臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：語言障礙學生口語說明能力之微觀與鉅觀結構分析
作者：曾彥翰
作者(外文)：Tseng, Yen-Han
校院名稱：國立臺灣師範大學
系所名稱：特殊教育學系
指導教授：劉惠美
學位類別：博士
出版日期：2019
主題關鍵詞：口語說明能力；語言樣本分析；語言障礙；鉅觀結構；微觀結構；expository discourse；language sampling analysis；language impairment；macrostructure；microstructure
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:0
  • 點閱點閱:5
本研究之目的在於以微觀和鉅觀的層面分析國小高年級語言障礙學生和正常發展學生口語說明能力的表現，並探討有效區分預測語言障礙的口語說明指標。以立意取樣和配對的方式選取基隆市、臺北市、新北市、台中市之高年級語言障礙學生和正常發展學生各20名進行研究。研究者以改編之遊戲或運動語言作業與提示表，收集每位學生的說明性語言樣本。從語意（詞彙量、詞彙多樣性）、語法（語句量、語句長度、語句複雜度、特殊句式）、錯誤分析（語詞、語句之錯誤）及迷走語（修正、重複、填補之內容）等四個面向進行微觀結構之分析；以修訂之說明能力評分架構評量學生口語說明之鉅觀結構能力。本研究主要發現如下：
一、語意方面，語言障礙學生口語說明時使用之「總詞彙數」、「相異詞彙數」與「校正後相異詞的出現率」均顯著低於正常發展學生，顯示語言障礙學生口語說明時有詞彙量不足與詞彙運用困難的問題。
二、在語法方面，語言障礙學生在說明時語法能力的表現不僅在量的方面較正常發展學生少，在質的方面亦有明顯的組間差異，包括:。在語句數量方面，語言障礙學生所表達出的單句數過少，較無法表達出詳細與豐富的內容；在語句的長度方面，語言障礙學生的平均主謂句長度顯著較正常發展學生短，顯示「平均主謂句長度」可以做為偵測華語學生語言障礙的語法指標；在語句複雜度方面，語言障礙學生在說明時較少使用嚴密性高的「主謂句」，表達內容的邏輯性與精緻度較同齡學生不足。另外，本研究也發現「主謂短語的數量」能偵測出華語語言障礙學生在說明時，語句階層性與複雜性不足的問題。在特殊句式方面，語言障礙學生說明性言談中「被字句量」不足的問題，是區辨語言障礙學生的一項語法特徵。
三、錯誤分析方面，語言障礙學生在說明時單句中錯誤比率顯著較高。在個別錯誤的類型分析中，則是以「單句錯誤使用語詞的比率」和「單句語意關係不明句比率」等語意層面的錯誤明顯高於同齡學生。
四、在迷走語方面，語言障礙學生和正常發展學生在「迷走語詞佔總詞彙比率」、「單句迷走語數」、「單位迷走語詞彙數」和「單句放棄語句比率」等計量分析結果沒有顯著差異，但在「總迷走語詞彙數」和「迷走語單句數」方面則是正常發展學生明顯較多。
五、鉅觀結構方面，兩組學生的口語說明鉅觀結構能力有顯著差異。其中「準備工作」、「進行的過程」、「得分」、「結束」、「策略」、「專門性術語」等6項元素與「綜合比率分數」均能有效偵測語言障礙學生鉅觀結構能力的缺損，可以做為口語說明介入的參考指標。
六、語言障礙學生和正常發展學生的區分預測指標之分析結果，在微觀結構分析層面以「相異詞彙數」、「平均主謂句長度」、「被字句數」之組合性指標有最佳之區分正確性。在鉅觀結構分析層面，則是以「策略」、「得分」、「進行過程」等3項之組合性指標具最佳的區分效果。
最後，根據上述的發現，本研究提出未來研究及實務應用方面的相關建議。
The purpose of this study was to examine the micro- and macrostructural performance of expository discourse in students with language impairment (LI) and typically developing age-matched peers (TD). Expository discourse is a challenging discourse for school-age children, and has recently gained more attention because of its academic importance. An effort has also been made to explore the linguisitc indicators for differentiating Mandarin-speaking students with LI and TD.
