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Conversation versus narration in pre-school children with language impairment
Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Communications Studies.
2000 (English)In: International journal of language and communication disorders, ISSN 1368-2822, Vol. 35, no 1, 83-93 p.Article in journal (Refereed) Published
Abstract [en]

The study focuses on two elicitation methods for language sampling in children with language impairment: conversion and narration. It has been noted in other studies on different clinical groups that language elicited in different speaking contexts varies in aspects such as MLU, fluency and syntactic complexity. The purpose of this study was to compare genre effects on different aspects of language production in a group of pre-school children with language impairment. The results show that there are differences in language production during conversation compared with narration. Intelligibility and fluency were found to be higher in conversation than in narration, whereas MLU in words was higher in narration. The narrative task elicited more phrasal expansions and grammatical morphemes per utterance than the conversation. However, the children used more complex verb forms in conversation than in narration. The results are discussed in relation to recent research.

Place, publisher, year, edition, pages
2000. Vol. 35, no 1, 83-93 p.
National Category
Social Sciences Interdisciplinary
URN: urn:nbn:se:liu:diva-32804Local ID: 18736OAI: diva2:253627
Available from: 2009-10-09 Created: 2009-10-09 Last updated: 2011-01-14

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Nilholm, Claes
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Faculty of Arts and SciencesDepartment of Communications Studies
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