Araştırma Makalesi
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Examination of Morphosyntactic Measures in 3 to 7 Age Group

Yıl 2018, , 21 - 38, 28.12.2018

Funda Acarlar , Ceyhun Servi , Gamze Alak

https://doi.org/10.18492/dad.344506
Cited By: 3

Öz

Language sample analysis is widely used in assessing morphosyntactic development. The purpose of this study is to examine the relationship between age and morphosyntactic measures derived from language samples of children between the ages of 3 and 7 years. For this purpose, mean length of utterance, clause ratio and syntactic complexity index were calculated from conversational language samples. The relation and predictive value of these measures with age were examined. Conversational language samples were taken from 142 children. It was found that the means of three measures increased with age. The Mean Length of Utterance was shown to have strong correlation with age while clause ratio and syntactic complexity index were moderately correlated. The relationship of these measures with age and their potential use for morpho-syntactic assessment has been discussed. 

Anahtar Kelimeler

language sample measures morpho-syntactic development assessment syntactic complexity

Kaynakça

  • Acarlar, F. (2005). Türkçe ediniminde gelişimsel özelliklerin dil örneği ölçümleri açısından incelenmesi. Türk Psikoloji Dergisi, 20(56), 61-74.
  • Acarlar, F.,& Johnston, J. (2006). Computer-based analysis of Turkish child language: clinical & research applications. Journal of Multilingual Communication Disorders, 4, 78–94.
  • Acarlar, F., & Johnston, J. (2011). Acquisition of Turkish grammatical morphology by children with developmental disorders. International Journal of Language &Communication Disorders, 46(6), 728-738.
  • Aydın, İ. (2004). Türkçe’de yan tümce türleri ve işlevleri. Dil Dergisi, 126, 29-55.
  • Bernstein, D. K., &Tiegerman-Farber, E. (2002). Language and communication disorders (5th ed.). Boston: Allyn& Bacon.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. New York, NY: Routledge Academic.
  • Condouris, K.,Meyer, E., &Tager-Flusberg, H. (2003). The relationship between standardized measures of language and measures of spontaneous speech in children with autism. American Journal of Speech-Language Pathology, 12, 349-358.
  • DeThorne, L. S., & Channell, R. W. (2007). Clinician–child interactions: Adjustments in linguistic complexity. American Journal of Speech-Language Pathology, 16(2), 119-127.
  • Dunn, M.,Flax, J., Sliwinski, M., & Aram, D. (1996). The use of spontaneous language measures as criteria for identifying children with specific language impairment: An attempt to reconcile clinical and research in congruence. Journal of Speech & Hearing Research, 39, 643-654.
  • Ege, P., Acarlar, F., &Güleryüz, F. (1998). Türkçe kazanımında yaş ve ortalama sözce uzunluğunun ilişkisi. Türk Psikoloji Dergisi, 13(41), 19-31.
  • Eisenberg, S. L., Fersko, T. M., & Lundgren, C. (2001). The use of MLU for identifying language impairment in preschool children: A review.American Journal of Speech-Language Pathology, 10(4), 323-342.
  • Finestack, L. H.,&Abbeduto, L. (2010). Expressive language profiles of verbally expressive adolescents and young adults with Down syndrome or fragile X syndrome. Journal of Speech, Language, and Hearing Research, 53(5), 1334-1348.
  • Fitzgerald, C.E.,Pamela A. Hadley, P.A., &Rispolia, M. (2013). Are some parents’ interaction styles associated with richer grammatical input? American Journal of Speech-Language Pathology,22, 476–488.
