![]() ![]() They tap into various sensory modalitiesvisual, auditory, kinestheticto cater to diverse learning styles and reinforce language comprehension. To optimize learning, efficiency of recast distribution as well as rate must be considered. Multisensory teaching techniques are a dynamic and holistic approach to language acquisition, particularly when dealing with irregular past tense verbs. Increasing recast density to the modest levels in this brief intervention experiment did not benefit children with SLI and led to poorer learning for children with TL. ABSTRACTBilingual and monolingual childrens (mean age4 10) elicited production of the past tense in both English and French was examined in order to test predictions from Usage-Based theory. Although Chapter 13 examined broad patterns of morphosyntactic development in relation to vocabulary size, we did not conduct specific analyses of the development of morphology per se. Contrary to expectations, at higher intervention-like recast densities, the SLI group did not improve their accuracy, and the TL group performances were significantly poorer (d = 0.47).Īt conversational levels, recasts facilitated greater verb learning than models alone but only in the TL group. Chapter 14 Morphological Overgeneralization. The results revealed that for native speakers the likelihood of a verb being produced in a regular past-tense form was inversely related to its phonological similarity to existing irregular verbs. Outcomes were based on spontaneous conversational productions and a post-test probe.Īs predicted, at conversation-like densities, children with TL more accurately produced the target verbs they heard in recasts than in nonrecast models (d = 0.58), children with SLI showed no differences, and children with TL produced the verbs more accurately than did children with SLI (d = 0.54). However, bilingual children were as accurate as monolinguals with the past tense in their language of greater exposure, except for English irregular verbs. as the past tense is concerned: one type in which the -ed suffix is attached to generic form of an irregular verb (eated), and another type in which the -ed suffix is attached to the past tense form of an irregular verb (wented). Thirteen children (7-8 years of age) with SLI and 13 language-similar children (5-6 years of age) with TL were exposed to 3 recast densities of novel irregular past tense verbs (none, conversation-like, intervention-like) over 5 sessions. Using this data base, the following hypotheses were examined: (1) The irregular past tense form is an earlier acquisition than the regular past tense form. This experiment tested whether this apparent paradox could be attributed to variations in the density of recasts in conversation versus intervention. Proctor-Williams, 1999) and the ability to learn from recasts in intervention as quickly as do children with TL (K. Uses most irregular verb forms, although with some mistakes in irregular past tense (e.g. Children with specific language impairment (SLI) lag behind children with typical language (TL) in their grammatical development, despite equivalent early exposure to recasts in conversation (M.
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