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Parsing the Passive : Comparing Children With Specific Language Impairment to Sequential Bilingual Children

Parsing the Passive : Comparing Children With Specific Language Impairment to Sequential Bilingual Children

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MARINIS, Theodoros, Douglas SADDY, 2013. Parsing the Passive : Comparing Children With Specific Language Impairment to Sequential Bilingual Children. In: Language Acquisition. 20(2), pp. 155-179. ISSN 1048-9223. eISSN 1532-7817. Available under: doi: 10.1080/10489223.2013.766743

@article{Marinis2013-04-10Parsi-42367, title={Parsing the Passive : Comparing Children With Specific Language Impairment to Sequential Bilingual Children}, year={2013}, doi={10.1080/10489223.2013.766743}, number={2}, volume={20}, issn={1048-9223}, journal={Language Acquisition}, pages={155--179}, author={Marinis, Theodoros and Saddy, Douglas} }

Saddy, Douglas Marinis, Theodoros eng 2018-05-16T12:26:29Z Saddy, Douglas 2018-05-16T12:26:29Z 2013-04-10 Twenty-five monolingual (L1) children with specific language impairment (SLI), 32 sequential bilin- gual (L2) children, and 29 L1 controls completed the Test of Active & Passive Sentences-Revised (van der Lely 1996) and the Self-Paced Listening Task with Picture Verification for actives and passives (Marinis 2007). These revealed important between-group differences in both tasks. The children with SLI showed difficulties in both actives and passives when they had to reanalyse thematic roles on-line. Their error pattern provided evidence for working memory limitations. The L2 children showed difficulties only in passives both on-line and off-line. We suggest that these relate to the complex syntactic algorithm in passives and reflect an earlier developmental stage due to reduced exposure to the L2. The results are discussed in relation to theories of SLI and can be best accommodated within accounts proposing that difficulties in the comprehension of passives stem from processing limitations. Marinis, Theodoros Parsing the Passive : Comparing Children With Specific Language Impairment to Sequential Bilingual Children

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