Psychological Development and Education ›› 2019, Vol. 35 ›› Issue (2): 203-209.doi: 10.16187/j.cnki.issn1001-4918.2019.02.09

Previous Articles     Next Articles

The Acquisition of Aspect in School-age Mandarin-specific Language Impairment Children: Evidence from Processing the Combination of Lexical and Grammatical Aspects

YU Jiayu, WANG Qinqin, LIANG Dandan   

  1. School of Chinese Language and Culture, Nanjing Normal University, Nanjing 210000
  • Published:2019-04-19

RichHTML

PDF (PC)

Abstract: This study aims to investigate the performance of processing the semantic consistent and inconsistent combination of lexical and grammatical aspects in 7~10 years old Mandarin children with specific language impairments through self-paced reading paradigm. The subjects were divided into three groups:specific language impairment children, typically developing age-matched children and typically developing language ability-matched younger children. Results of the experiment suggest that children aged 7~10 years with specific language impairment processing faster when lexical aspect is consistent with grammatical aspect than inconsistent situations, just like language ability-matched children. The performance of both groups of children is consistent with the vocabulary hypothesis. However, typically developing age-matched children processing faster than the other groups, which means lexical aspect no longer affected grammatical aspect processing in them. In conclusion, lexical aspect still has influence on grammatical aspect processing in children aged 7~10 years old with specific language impairment, which means these children are in the early stages of the development of grammatical capacity.

Key words: specific language impairment, school-age children, lexical aspect, grammatical aspect