  • Gavin, W. J.,&Giles, L. (1996). Sample size effects on temporal reliability of language sample measures of preschool children. Journal of Speech & Hearing Research, 39, 1258-1262.
  • Girolametto, L., Weitzman, E., Wiigs, M., & Pearce, P. S. (1999). The relationship between maternal language measures and language development in toddlers with expressive vocabulary delays. American Journal of Speech-Language Pathology, 8, 364–374.
  • Göksel, A.,&Kerslake, C. (2005). Turkish: A comprehensive grammar. Routledge: Taylor and Francis Ltd.
  • Hadley, P. A.,Rispoli, M., Fitzgerald, C., &Bahnsen, A. (2011). Predictors of morphosyntactic growth in typically developing toddlers: Contributions of parent input and child sex. Journal of Speech, Language, and Hearing Research, 54, 549–566.
  • Heilmann, J.,Nockerts, A., &Miller, J.F. (2010). Language sampling: Does the length of the transcript matter? Language, Speech, and Hearing Services in Schools, 41(4), 393-404.
  • Hewitt, L. E., Hammer, C. S., Yont, K. M., & Tomblin, J. B. (2005). Language sampling for kindergarten children with and without SLI: Mean length of utterance, IPSYN, and NDW. Journal of Communication Disorders, 38(3), 197-213.
  • Hoff-Ginsberg, E. (1985). Some contributions of mothers_ speech to their children’s syntactic growth. Journal of Child Language, 12, 367–385.
  • Hoff-Ginsberg, E. (1986). Function and structure in maternal speech: Their relation to the childs development of syntax. Developmental Psychology, 22, 155–163.
  • Huttenlocher, J., Vasilyeva, M., Cymerman, E., & Levine, S. (2002). Language input and child syntax. Cognitive psychology 45(3), 337-374.
  • Johnston, J. R. (2001). An alternate MLU calculation: Magnitude and variability of effects. Journal of Speech, Language, and Hearing Research,44, 156-164.
  • Johnston, J. (1993). Definition and diagnosis of language development disorders. In G. Blanken, J. Dittmann, H. Grimm, J. Marshall, & C. Wallesch (Eds), Linguistic disorders and pathologies: An international handbook. Berlin: De Gruyter, pp. 574 – 585.
  • Johnston, J. R., Miller, J., Tallal, P., &Curtiss, S. (1993). Conversations with children who are language impaired: Asking questions. Journal of Speech, Language, and Hearing Research, 36, 973-978.
  • Kazemi, Y., Klee, T., & Stringer, H. (2015). Diagnostic accuracy of language sample measures with Persian-speaking preschool children. Clinical Linguistics & Phonetics, 29(4), 304-318.
  • Kemp, K., & Klee, T. (1997). Clinical language sampling practices: Results of a survey of speech-language pathologists in the United States. Child Language Teaching and Therapy, 13(2), 161-176.
  • Klee, T. (1992). Developmental and diagnostic characteristics of quantitative measures of children’s language production. Topics in Language Disorders, 12, 28-41.
  • Klee, T.,Stokes, S. F., Wong, A. M.-Y., Fletcher, P., & Gavin, W. J. (2004). Utterance length and lexical diversity in Cantonese-speaking children with and without specific language impairment. Journal of Speech, Language, and Hearing Research, 47, 1396 – 1410.
  • Leadholm, B. J.& Miller, J. F. (1992).Language sample analysis: The Wisconsin Guide. Madison, WI: Wisconsin Department of Public Instruction.
  • Marinellie, S. A. (2004). Complex syntax used by school-age children with specific language impairment (SLI) in child–adult conversation. Journal of Communication Disorders, 37(6), 517-533.
  • McGregor, K. K., Berns, A. J., Owen, A. J., Michels, S. A., Duff, D., Bahnsen, A. J., & Lloyd, M. (2012). Associations between syntax and the lexicon among children with or without ASD and language impairment. Journal of Autism and Developmental Disorders,42(1), 35-47.