Expository data were collected form 40 Mandarin-speaking students enrolled in fifth and sixth grade, using a favorite game or sport protocol. Language samples were analyzed for microstructural measures of semantic, syntax, error, and maze. The macrostructural components of expository discourses form students were also assessed using a revised Expository Scoring Scheme (ESS).
The results showed that LI was significantly poorer on most of aspects of microstructural measures, including semantic measures (ie., total words, number different words and corrected type token ratio), syntax measures (ie., number of Chinese simple sentence, subject-predicate sentence, subject- predicate construction, bei-sentence, mean length of subject-predicate sentence) and error measures (ie., percentage of total errors per Chinese simple sentence, word error, unclear context). Unexpectedly, only two maze measures（total maze words, Chinese simple sentence with maze）were significantly higher for TD. LI students exhibited inferior syntactic and semantic abilities in expository discourse than their age-matched peers. The group differences were also observed on ESS ratio score and six ESS components. The performance on ESS and the scores of six ESS components distinguished the language delay in use of expository macrostructure for LI students from the TD group, and could be applied to clinical intervention for expository macrostructure skills.
Combining three microstructural measures, i.e., number of different words, mean length of subject-predicate sentence and bei-sentence demonstrated the highest accuracy of distinctive prediction for classifying LI and TD. Furthermore, the three ESS components, i.e., “strategies”, “course of play” and “scoring”, were the expository discourse macrostructure measures demonstrated the highest accuracy of distinctive prediction, with correct identification of 95% for LI and 85% for TD. In conclusion, LI have shown both deficits in microstructure and macrostructure of expository discourse.
Based on these findings, the suggestions for future studies and implications for using the expository discourse in the clinical assessment and intervention were discussed.
一、中文部分
王力（1989）：漢語語法史。北京：商務印書館。
王寧、鄒曉麗（2000）：語法。香港：海峰。
王錦慧、何淑貞（2012）：華語教學語法。臺北：文鶴。
牛苗苗（2018）：4-6 歲兒童說明性语言發展研究（未出版）。華東師範大學教育部學前教育學系，上海。
牛苗苗、李傳江、張義賓、周兢（2017）：4~6歲兒童说明性講述發展研究。幼兒教育，7，66-91。
