Wong Tze-Peng, Moran Catherine, Foster-Cohen Susan
Department of Communication Disorders, New Zealand Institute of Language, Brain and Behavior, University of Canterbury, Christchurch, New Zealand.
Clin Linguist Phon. 2012 Mar;26(3):273-87. doi: 10.3109/02699206.2011.614717. Epub 2011 Oct 3.
The effectiveness of expansion as a technique for facilitating children's language and conversational skills is well known (Scherer and Olswang, 1984). Expansion, however, can appear alone or in combination with other techniques. Using a repeated measures design, this study aimed to compare the effects of expansion alone (EA); expansion combined with wh-questions (EQ); and expansion followed by a cloze procedure (EC) on the conversational skills of eight preschool children with conversational difficulties. Results showed that while there were no significant differences in child verbal topic maintaining responses across all techniques, EA elicited a significantly higher number of topic extensions, more non-verbal topic maintaining responses and fewer 'non-relevant responses' from the children, than either EQ or EC. The positive effects of each technique on the pragmatic appropriateness in conversations suggest that they could be used strategically in language intervention to ensure greater therapeutic effect.
扩展作为一种促进儿童语言和对话技能的技术，其有效性是众所周知的（谢勒和奥斯旺，1984年）。然而，扩展可以单独出现，也可以与其他技术结合使用。本研究采用重复测量设计，旨在比较单独使用扩展（EA）；扩展与wh问题相结合（EQ）；以及扩展后接填空程序（EC）对八名有对话困难的学龄前儿童对话技能的影响。结果表明，虽然在所有技术中，儿童言语话题维持反应没有显著差异，但与EQ或EC相比，EA引发的儿童话题扩展数量显著更多，非言语话题维持反应更多，“不相关反应”更少。每种技术对对话中语用适当性的积极影响表明，它们可以在语言干预中策略性地使用，以确保更大的治疗效果。