  • Mimeau, C., Plourde, V., Ouellet, A. A., & Dionne, G. (2015). Comparison of measures of morphosyntactic complexity in French-speaking school-aged children. First Language, 35(2), 163-181.
  • Miller, J. F., & Chapman, R. S. (1981).The relation between age and mean length of utterance in morphemes. Journal of Speech and Hearing Research, 24(2), 154-161.
  • Miller, J. F. (1991). Quantifying productive language disorders. In J. F. Miller (Ed.), Research on child language disorders. Austin, TX: Pro-ed.
  • Nelson, N. W. (1998). Childhood language disorders (2nd ed.).Boston: Allyn& Bacon.
  • Nippold,M. A.,Hesketh, L. J., Duthie, J. K.,&Mansfield, T. C. (2005). Conversational versus expository discourse: A study of syntactic development in children, adolescents, and adults. Journal of Speech, Language, and Hearing Research,48, 1048–1064.
  • Nippold, M.A., Mansfield, T.C., Billow, J.L., & Tomblin, J.B. (2008). Expository discourse in adolescents with language impairments: Examining syntactic development. American Journal of Speech-Language Pathology, 17, 356-366.
  • Nippold, M.A.,Frantz-Kaspara, M.W., &Vigelanda, L.M. (2017). Spoken language production in young adults: examining syntactic complexity. Journal of Speech, Language, and Hearing Research, 60, 1339-1347.
  • Owens, R. (1999). Language disorders- A functional approach to assessment and intervention. Boston: Allyn& Bacon.
  • Özsoy, S. & Erguvanlı-Taylan, E. (1989). Belirtililik kavramı ve yabancı dil olarak Türkçe. İçinde F. Ö. Ekmekçi & V. Ülkü (Eds.), Dil Bilimi Uygulamaları (pp. 187-203). Adana: Çukurova University.
  • Paul, R. (2001). Language disorders from infancy through adolescence: assessment & intervention (2nd ed.). St. Louis, MO: Mosby-YearBook.
  • Paul, R., Tetnowski, J., &Reuler, E. (2002).Communication sampling procedures. InRhae Paul & Paul W. Cascella (Eds.),Introduction to Clinical Methods in Communication Disorders(2nd ed.), (pp.111-155). Baltimore Paul H. Brookes Pub.
  • Price, J. R., Roberts, J. E., Hennon, E. A., Berni, M. C., Anderson, K. L., & Sideris, J. (2008). Syntactic complexity during conversation of boys with fragile X syndrome and Down syndrome. Journal of Speech, Language, and Hearing Research, 51(1), 3-15.
  • Scott, C.M. (l988).Producing complex sentences. Topics in Language Disorder, 8 (2).44-62.
  • Scott, C. M., & Stokes, S. L. (1995).Measures of syntax in school-age children and adolescents. Language, Speech, and Hearing Services in Schools, 26, 309–319.
  • Shen, J. (2004). Asymmetry and Markedness Theory. Changsha: Jiangxi Educational Press.
  • Thal, D. J., Reilly, J., Seibert, L., Jeffries, R., &Fenson, J. (2004). Language development in children at risk for language impairment: Cross-population comparisons. Brain and Language, 88(2), 167-179.
  • Tomasello, M. (2000). First steps towards a usage-based theroy of language acquisition. CognitiveLinguistics, 11, 61–82.
  • Treffers-Daller, J., Özsoy, A. S., &van Hout, R. (2007) (In) Complete acquisition of Turkish among Turkish German bilinguals in Germany and Turkey: an analysis of complex embeddings in narratives. International Journal of Bilingual Education and Bilingualism, 10 (3), 248-276.
  • Westerweld, M.F. & Moran, C. A. (2011). Expository language skills of young school-age children. Language Speech and Hearing Services in Schools,42(2), 182-193.
  • Wong, A. M. Y., Klee, T., Stokes, S. F., Fletcher, P., & Leonard, L. B. (2010).Differentiating Cantonese-speaking preschool children with and without SLI using MLU and lexical diversity (D). Journal of Speech, Language, and Hearing Research,53(3), 794-799.

Biçim-Sözdizimsel Ölçümlerin 3-7 Yaş Grubunda İncelenmesi

Yıl 2018, , 21 - 38, 28.12.2018

Funda Acarlar , Ceyhun Servi , Gamze Alak

https://doi.org/10.18492/dad.344506
Cited By: 3

Öz

Biçim-sözdizimsel gelişimin değerlendirilmesinde dil örneği analizi yaygın olarak kullanılmaktadır. Bu çalışmanın amacı, 3-7 yaş arasındaki çocukların dil örneklerinden alınan biçim-sözdizimsel ölçümlerin yaşla ve birbirleriyle ilişkisinin incelenmesidir. Bu amaçla dil örneklerinden Ortalama Sözce Uzunluğu (OSU), Yan Cümle Oranı (YCO) ve Sözdizimi Karmaşıklığı İndeksi (SÖZK) puanları hesaplanmıştır. Bu ölçümlerin yaşla ilişkileri ve yaşı yordama güçleri incelenmiştir. Çalışma grubunda yer alan 142 çocuktan sohbet bağlamında dil örnekleri alınmıştır. İncelenen üç ölçüm ortalamalarının yaşla doğru orantılı olarak arttığı, OSU’nun yaş ile yüksek düzeyde, YCO ve SÖZK’nın ise orta düzeyde ilişkili olduğu belirlenmiştir.  Her ölçümün yaşla ilişkileri ve biçim-sözdizimsel gelişimi değerlendirme amaçlı kullanım potansiyelleri tartışılmıştır.

Anahtar Kelimeler

dil örneği ölçümleri biçim-sözdizimsel gelişim değerlendirme sözdizimi karmaşıklığı

Kaynakça

  • Acarlar, F. (2005). Türkçe ediniminde gelişimsel özelliklerin dil örneği ölçümleri açısından incelenmesi. Türk Psikoloji Dergisi, 20(56), 61-74.
  • Acarlar, F.,& Johnston, J. (2006). Computer-based analysis of Turkish child language: clinical & research applications. Journal of Multilingual Communication Disorders, 4, 78–94.
  • Acarlar, F., & Johnston, J. (2011). Acquisition of Turkish grammatical morphology by children with developmental disorders. International Journal of Language &Communication Disorders, 46(6), 728-738.
  • Aydın, İ. (2004). Türkçe’de yan tümce türleri ve işlevleri. Dil Dergisi, 126, 29-55.
  • Bernstein, D. K., &Tiegerman-Farber, E. (2002). Language and communication disorders (5th ed.). Boston: Allyn& Bacon.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. New York, NY: Routledge Academic.
  • Condouris, K.,Meyer, E., &Tager-Flusberg, H. (2003). The relationship between standardized measures of language and measures of spontaneous speech in children with autism. American Journal of Speech-Language Pathology, 12, 349-358.
  • DeThorne, L. S., & Channell, R. W. (2007). Clinician–child interactions: Adjustments in linguistic complexity. American Journal of Speech-Language Pathology, 16(2), 119-127.
  • Dunn, M.,Flax, J., Sliwinski, M., & Aram, D. (1996). The use of spontaneous language measures as criteria for identifying children with specific language impairment: An attempt to reconcile clinical and research in congruence. Journal of Speech & Hearing Research, 39, 643-654.
  • Ege, P., Acarlar, F., &Güleryüz, F. (1998). Türkçe kazanımında yaş ve ortalama sözce uzunluğunun ilişkisi. Türk Psikoloji Dergisi, 13(41), 19-31.
  • Eisenberg, S. L., Fersko, T. M., & Lundgren, C. (2001). The use of MLU for identifying language impairment in preschool children: A review.American Journal of Speech-Language Pathology, 10(4), 323-342.
  • Finestack, L. H.,&Abbeduto, L. (2010). Expressive language profiles of verbally expressive adolescents and young adults with Down syndrome or fragile X syndrome. Journal of Speech, Language, and Hearing Research, 53(5), 1334-1348.
  • Fitzgerald, C.E.,Pamela A. Hadley, P.A., &Rispolia, M. (2013). Are some parents’ interaction styles associated with richer grammatical input? American Journal of Speech-Language Pathology,22, 476–488.
  • Gavin, W. J.,&Giles, L. (1996). Sample size effects on temporal reliability of language sample measures of preschool children. Journal of Speech & Hearing Research, 39, 1258-1262.
  • Girolametto, L., Weitzman, E., Wiigs, M., & Pearce, P. S. (1999). The relationship between maternal language measures and language development in toddlers with expressive vocabulary delays. American Journal of Speech-Language Pathology, 8, 364–374.
  • Göksel, A.,&Kerslake, C. (2005). Turkish: A comprehensive grammar. Routledge: Taylor and Francis Ltd.
  • Hadley, P. A.,Rispoli, M., Fitzgerald, C., &Bahnsen, A. (2011). Predictors of morphosyntactic growth in typically developing toddlers: Contributions of parent input and child sex. Journal of Speech, Language, and Hearing Research, 54, 549–566.
  • Heilmann, J.,Nockerts, A., &Miller, J.F. (2010). Language sampling: Does the length of the transcript matter? Language, Speech, and Hearing Services in Schools, 41(4), 393-404.
  • Hewitt, L. E., Hammer, C. S., Yont, K. M., & Tomblin, J. B. (2005). Language sampling for kindergarten children with and without SLI: Mean length of utterance, IPSYN, and NDW. Journal of Communication Disorders, 38(3), 197-213.
  • Hoff-Ginsberg, E. (1985). Some contributions of mothers_ speech to their children’s syntactic growth. Journal of Child Language, 12, 367–385.
  • Hoff-Ginsberg, E. (1986). Function and structure in maternal speech: Their relation to the childs development of syntax. Developmental Psychology, 22, 155–163.
  • Huttenlocher, J., Vasilyeva, M., Cymerman, E., & Levine, S. (2002). Language input and child syntax. Cognitive psychology 45(3), 337-374.
  • Johnston, J. R. (2001). An alternate MLU calculation: Magnitude and variability of effects. Journal of Speech, Language, and Hearing Research,44, 156-164.
  • Johnston, J. (1993). Definition and diagnosis of language development disorders. In G. Blanken, J. Dittmann, H. Grimm, J. Marshall, & C. Wallesch (Eds), Linguistic disorders and pathologies: An international handbook. Berlin: De Gruyter, pp. 574 – 585.
  • Johnston, J. R., Miller, J., Tallal, P., &Curtiss, S. (1993). Conversations with children who are language impaired: Asking questions. Journal of Speech, Language, and Hearing Research, 36, 973-978.
  • Kazemi, Y., Klee, T., & Stringer, H. (2015). Diagnostic accuracy of language sample measures with Persian-speaking preschool children. Clinical Linguistics & Phonetics, 29(4), 304-318.
  • Kemp, K., & Klee, T. (1997). Clinical language sampling practices: Results of a survey of speech-language pathologists in the United States. Child Language Teaching and Therapy, 13(2), 161-176.
  • Klee, T. (1992). Developmental and diagnostic characteristics of quantitative measures of children’s language production. Topics in Language Disorders, 12, 28-41.
  • Klee, T.,Stokes, S. F., Wong, A. M.-Y., Fletcher, P., & Gavin, W. J. (2004). Utterance length and lexical diversity in Cantonese-speaking children with and without specific language impairment. Journal of Speech, Language, and Hearing Research, 47, 1396 – 1410.
  • Leadholm, B. J.& Miller, J. F. (1992).Language sample analysis: The Wisconsin Guide. Madison, WI: Wisconsin Department of Public Instruction.
  • Marinellie, S. A. (2004). Complex syntax used by school-age children with specific language impairment (SLI) in child–adult conversation. Journal of Communication Disorders, 37(6), 517-533.
  • McGregor, K. K., Berns, A. J., Owen, A. J., Michels, S. A., Duff, D., Bahnsen, A. J., & Lloyd, M. (2012). Associations between syntax and the lexicon among children with or without ASD and language impairment. Journal of Autism and Developmental Disorders,42(1), 35-47.
  • Mimeau, C., Plourde, V., Ouellet, A. A., & Dionne, G. (2015). Comparison of measures of morphosyntactic complexity in French-speaking school-aged children. First Language, 35(2), 163-181.
  • Miller, J. F., & Chapman, R. S. (1981).The relation between age and mean length of utterance in morphemes. Journal of Speech and Hearing Research, 24(2), 154-161.
  • Miller, J. F. (1991). Quantifying productive language disorders. In J. F. Miller (Ed.), Research on child language disorders. Austin, TX: Pro-ed.
  • Nelson, N. W. (1998). Childhood language disorders (2nd ed.).Boston: Allyn& Bacon.
  • Nippold,M. A.,Hesketh, L. J., Duthie, J. K.,&Mansfield, T. C. (2005). Conversational versus expository discourse: A study of syntactic development in children, adolescents, and adults. Journal of Speech, Language, and Hearing Research,48, 1048–1064.
  • Nippold, M.A., Mansfield, T.C., Billow, J.L., & Tomblin, J.B. (2008). Expository discourse in adolescents with language impairments: Examining syntactic development. American Journal of Speech-Language Pathology, 17, 356-366.
  • Nippold, M.A.,Frantz-Kaspara, M.W., &Vigelanda, L.M. (2017). Spoken language production in young adults: examining syntactic complexity. Journal of Speech, Language, and Hearing Research, 60, 1339-1347.
  • Owens, R. (1999). Language disorders- A functional approach to assessment and intervention. Boston: Allyn& Bacon.
  • Özsoy, S. & Erguvanlı-Taylan, E. (1989). Belirtililik kavramı ve yabancı dil olarak Türkçe. İçinde F. Ö. Ekmekçi & V. Ülkü (Eds.), Dil Bilimi Uygulamaları (pp. 187-203). Adana: Çukurova University.
  • Paul, R. (2001). Language disorders from infancy through adolescence: assessment & intervention (2nd ed.). St. Louis, MO: Mosby-YearBook.
  • Paul, R., Tetnowski, J., &Reuler, E. (2002).Communication sampling procedures. InRhae Paul & Paul W. Cascella (Eds.),Introduction to Clinical Methods in Communication Disorders(2nd ed.), (pp.111-155). Baltimore Paul H. Brookes Pub.
  • Price, J. R., Roberts, J. E., Hennon, E. A., Berni, M. C., Anderson, K. L., & Sideris, J. (2008). Syntactic complexity during conversation of boys with fragile X syndrome and Down syndrome. Journal of Speech, Language, and Hearing Research, 51(1), 3-15.
  • Scott, C.M. (l988).Producing complex sentences. Topics in Language Disorder, 8 (2).44-62.
  • Scott, C. M., & Stokes, S. L. (1995).Measures of syntax in school-age children and adolescents. Language, Speech, and Hearing Services in Schools, 26, 309–319.
  • Shen, J. (2004). Asymmetry and Markedness Theory. Changsha: Jiangxi Educational Press.
  • Thal, D. J., Reilly, J., Seibert, L., Jeffries, R., &Fenson, J. (2004). Language development in children at risk for language impairment: Cross-population comparisons. Brain and Language, 88(2), 167-179.
  • Tomasello, M. (2000). First steps towards a usage-based theroy of language acquisition. CognitiveLinguistics, 11, 61–82.
  • Treffers-Daller, J., Özsoy, A. S., &van Hout, R. (2007) (In) Complete acquisition of Turkish among Turkish German bilinguals in Germany and Turkey: an analysis of complex embeddings in narratives. International Journal of Bilingual Education and Bilingualism, 10 (3), 248-276.
  • Westerweld, M.F. & Moran, C. A. (2011). Expository language skills of young school-age children. Language Speech and Hearing Services in Schools,42(2), 182-193.
  • Wong, A. M. Y., Klee, T., Stokes, S. F., Fletcher, P., & Leonard, L. B. (2010).Differentiating Cantonese-speaking preschool children with and without SLI using MLU and lexical diversity (D). Journal of Speech, Language, and Hearing Research,53(3), 794-799.
Toplam 52 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Funda Acarlar 0000-0003-3796-4279

Ceyhun Servi

Gamze Alak

Yayımlanma Tarihi 28 Aralık 2018
Yayımlandığı Sayı Yıl 2018

Kaynak Göster

APA Acarlar, F., Servi, C., & Alak, G. (2018). Biçim-Sözdizimsel Ölçümlerin 3-7 Yaş Grubunda İncelenmesi. Dilbilim Araştırmaları Dergisi, 29(2), 21-38. https://doi.org/10.18492/dad.344506

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https://doi.org/10.1044/2021_JSLHR-20-00637
TÜRKÇE KONUŞAN OTİZM SPEKTRUM BOZUKLUĞU OLAN ÇOCUKLARDA BİÇİMBİRİMBİLGİSİ
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https://doi.org/10.17679/inuefd.899556

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Dergi DOI:10.18492/dad