Pham Giang, Simpson Andrew
School of Speech, Language, and Hearing Sciences, San Diego State University, 5500 Campanile Drive, San Diego, CA 92182, USA.
Department of Linguistics, Grace Ford Salvatori Hall 301, 3601 Watt Way, University of Southern California, Los Angeles, CA 90089, USA.
Taiwan J Linguist. 2024 Jan;22(1):89-113. doi: 10.6519/TJL.202401_22(1).0004.
The acquisition of numeral classifiers and their associated syntactic structures has been documented and studied in a broad range of East and Southeast Asian languages among typically-developing (TD) young speakers. However, little research has considered how classifiers are acquired by children with developmental language disorder (DLD). The current paper compares and analyzes the development of numeral classifier patterns among a set of Vietnamese speakers, TD and DLD, studied over three years, from kindergarten to second grade. The investigation highlights differences in the performance of children with TD and DLD and describes the areas of classifier use that seem to be most challenging. Children with DLD produced more errors of classifier omission in kindergarten, showed more random alternations in representational forms, and delays in the development of three element classifier structures. Findings are discussed in terms of future directions in the study of classifier use in Vietnamese speakers with DLD.
在发育正常的（TD）年轻使用者中，东亚和东南亚的多种语言中数词量词及其相关句法结构的习得情况已有文献记载和研究。然而，很少有研究考虑发育性语言障碍（DLD）儿童如何习得量词。本文比较并分析了一组越南语使用者（包括发育正常儿童和发育性语言障碍儿童）从幼儿园到二年级三年间数词量词模式的发展情况。该调查突出了发育正常儿童和发育性语言障碍儿童在表现上的差异，并描述了量词使用中似乎最具挑战性的领域。发育性语言障碍儿童在幼儿园时量词省略错误更多，在表征形式上表现出更多随机交替，并且在三元量词结构的发展上存在延迟。研究结果将根据未来对越南语发育性语言障碍使用者量词使用研究的方向进行讨论。