包惠南（1999）：漢語主謂短语的理解和譯法。常熟高專學報，13(5)，103-105。
伍偉琪（2015）：特定型語言障礙兒童於不同言談類型之語言使用初探（未出版）。國立高雄師範大學聽力學與語言治療研究所碩士論文，高雄。
李宇明（1995）：兒童語言的發展。武漢：華中師範大學出版社。
李宛靜（2003）：語言學習障礙兒童口語述說能力之研究：故事結構分析（未出版）。臺北市立師範學院身心障礙教育研究所碩士論文，臺北。
李家樹、謝耀基(1994)：漢語特性與中文傳意。中國通訊，31，44-55。
余銳（2018）：大班幼兒科學活動中说明性講述現狀及影響因素研究（未出版）。四川師範大學學前教育學系碩士論文，成都。
佘麗、楊熾康、廖永堃、朱怡珊（2017）：漢語兒童語言指標效度之研究-以廣州市為例。東台灣特殊教育學報，19，129-150。
屈承熹（1999）：漢語認知功能語法。臺北：文鶴。
吳明媚（2008）：英漢主語謂語結構和主題說明結構的比較。廈門教育學院學報，10（1），45-47。
吳雅婷（2012）：五歲典型發展兒童與語言發展遲緩兒童表達性語法能力之研究（未出版）。臺北市立教育大學語言治療碩士學位學程論文，臺北。
周國光、王葆華（2001）：兒童句式：發展研究和語言習得理論。北京：語言文化大學出版社。
周兢、陳思（2009）：兒童語言發展研究與漢語兒童語料庫建設。載於周兢主編：漢語兒童語言發展研究（1-39頁）。北京：教育科學出版社。
林寶貴、錡寶香（2002）：聽覺障礙學童口語述說能力之探討：語意、語法與迷走語之分析。特殊教育研究學刊，22，127-154。
陳立芸、劉惠美（2010）：學齡期特定型語言障礙兒童聽知覺區辨能力初探。特殊教育研究學刊，35（1），1-18。
陳榮華、陳心怡（2006）：瑞文氏矩陣推理測驗指導手冊。臺北：中國行為科學社。
陳榮華、陳心怡（2007）：魏氏兒童智力量表第四版（中文版）指導手冊。臺北：中國行為科學社。
陳麗君（2011）：當代口語「然後」的篇章銜接、言談標識功能和語法化。國立新竹教育大學語文學報，17，229-252。
粘玉芳（2008）：不同閱讀障礙類型兒童與普通兒童口語敘事表現之比較研究（未出版）。國立臺灣師範大學碩士論文，臺北。
曾彥翰（2006）：文章結構教學對增進國小聽覺障礙學生說明文閱讀理解成效之研究（未出版），臺北市立教育大學身心障礙教育研究所碩士論文，臺北。
曾彥翰和劉惠美（2017）：國小高年級語言障礙學生口語說明與對話能力之初探。特殊教育學報，46，1-30。
曾濤、李慧、李珂、何曉烯（2013）：漢語普通話特殊语言障礙兒童“把字句習得研究。華文教學與研究，49（1），10-18。
張昕、姜紫涵（2015）：主謂短语的句法成分及其语義關係。語言學研究，53(4)，84-87。
張美玲（2009）：初探零代詞與華語教學。取自http://mandarin.ncc u.edu.tw/chinese/workshop.php。
張斌、陳昌來（2000）：現代漢語句子。上海：華東師範大學出版社。
張斌、胡裕樹（1989）：漢語語法研究。北京：商務印書館。
張詠絜（2013）：特定型語言障礙兒童敘事凝聚性之探討（未出版），國立臺北護理健康大學聽語障礙科學研究所碩士論文，臺北。
張麗麗、黃居仁、陳克健、陳鳳儀、魏文真（1997）：「資訊處理用中文分詞規範」設計理念及規範內容。語言文字應用，1，92－100。
張鑑如，林佳慧（2006）：低收入家庭親子共讀對話分析：話語內容與互動類型。師大學報，51(1)，185-212。
張顯達（1998）：平均語句長度在中文的應用。聽語會刊，13，36-48。
張顯達、林珊如（2010）：中文語障兒童在敘事中的複雜謂語句。載於周兢主編：漢語兒童語言研究（30-48頁）。南京：南京師範大學出版社。
張顯達、張鑑如、柯華葳、蔡素娟（2011）：台灣兒童語言語料庫（TCC M）分詞標準。台灣兒童語言語料庫之建置（NSC96-2420-H-002-030 ）。
黃居仁、謝舒凱 （2010） ：跨語言知識表徵基礎架構─面向多語化與全球化的語言學研究。國科會專題補助計畫 (NSC 96-2411-H-003-061-MY3)
黃居仁, 謝舒凱, 洪嘉馡, 陳韻竹, 蘇依莉, 陳永祥, 黃勝偉（2010）：. 中文詞彙網路:跨語言知識處理基礎架構的設計理念與實踐。中文訊息學報，24（2），14-23。
黃瑞珍、吳尚諭、蔡宜芳、黃慈芳、鄭子安 （2016）：華語兒童語言樣本分析：使用手冊。臺北：心理。
鄒啟蓉、張鑑如、張顯達（2009）：高功能自閉症兒童個人生活經驗敘述研究，特殊教育研究學刊，34（2），73-99。
鄧思穎（2010）：形式漢語句法學。上海市：上海教育出版社。
趙雲濤（2009）：現代漢語單複句劃界問題探討。阿壩師範高等專科學校學報，26（2），84-85。
蔡宜芳（2008）：華語3-5歲兒童語言樣本分析之研究（未出版），臺北市立教育大學溝通障礙碩士論文，臺北。
盧國屏（2010）：華語語言學。臺北市：新學林。
賴曉嬋、王秋鈴（2017）：有效鑑別國小二年級語言障礙兒童和典型發
展兒童的敘事指標。特殊教育研究學刊，42（3），33-61。
錡寶香（2007）：兒童語言障礙：理解、評量與教學。臺北：心理。
錡寶香（2008）：特定型語言障礙檢核表之編製。測驗學刊，55（2），247-286。
錡寶香、張旭志、洪書婷（2012）：學前特定型語言障礙兒童進入小學的追蹤研究：語言、識字表現之探討。特殊教育學報，36，61-92。
錡寶香（2019,1,2）：國小特定型語言障礙學童的鑑定與亞型分類。取自sencir.spc.ntnu.edu.tw/site/c_file/a_download/t_key/2201 。
