Araya Claudia, Coloma Carmen Julia, Quezada Camilo, Benavente Paula
Departamento de Fonoaudiología, Facultad de Medicina, Universidad de Chile, Santiago 8380453, Chile.
Facultad de Pedagogía, Universidad Academia de Humanismo Cristiano, Santiago 7500000, Chile.
Children (Basel). 2023 Jun 30;10(7):1152. doi: 10.3390/children10071152.
This paper addresses the grammatical challenges associated with the development of clause complexity, focusing on the performance of a group of monolingual Spanish-speaking schoolchildren with Specific Language Impairment/Developmental Language Disorder (SLI/DLD) in a longitudinal corpus of oral narrative samples. The study examines the presence of interclause relations of subordination and equivalence (hypotaxis and parataxis) in language samples of two groups: an experimental group made up of 24 schoolchildren with SLI/DLD and a control group made up of 24 schoolchildren with typical development (TD). The results show that while both groups use parataxis as the most common relation between clauses in all school grades, there is a significant decrease in paratactic relations and a significant increase in hypotactic relations from first to fourth grade of primary education. Although the development patterns are highly similar, the SLI/DLD group shows greater difficulties in mastering more complex (hypotactic) relations in fourth grade compared to the control group, indicating that it is less sophisticated in the use of these types of complex relations. These findings suggest that focused support on the most complex structures is needed towards the fourth grade of primary education, given the demands of the school academic register from 6 and 7 years of age and the potential problems that the development of clause complexity can cause in school-age children.
本文探讨了与从句复杂性发展相关的语法挑战，重点关注一组患有特定语言障碍/发育性语言障碍（SLI/DLD）的单语西班牙语学龄儿童在纵向口语叙事样本语料库中的表现。该研究考察了两组语言样本中从属和对等的句间关系（主从关系和并列关系）的存在情况：一组是由24名患有SLI/DLD的学龄儿童组成的实验组，另一组是由24名发育正常（TD）的学龄儿童组成的对照组。结果表明，虽然两组在所有小学年级中都将并列关系作为从句间最常见的关系，但从小学一年级到四年级，并列关系显著减少，主从关系显著增加。尽管发展模式高度相似，但与对照组相比，SLI/DLD组在四年级掌握更复杂（主从）关系时表现出更大的困难，这表明其在使用这些复杂关系类型方面不够成熟。这些发现表明，鉴于6至7岁起学校学术语域的要求以及从句复杂性发展可能给学龄儿童带来的潜在问题，在小学四年级时需要针对最复杂的结构提供有针对性的支持。
