| 1. |
- Håkansson, Gisela, et al.
(författare)
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Swedish language learner corpora
- 2003
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Ingår i: The Acquisition of Swedish Grammar (Language acquisition & language disorders; 33). - 1588114570 ; , s. 23-29
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Håkansson, Gisela, et al.
(författare)
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How much English do children know before they are exposed to instruction? : Applying Processability Theory to receptive grammar
- 2019
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Ingår i: Teachability and Learnability across Languages. - Amsterdam : John Benjamins Publishing Company. - 2210-6480. - 9789027203120 - 9789027262592 ; 6, s. 27-49
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Bokkapitel (refereegranskat)abstract
- This study investigates how much English Swedish-speaking children are able to extract from media prior to the instruction of English that takes place in school. The participants are 41 Swedish-speaking, 7 to 8-year-old children in grades 1 and 2. Their receptive knowledge of English grammar and vocabulary is tested using two picture-pointing tasks. For grammar, the ELIAS Grammar test is used (Kersten et al. 2010). Three morphological structures (plural -s, possessive -s and 3rd person singular -s) are targeted and analysed through the lens of Processability Theory (PT; Pienemann 1998, 2015). For vocabulary, the BVPS is used (Dunn et al. 1997). The results on grammar confirm the processability hierarchy predicted in PT, with a few exceptions. The remarks from the children reveal that they are able to discuss the linguistic forms and also give declarative rules. No signs of transfer from the L1 are found in the comprehension of morphology. However, the results on vocabulary indicate that the children use transfer. They rely on cognates and also on L1 phonology when trying to guess the meaning of the L2 words.
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| 3. |
- Hansson, Kristina, et al.
(författare)
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Språkförståelsetestning av barn
- 1996
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Ingår i: Språkförståelse : rapport från ASLA:s höstsymposium, Lund, 9-11 november 1995/ASLA:s skriftserie. - 1100-5629. ; 9, s. 69-80
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Konferensbidrag (refereegranskat)
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| 4. |
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| 5. |
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| 6. |
- Dyson, Bronwen, et al.
(författare)
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A Developmental Approach to Assessing and Treating Agrammatic Aphasia
- 2022
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Ingår i: American Journal of Speech-Language Pathology. - : American Speech-Language-Hearing Association. - 1058-0360 .- 1558-9110. ; 31:3, s. 1188-1204
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: There is mounting evidence that the agrammatism that defines Broca's aphasia can be explained in processing terms. However, the extant approach simply describes agrammatism as disparate deficits in a static, mature system. This tutorial aims to motivate and outline a developmental alternative. This alternative is processability theory (PT), a root-to-apex theory of language development, with its origins in the field of second language acquisition, which can connect the findings of aphasia research.Method: This tutorial critically reviews research on agrammatism as a language deficit, a representational deficit, and a processing phenomenon. Given evidence from research applying PT to language disorders, this tutorial outlines PT's multidimensional architecture of language processing. Using an emergence (onset) criterion, PT predicts fixed developmental stages in word order (syntax) and inflection (morphology) and individual differences in the timing of syntax and morphology. To link PT to agrammatism, this theory's applications to diagnosis and teaching are overviewed, and a case study of five individuals with moderate agrammatism is presented.Results: Analysis showed that all individuals were positioned in the early PT stages and differed in their timing of syntax and morphology consistent with theoretical predictions.Conclusions: Evidence from the case study suggests that, although agrammatism results from neural damage and associated language loss, the processing procedures necessary for relearning remain and can be exploited for recovery. A program of diagnosis and intervention is proposed, and future research directions are discussed.
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| 7. |
- Stankova, Margarita, et al.
(författare)
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Cultural and Linguistic Practice with Children with Developmental Language Disorder : Findings from an International Practitioner Survey
- 2021
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Ingår i: Folia Phoniatrica et Logopaedica. - Switzerland : S. Karger. - 1021-7762 .- 1421-9972. ; 73, s. 465-477
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Tidskriftsartikel (refereegranskat)abstract
- Background: The cultural and language diversity across many European countries presents a range of challenges and opportunities for speech and language therapists and other practitioners working with children with developmental language disorders (DLD) and their families. Objective: The aim of this study was to explore practitioners' perceptions of cultural and linguistic differences in response to children with DLD across different countries. Methods: A survey was developed by practitioners and researchers working with children with DLD across Europe and beyond as part of the work of Cost Action IS1406. Data from 1,358 practitioners from 8 European countries - Ireland, UK, Bulgaria, Poland, Croatia, Spain, Norway and Sweden - and 2 neighbour countries - Turkey and Lebanon - were included in the present analyses, which address two groups of questions. The first focuses on practitioners' perceptions of the way that parents think about cultural differences and their relationship to language development in their children. The second concerns the extent to which practitioners consider themselves to have the skills to work with children from other cultures and using different languages. Results/Conclusions: Most countries present a similar profile with intermediate results about their perception of cultural issues, but Lebanon and Turkey are the group with the most positive responses. In terms of bilingual issues most practitioners indicated that they only worked in their country's primary language. The only country where this was not the case was Lebanon. Professionals from Spain and Lebanon form a subgroup in terms of their confidence to work with different cultural/language groups. The paper highlights both the universal importance of cultural and linguistic competence in managing young children's needs and indicates that in most cases professionals do not think they have the necessary expertise to work with cultural and linguistic diversity.
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| 8. |
- Andrén, Mats, et al.
(författare)
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Att lära sig språk
- 2013
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Ingår i: Språket, människan och världen : människans språk 1-2 - människans språk 1-2. - Lund : Studentlitteratur AB. - 9789144083391 ; , s. 73-89
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Bokkapitel (populärvet., debatt m.m.)
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| 9. |
- Håkansson, Gisela, et al.
(författare)
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A case study of a quadrilingual child : The influence of exposure and cognates when developing multiple languages
- 2021
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Ingår i: Language Impairment in Multilingual Settings. - Amsterdam : John Benjamins Publishing Company. ; 29, s. 78-97
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Bokkapitel (refereegranskat)abstract
- This paper reports on a case study of a quadrilingual child, Stefan, born and raised in Sweden and exposed to four languages before his first birthday: English, French, Russian and Swedish. We examine his vocabularies in these languages by the Cross-Linguistic Lexical Tasks (Haman, Łuniewska, & Pomiechowska, 2015), designed to measure vocabulary in monolingual and multilingual children. Stefan’s scores on comprehension and production reveal proficiency in all his languages, to varying degrees, and with comprehension exceeding production. While highlighting direct and indirect exposure as explanation for the variation in proficiency, we also discuss cognate vocabulary as an important factor for multilingual language development. In the production tasks, Stefan demonstrates not only vocabulary knowledge but also language-specific use of morphosyntax.
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| 10. |
- Håkansson, Gisela, et al.
(författare)
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Grammatisk udvikling
- 2015
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Ingår i: <em>Sprogkutvikling og sprogforstyrrelse hos børn</em>.. - Fredriksberg, Danmark. : Hogrefe Psykologisk Forlag.. - 9788771350197 ; , s. 149-187
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Bokkapitel (refereegranskat)
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