Frizelle Pauline, Fletcher Paul
Department of Speech and Hearing Sciences, University College Cork , Cork , Ireland.
Clin Linguist Phon. 2014 Jun;28(6):437-49. doi: 10.3109/02699206.2014.882991. Epub 2014 Feb 12.
This study highlights the importance of error analysis in providing a comprehensive profile of an individual's grammatical ability with regard to relative clause (RC) constructions. The aim was to identify error patterns in the production of RCs by English-speaking, school-aged children with specific language impairment (SLI) and to relate them to their level of competence with these structures. Children with SLI (mean age = 6;10, n = 32) and two control groups - a typically developing group matched for age (mean age = 6;11, n = 32) and a younger typically developing group (mean age = 4;9, n = 20), repeated sentences containing RCs that represented a range of syntactic roles. Data are presented on three distinct error patterns - the provision of simple sentences, obligatory relativizer omission and RC conversions. Each is related to the level of competence on RCs that each child has achieved.
本研究强调了错误分析在全面描述个体关于关系从句（RC）结构的语法能力方面的重要性。目的是识别有特定语言障碍（SLI）的学龄英语儿童在生成关系从句时的错误模式，并将这些模式与他们对这些结构的能力水平联系起来。患有SLI的儿童（平均年龄=6岁10个月，n=32）和两个对照组——一个年龄匹配的典型发育组（平均年龄=6岁11个月，n=32）和一个年龄较小的典型发育组（平均年龄=4岁9个月，n=20），重复包含代表一系列句法角色的关系从句的句子。数据呈现了三种不同的错误模式——提供简单句、省略必需的关系词和关系从句转换。每种模式都与每个儿童在关系从句方面所达到的能力水平相关。
