Behavioural Science Institute, Radboud University Nijmegen, Nijmegen, Netherlands.
Res Dev Disabil. 2011 May-Jun;32(3):1186-93. doi: 10.1016/j.ridd.2011.01.001. Epub 2011 Feb 18.
The goal of this study was to search for verb morphology characteristics as possible clinical markers of SLI in Dutch as a first and second language. We also wanted to find out to what extent bilingual children with SLI are additionally disadvantaged in comparison to monolingual children with SLI, on the one hand, and to typically developing bilingual children, on the other hand. Therefore, we examined the use of verb morphology in the narratives of four groups of 7- and 9-year-old children: native Dutch (monolingual) children without SLI, bilingual children without SLI, native Dutch (monolingual) children with SLI, and bilingual children with SLI. The narrative performance in Dutch as measured by mean length of utterance and number of ungrammatical sentences was found to be generally worse for children learning Dutch as a second language, for children suffering from SLI, and for younger children. Furthermore, omission of an agreement marker in the third person singular verb form can be seen as a clinical marker of SLI in both first and second language learners. Bilingual children with SLI were found to be in an additionally disadvantaged position as far as their use of L2 verb morphology.
本研究旨在寻找动词形态特征，作为荷兰语作为第一语言和第二语言者 SLI 的可能临床标记物。我们还想了解 SLI 双语儿童与 SLI 单语儿童以及典型发展的双语儿童相比，在多大程度上处于不利地位。因此，我们研究了四个年龄组（7 岁和 9 岁）的儿童的叙事中的动词形态使用情况：没有 SLI 的母语为荷兰语（单语）儿童、没有 SLI 的双语儿童、有 SLI 的母语为荷兰语（单语）儿童和有 SLI 的双语儿童。通过平均话语长度和不合语法句子的数量来衡量的荷兰语叙事表现，对于学习荷兰语作为第二语言的儿童、有 SLI 的儿童以及年龄较小的儿童来说，总体上更差。此外，第三人称单数动词形式中遗漏一致标记物可被视为第一语言和第二语言学习者中 SLI 的临床标记物。有 SLI 的双语儿童在使用第二语言动词形态方面处于更加不利的地位。
