
作者：
Newkirk-Turner, Brandi L.;Green, Lisa
这篇以评估为中心的临床焦点文章的目的是增加对非裔美国人英语(AAE)儿童在第三人称单一语境中的语言使用模式的熟悉程度，并讨论其对发展中的AAE儿童言语语言评估的影响。对来自三种不同来源的儿童语料--句子模仿、故事复述和基于游戏的语言样本--进行了语言学分析。结果这三种语料对儿童在第三人称单数语境中的产生和其他语言模式的产生提供了不同的见解。结论本研究强调了从描述性的角度探索儿童AAE发展的重要性，以揭示不同语言背景下关于形态标记模式的不同类型的信息，这对于评估AAE的发展至关重要。文中还讨论了语言评估的意义。
PurposeThe purpose of this assessment-focused clinical focus article is to increase familiarity with African American English (AAE)–speaking children's pattern of language use in third-person singular contexts and to discuss implications for speech-language assessments of developing AAE-speaking children.MethodThe clinical focus draws on descriptive case study data from four typically developing child speakers of AAE who are between the ages of 3 and 5 years. The children's data from three different sources—sentence imitation, story retell, and play-based language samples—were subjected to linguistic analyses.ResultsThe three sources of linguistic data offered different insights into the children's production of–sand other linguistic patterns in third-person singular contexts.ConclusionsThis study underscores the importance of exploring developing child AAE from a descriptive approach to reveal different types of information about patterns of morphological marking in different linguistic contexts, which is crucial in assessing developing AAE. Implications for language assessment are discussed.