錡寶香（2019,1,2）：特殊需求兒童的語言學習問題與語言教學。教育部國民及學前教育署優質特教平台特教教材資料庫，取自http://senci r.spc.ntnu.edu.tw/_other/GoWeb/include/index.php?Page=6-5& news03=70。
關艷培（2016）：漢語普通話特殊型語言障礙兒童把字句習得研究（未出版）。廣東外語外貿大學外國語言學及應用語言學系碩士論文，廣州。
二、英文部分
Berman, R., & Verhoeven, L. (2002). Cross-linguistic perspectives on the development of text-production abilities: Speech and writing. Written Language & Literacy, 5(1), 1 –43.
Bishop, D. V. M. (2014). Ten questions about terminology for children with unexplained language problems. International Journal of Language and Communication Disorders, 49, 381-415.
Bliss, L. S., & McCabe, A. (2008). Patterns of Discourse Coherence: Variations in Genre Performance in Children with Language Impairment. Imagination Cognition and Personality, 28, 137-154.
Brice, E. A., & Brice G. R. (2009). Language Development: Monolingual and Bilingual Acquisition. Boston: Allyn & Bacon, An imprint of Pearson.
Brown, R. (1973). A first language. Cambridge, MA: Harvard University Press.
Caldas, C. R. (1987). Introduction: Narrative Discourse. Ilha do Desterro: A Journal of Language and Literature(IdD), 18(2),7-14. Retrieved from https:// periodicos. ufsc. br/index.php/desterro/article/download /.../8299.
Carroll, J. F. (1964). Language and thought. Englewood Cliffs, NJ: Prentice-Hall.
Cheung, H. (2008). Grammatical characteristics of Mandarin-speaking children with specific language impairment. In S. Law, B. Weekes, & A. M.-Y. Wong (Eds.), Language disorders in speakers of Chinese (pp. 33-52). GB: Multilingual Matters.
Coady, J. A. (2013). Rapid naming by children with and without specific language impairment. Journal of Speech, Language, and Hearing Research, 56, 604-617.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences ( 2nd ed.). Hillsdale, NJ: Eribaum.
Colletta, J., & Pellenq, C. (2009). The Development of Multimodal Explanations in French Children. Expository Discourse in Children, Adolescents, and Adults. In M. A. Nippold, & C. M. Scott(Eds.), Expository Discourse in Children, Adolescents, and Adults: Development and Disorders. (pp.63-98). New York: Taylor & Francis Group.
Copmann, P. S. K., & Griffith, L. P. (1994). Event and story structure recall by children with specific learning disabilities, language impairments, and normally achieving children. Journal of Psycholinguistic Research, 23 (3), 231 – 248.
Ebbels, S. H. (2013). Guest Editorial: Introducing the Bulletin SLI series. RCSLT Bulletin, April, (732), 3.
Evans, A. M., & Rubin, H. K. (1983). Developmental Differences in Explanations of Childhood Games. Child Development, 54, 1559-1567.
Fahey, R. K., & Reid, K. D. (2000). Language development, differences, and disorders: a perspective for general and special education teachers and classroom-based speech-language pathologists. Austin: pro-ed.
Griffin, M. T., Hemphill, L., Camp, L. & Wolf, P. D. (2004). Oral Discourse in the Preschool Years and Later Literacy Skills. First Language, 24(2), 123-144.
Hay, E., & Moran, C. (2005). Discourse formulation in children with closed head injury. American Journal of Speech-Language Pathology, 14, 324- 36.
Heilmann, J., & Malone, T. O. (2014). The Rules of the Game: Properties of a Database of Expository Language Samples. Language, Speech, and Hearing Services in Schools, 45, 277-298.
Heilmann, J., Miller, J. F., Nockerts, A., & Dunaway, C. (2010). Properies of the narrative scoring scheme using narrative retells in young school -age children. American. Journal of Speech-Language Pathology, 19(2), 154–166.
Heilmann, J., Miller, J. F.,& Nockerts, A. (2010). Using Language Sample Database. Language, Speech, and Hearing Services in Schools, 41, 84-95.
Hoff, E., & Shatz, M. (2007). Blackwell Handbook of Language Development. Oxford, UK: Blackwell Publishing.
Hunt, W. K. (1970). Syntactic Maturity in Schoolchildren and Adults. Monographs of the Society for Research in Child Development, 35(1), 1-67.
Julie, J., Masterson, J. J., & Kamhi G. A. (1991). The effects of sampling conditions on sentence production in normal, reading-disabled, and language-learning-disabled children. Journal of Speech, Language, and Hearing Research, 34, 549-558.
Kay-Raining, Bird, E., Joshi, N., & Cleave P. L. (2016). Assessing the Reliability and Use of the Expository Scoring Scheme as a Measure of Developmental Change in Monolingual English and Bilingual French/English Children. Language, Speech, and Hearing Services in Schools, 47, 297-312. 
Koonce, M. N. (2015). When It Comes to Explaining: A Preliminary Investigation of the Expository Language Skills of African American School-Age Children. Topics in Language Disorders, 35(1) , 76-89.
Larson, V. L., & McKinley, N. L. (2007). Communication Solutions for Older Students: Assessment and Intervention Strategies. Greenville, SC: Thinking Publications/Super Duper.
Leonard, L. B. (2014a). Children with Specific Language Impairment (2nd- ed). London, LON: the MIT Press.
Leonard, L. B. (2014b). Replacing one imperfect term for another. International Journal of Language and Communication Disorders, 49, 436–437. 
Loban, W. (1976). Language development: Kindergarten through grade twelve. Urbana, IL: National Council of Teachers of English.
Lundine, J. P., & McCauley, R. J. (2016). Tutorial on Expository Discourse: Structure, Development, and Disorders in Children and Adolescents. American Journal of Speech-Language Pathology, 25(3), 1-15.
Malone, O. T., Miller, F. J., Andriacchi, K., Heilmann, J., Nockerts, A., & Schoonveld, L. (2008, November). Let me explain: Teenage expository language samples, Paper presented at the American Speech and Hearing Association, Chicago.
Marinellie, S. A. (2004). Complex syntax used by school-age children with specific language impairment (SLI) in child–adult conversation. Journal of Communication Disorders, 37, 517–533.
Mawhood, L., Howlin, P., & Rutter, M. (2000). Autism and Developmental Receptive Language Disorder—a Comparative Follow-up in Early Adult Life. I: Cognitive and Language Outcomes. Journal of Child Psychology and Psychiatry, 41(5), 547-559. 
Miller, J. F. (1981). Assessing language production in children: Experimental procedures. Baltimore, Md: University Park Press.
Miller, J. F., Andriacchi, K., & Nockerts, A. (2011). Assessing Language Production Using SALT Software: A Clinician’s Guide to Language Sample Analysis. Middle ton, WI: SALT Software LLC.
Meyer, B. J. F. (1985a). Prose Analysis Purposes, Procedures, and Problems. In B. k. Brittton, & J. B. Black (Eds.) Understanding expository text (pp.11-63). Hillsdale , N.J.：L. Erlbaum associates.
Meyer, B. J. F. (1985b). Prose Analysis Purposes , Procedures , and Problems. In B. k. Brittton, & J. B. Black (Eds.), Understanding expository text (pp. 269-297). Hillsdale, N. J.：L. Erlbaum associates.
Meyer, B. J. F., & Freedle, O. R. (1984). Effects of discourse type on recall. American Educational Research Journal, 21(1), 121-143.
Nippold, M. A. (1998). Later language development: The school-age and adolescent years. Boston, BOS: Little, Brown.
Nippold, M. A. (2009). School-age children talk about chess: Does knowledge drive syntactic complexity? journal of Speech, Language, and Hearing Research, 52(4), 856—871.
Nippold, M. A., & Scott, C. M. (2010). Overview of expository discourse: Development and disorders. In M. A. Nippold & C. M. Scott (Eds.) Expository discourse in children, adolescents, and adults: Development and disorders (pp. 1-11). New York, NY, US: Psychology Press.
Nippold, M. A., Hesketh, J. L., Duthie, K. J., & Mansfield, T. C. (2005). Conversational versus expository discourse: A study of syntactic development in children, adolescents, and adults. Journal of Speech, Language and Hearing Research, 48, 1048-1064.
Nippold, M. A., Mansfield, T. C., & Billow, L. J. (2007). Peer conflict explanations in children, adolescents, and adults: examing the development of complex syntax. American Journal of Speech-Language Pathology, 16(2), 179-188.
Nippold, M. A., Mansfield, T. C., Billow, L. J., & Tomblin, J. B. (2008). Expository discourse in adolescents with language impairments: Examing syntactic development. American Journal of Speech - Language Pathology, 17(4), 356-366.
Nippold, M. A., Mansfield, T. C., Billow, J. L., & Tomblin, J. B. (2009).
Syntactic development in adolescents with a history of language impairments: A follow-up investigation. American Journal of Speech- Language Pathology, 18, 241-251.
Nippold, M. A. (2010). Language sampling with adolescents. San Diego, CA: Plu-ral.
Nippold, M. A., Cramond, P. M., & Hayward-Mayhew, C. (2013). Spoken language production in adults: examining age-related differences in syntactic complexity. Clinical Language & Phonetics, 28, 195-207.
Ohlhausen, M., & Roller, C. (1998). The operation of text structure and content schemata in isolation and interaction. Reading Research Quarterly, 23, 70-88.
Owens, E. R. (2010). Language disorders: A functional approach to assessment and intervention (5th ed.). Boston, MA: Allyn & Bacon.
Paul, R., & Norbury, C. F. (2012). Language disorders from infancy through adolescence: assessment and intervention(4thed.). Edinburgh : Elsevier Mosby.
Palmer, M. B. (2006). Using Language Sampling to Analyze Adolescent Syntactical Structures. School-Based Issues ,7(1), 9-15.
Plante, E., & Vance, R. (1994). Selection of preschool language tests: A data-based approach. Language, Speech, and Hearing Services in Schools, 25, 15-24.
Reed, V. A., MacMillan, V., & McLeod, S.(2001). Elucidating the effects of different definitions of ‘utterance’ on selected syntactic measures of older children's language samples. Asia Pacific Journal of Speech, Language and Hearing, 6(1), 39-45.
