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The Syntactic Ability of Third and Fourth Graders with and without Vocabulary Delay from Multicultural Families: in Retelling of Comparison and Causation Expository Discourses

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2021, 22(4), pp.155-174
  • DOI : 10.19049/JSPED.2021.22.4.07
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : November 4, 2021
  • Accepted : December 6, 2021
  • Published : December 31, 2021

Lee, Hanna 1 Hyojin Yoon 2

1예수병원 재활의학과
2조선대학교

Accredited

ABSTRACT

[Purpose] This study aimed to examine the syntactic ability of third and fourth graders with and without vocabulary delay from multicultural families in retelling of comparison and causation expository discourses. [Method] The participants were 15 children with vocabulary delay and 15 children without vocabulary delay, all of whom were from multicultural families, and 15 children without vocabulary delay from non-multicultural families. All the children were asked to retell two expository discourses after listening to them with pictures. The total number of T-units as syntactic productivity, the number of morphemes per T-unit, and the number of subordinate clauses as syntactic complexity were analyzed. [Results] The results showed that there were no differences between the three groups in the total number of T-units. However, children with vocabulary delay from multicultural families had significantly fewer morphemes per T-unit and subordinate clauses as syntactic complexity than the two groups of children without vocabulary delay. What is more, children were likelier to retell longer and more complex sentences about causation expository discourses when compared to the retelling of comparison expository discourses. [Conclusion] The results demonstrate that children with vocabulary delay from multicultural families are likely to make shorter and less complex sentences in expository discourses than children without vocabulary delay. The types of expository discourses should be considered in language assessment and intervention.

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