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KMID : 1036820190240010009
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Communication Sciences & Disorders
2019 Volume.24 No. 1 p.9 ~ p.18
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Characteristics of Comprehending Evidential Markers and Words for Korean Preschool Children with Specific Language Impairment
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Song Myeong-Eun
Lee Hee-Ran
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Abstract
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Objectives: This study is designed to study the ability of children with specific language impairment (SLI) and typically developing (TD) children to comprehend the source of information in sentences using grammatical markers and words that present evidentiality.
Methods: Fifteen 5- to 6-year-old children with SLI and 15 age-matched TD children participated in this study. The children were tested with comprehension tasks using sentences which include grammatical markers (direct experience ‘-nae’, indirect inference ‘-geot gata’) and words (direct experience ‘see’, indirect inference ‘think’) that indicate the source of information.
Results: The SLI groups exhibited difficulty in the tasks that asked them to choose between direct experience markers (‘-nae’) and indirect inference markers (‘-geot gata’). The differences between these groups were significant. Also, there were differences in the comprehension of the evidential markers and words in each group. There were no significant differences in the group of SLI. However, there were significant differences following the evidential markers and words in the group of TD children.
Conclusion: Children with SLI had difficulty comprehending both grammatical markers and words in which both experience and inference were presented when compared to TD children. This study has clinical significance in that it shows that children with developmental language disorders have difficulties in the use of high frequency evidentiality grammatical markers and words that are learned at an early development stage and used for discourse.
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KEYWORD
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Specific language impairment, Evidential marker, Evidential word, Sentence comprehension
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