Reed, V. A. (2014). An introduction to children with language disorders (4thed.). London, UK: Pearson.
Reilly, S., Tomblin, B., Law, J., McKean, C., Mensah, F., Morgan, A., Goldfield, S., Nicholson, J., & Wake, M. (2014). SLI: A convenient label for whom? International Journal of Language and Communication Disorders, 49, 416–451. 
Schleppegrell, M. J. (2001). Linguistic Features of the Language of Schooling. Linguistics and Education: An International Research Journal, 12 (4), 431-59.
Scott, C. M., & Windsor, J. (2000). General language performance measures in spoken and written narrative and expository discourse in school-age children with language learning disabilities. Journal of Speech, Language, and Hearing Research, 43, 324-339.
Scott, C. M., & Balthazar, C. H. (2010). The grammar of information: Challenges for older students with language impairments. Topics in Language Disorders, 30(4), 288-307.
Scott, C. M. (2014). One size does not fit all: Improving clinical practice in older children and adolescents with language and adolescents with language and learning disorders. Language, Speech, and Hearing Services in Schools, 45, 145-152.
Snyder, L., & Caccamise, D. (2010). Comprehension processes for expository text: Building meaning and making sense. In M. A. Nippold, & C. M. Scott (Eds.), Expository discourse in children, adolescents, and adults: Development and disorders. (pp. 13-40). New York, NY: Taylor & Francis Group.
Tsai, W., & Chang, C. (2008). “But I first... and then he kept picking” Narrative skill in Mandarin-speaking children with language impairment. Narrative Inquiry, 18(2), 349–377.
To, C. K-S., Stokes, S. F., Cheung, H., & T'sou, B. (2010). Narrative assessment for Cantonese-speaking children. Journal of Speech, Language, and Hearing Research, 53, 648-669.
Tomblin, J. B., Freese, P.R., & Records, N. L.(1992). Diagnosing specific language impairment in adults for the purpose of pedigree analysis. Journal of Speech and Hearing Research, 35(4), 832-843.
Van Dijk, T. A. (1985). Handbook of discourse analysis. Orlando(Eds.), FL: Academic Press.
Ward-Lonergan, M. J. (2010). Expostiory discourse in school-Age children and adolescents with language disorders: Nature of the problem. In M. A. Nippold, & C. M. Scott (Eds.), Expository discourse in children, adolescents, and adults: Development and disorders. (pp. 155-190). New York, NY: Taylor & Francis Group.
Ward-Lonergan, M. J., Liles, Z. B., & Anderson, M. A. (1999). Verbal retelling abilities in adolescents with and without language learning disabilities for social studies lectures. Journal of Learning Disabilities, 32, 213-223.
Ward-Lonergan, M. J., & Duthie, J. K. (2013). Expository discourse intervention for adolescents with language disorders. Perspectives on Language Learning and Education, 20, 40–56.
Westerveld, M. F., & Moran, C. A. (2011). Expository Language Skills of Young School-Age Children. Language, Speech, and Hearing Services in Schools, 42, 182-193.
Westerveld, M. F., & Moran, C. A. (2013). Spoken expository discourse of children and adolescents: Retelling versus generation. Clinical Linguistics & Phonetics ,27(9), 720-734.
Westerveld, M. F., & Vidler, K. (2016). Spoken language samples of Australian children in conversation, narration and exposition. International Journal of Speech-Language Pathology, 18(3), 288–298.
Wetherell, D., Botting N., & Conti-Ramsden, G. (2007). Narrative in adolescent specific language impairment (SLI): a comparison with peers across two different narrative genres. International Journal of Language & Communication Disorder，42(5)，583-605.
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：535（臺灣：487，外國：48） ／ 本年度總使用人次：1931025 ／ 訪客人次（自102年09月）：67729748
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上