Andersen, R. W. (1989). The theoretical status of variation in interlanguage development. Variation in Second Language Acquisition, 2, 46-64.
Andersen, R. W., & Shirai, Y. (1994). Discourse motivations for some cognitive acquisition principles. Studies in second language acquisition, 16(2), 133-156.
Andersen, R. W., & Shirai, Y. (1996). The primacy of aspect in first and second language acquisition:The pidgin-creole connection. Handbook of Second Language Acquisition, 2, 527-570.
Bishop, D.V.M. (1997). Pre-and perinatal hazards and family background in children with specific language impairments:A study of twins. Brain and Language, 56(1), 1-26.
Bloom, L., Lifter, K., & Hafitz, J. (1980). Semantics of verbs and the development of verb inflection in child language. Language, 56(2), 386-412.
Brown, R.W. (1973). A first language:The early stages. Cambridge, MA:Harvard University Press, 254-297.
Chan, Y. H., Yap, F. H., Shirai, Y., & Matthews, S. (2004). A perfective-imperfective asymmetry in language processing:Evidence from Cantonese. In S.-F. Huang (Ed.), Proceedings of the 9th International Symposium on Chinese Languages and Linguistics. Taipei:National Taiwan University, Academia Sinica and the Graduate Institute of Linguistics, 383-391
Chang, H. H. (2002). Child acquisition of the aspect marker -le in Mandarin Chinese. Michigan State University, East Lansing.
Cheung, H. (2005). The use of aspect markers in Mandarin-speaking children with specific language impairment. Paper presented in the Xth International Congress for the Study of Child Language. Berlin.
Chow, F. Y. (2002). The acquisition of aspect in Canonese-speaking children:a longitudinal study. Bachelor of science (Speech and hearing sciences):first-degree dissertation. The University of Hong Kong.
Comrie, B. (1976). Aspect:An introduction to the study of verbal aspect and related problems. Cambridge:Cambridge University Press, 16-32.
Johnson bonnie, W., & Fey marc E. (2006). Interaction of lexical and grammatical aspect in toddlers' language. Journal of Child Language, 33 (2), 419-35.
Johnson, B. W., & Morris, S. R. (2007). Clinical implications of the effects of lexical aspect and phonology on children's production of the regular past tense. Child Language Teaching and Therapy, 23(3), 287-306.
Kelly, D., & Rice, M. (1994). Preferences for verb interpretation in children with specific language impairment. Journal of Speech and Hearing Research, 37(1), 182-192.
Leonard, L. B., & Bortolini, U. (1998). Grammatical morphology and the role of weak syllables in the speech of Italian-speaking children with specific language impairment. Journal of Speech, Language, and Hearing Research, 41(6), 1363-1374.
Leonard, L., Deevy, P., Kurtz, R., Chorev, L., Owen, A., Polite, E., et al. (2007). Lexical aspect and the use of verb morphology by children with specific language impairment. Journal of Speech, Language, and Hearing Research, 50(3), 759-777.
Li, P., & Bowerman, M. (1998). The acquisition of lexical and grammatical aspect in Chinese. First Language, 18(54), 311-350.
Madden, C. J, & Zwaan, R. A. (2003). How does verb aspect constrain event representations? Memory & Cognition, 31(5), 663-672.
Nichola, J., Stuart, Heather van der Lely. (2015). Role of aspect in understanding tense:an investigation with adolescents with SLI. International Journal of Language & Communication Disorders, 50(2), 187-201.
Schulz, P., & Wittek, A. (2003). Opening doors and sweeping floors:What children with specific language impairment know about telic and atelic verbs. In Proceedings of the 27th Annual Boston University Conference on Language Development (Vol. 2). Somerville, MA:Cascadilla, 727-738
Shirai, Y., & Andersen, R. W. (1995). The acquisition of tense-aspect morphology:A prototype account. Language, 71(4), 743-762.
Smith, C.S. (1991). The parameter of aspect. 2 ed. Dordrecht, Netherlands:Kluwer Academic Publishers, 1-60.
Stokes, S. F., & Fletcher, P. (2000). Lexical diversity and productivity in Cantonese-speaking children with specific language impairment. International Journal of Language and Communication Disorders, 35(4), 527-541.
Stokes, S. F., & Fletcher, P. (2003). Aspectual forms in Cantonese children with specific language impairment. Linguistics, 41(2), 381-406.
Tam, W. S. (2002). The development of aspect markers in Cantonese-speaking children with specific language impairment. Bachelor of Science (Speech and Hearing Sciences):First-degree dissertation. The University of Hong Kong.
Tomblin, J. B., Records, N. L., Buckwalter, P., Zhang, X., Smith, E., & O'Brien, M. (1998). Prevalence of specific language impairment in kindergarten children. Journal of Speech, Language, and Hearing Research, 40(6), 1245-1260.
曾涛, 李慧, 李珂, 何晓炜. (2013).汉语普通话特殊语言障碍儿童 "把" 字句习得研究. 华文教学与研究, 1, 10-18.
何晓炜, 孙蓝, 田琳. (2013). 汉语特殊型语言障碍儿童体标记"了"和"在"的产出研究. 外语教学, 34(2), 27-32.
胡荣. (2006). 语言输入与原型理论-关于情状体假设的解释. 外语教学, 27(1), 26-29
马庆株. (1992). 汉语动词和动词性结构. 北京:北京语言学院出版社, 1-13.
錡寶香. (2007). 特定型語言障礙兒童音韻短期記憶能力之初探. 特殊教育研究學刊, 32(4), 19-45.
邵敬敏.(主编) (2007). 现代汉语通论. 第二版. 上海:上海教育出版社, 180-184.
[1] LI Jun, WANG Yue, CHEN Xiani, LI Ying. The Effects of Second Language Learning on Cognitive Control and Lexical Access in School-age Children: The Influence of Age and Second Language Proficiency [J]. Psychological Development and Education, 2023, 39(2): 219-227.
[2] ZHAO Xiaomeng, ZHANG Aoxue, ZHANG Mingliang, LI Hongxia, SI Jiwei. Longitudinal Associations between Parental Involvement and Children's Math Anxiety in Primary School: The Mediating Role of Mathematics Attitude [J]. Psychological Development and Education, 2021, 37(5): 683-690.
[3] LEI Lili, RAN Guangming, ZHANG Qi, MI Qianwen, CHEN Xu. The Associations between Parenting Styles and Anxiety in Preschool-age Children: A Three-level Meta-analysis [J]. Psychological Development and Education, 2020, 36(3): 329-340.
[4] LI Qinggong, ZHANG Wenyu, SUN Jieyuan, MA Fengling. 8-to 12-Year-Olds' Trust in Peers Predicted by Trait Trustworthiness and Facial Trustworthiness and Its Age Difference [J]. Psychological Development and Education, 2020, 36(1): 38-44.
[5] DU Dan, SU Yan-jie. Faux-pas understanding among 7 to 11 years old and its correlation with maternal rearing style [J]. Psychological Development and Education, 2009, 25(1): 14-20.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd