{"title":"THE USE OF CLASSIFIERS IN VIETNAMESE IN TYPICAL AND ATYPICAL LANGUAGE DEVELOPMENT.","authors":"Giang Pham, Andrew Simpson","doi":"10.6519/TJL.202401_22(1).0004","DOIUrl":null,"url":null,"abstract":"<p><p>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.</p>","PeriodicalId":41000,"journal":{"name":"Taiwan Journal of Linguistics","volume":null,"pages":null},"PeriodicalIF":0.3000,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11086708/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Taiwan Journal of Linguistics","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.6519/TJL.202401_22(1).0004","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"LANGUAGE & LINGUISTICS","Score":null,"Total":0}
引用次数: 0
Abstract
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.
期刊介绍:
Taiwan Journal of Linguistics is an international journal dedicated to the publication of research papers in linguistics and welcomes contributions in all areas of the scientific study of language. Contributions may be submitted from all countries and are accepted all year round. The language of publication is English. There are no restrictions on regular submission; however, manuscripts simultaneously submitted to other publications cannot be accepted. TJL adheres to a strict standard of double-blind reviews to minimize biases that might be caused by knowledge of the author’s gender, culture, or standing within the professional community. Once a manuscript is determined as potentially suitable for the journal after an initial screening by the editor, all information that may identify the author is removed, and copies are sent to at least two qualified reviewers. The selection of reviewers is based purely on professional considerations and their identity will be kept strictly confidential by TJL. All feedback from the reviewers, except such comments as may be specifically referred to the attention of the editor, is faithfully relayed to the authors to assist them in improving their work, regardless of whether the paper is to be accepted, accepted upon minor revision, revised and resubmitted, or rejected.