جستجوی مقالات مرتبط با کلیدواژه "رشد زبان" در نشریات گروه "ادبیات و زبان ها"

The stages of language acquisition in bilingual children are similar to those in their monolingual peers. At the same period of time, they produce the first words, memorize about 50 words, and begin to make sentences by combining words which they know. The process of language acquisition in simultaneous bilingual children is the same as that of monolinguals. A 5-month-old bilingual child is aware that s/he hears two languages, though the sounds of the two languages are very similar (Macrory, 2006, p. 164; Gauthier, 2012, p. 8).Due to the ongoing increase in the number of bilingual people as the result of some events such as migration, and considering the contradictory results of the studies concerning the effect of bilingualism on language development, the present study aims to compare the morpho-syntactic development of normal Persian and Persian-Turkish speaking children at three age groups of 37-46, 47-56 and 57-66 months old using Persian Developmental Sentence Scoring (PDSS) (Jalilehvand et al., 2016). It is expected that the morpho-syntactic development of the subjects will be the same in both language groups, with no statistically significant difference. The result of this study can provide evidence in support or rejecting the results of those studies (e.g., Bialystok et al., 2008; Blom, 2010; Dahlgren et al., 2017) indicating the superiority of the monolinguals’ verbal performance over their bilingual peers’.

Mean length of utterance (MLU) is a measure of systematic assessing and describing of language development in children. This study aims to compare language development in Persian and Persian-Turkish Preschoolers by this syntactic measure in a descriptive-analytical method. To do so, 30 Persian and 30 Persian-Turkish preschoolers were selected from 3 age groups of 37-46, 47-56, and 57-66 months. After collecting language samples, data analysis was done by SPSS statistical software. Results show the high correlation between MLUm and MLUw. This supports Parker’s (2005) finding indicating that MLUm and MLUw can be effectively and interchangeably used to measure language development in children. On the other hand, there’s a significant difference between Persian and Persian-Turkish Preschoolers language development only at the age of 57-66 months, this is in line with the findings of some research such as Dahlgren et al. (2017) indicating the verbal performance superiority of monolingual children over their bilingual peers. The verbal performance of two language groups is the same at the earlier ages and they show similar language development with their age increasing.

 The study of language development and metalinguistic awareness of children is one of the main topics in learning disorders. Some believe that linguistic ability and metalinguistic awareness play an important role in the ability of children with dyslexia to read; Therefore, the aim of this study was to investigate the linguistic and meta linguistic skills of children with dyslexia and normal children. For this study, 16 dyslexic students and 32 children of the same age were selected and after performing linguistic and metalinguistic development tests, the results were analyzed by SPSS software.According to the results of the present study, there is a significant difference between the normal and dyslexic groups in most subtests of language development and phonological awareness tests. Unlike grammatical judgment and lexical awareness subtests, the difference between the two groups is quite significant in the verb tense subtest. In both groups, there is a correlation between some subtests of meta linguistic with some subtests of language development.Therefore, these findings confirm the hypothesis of interaction between metalinguistic and linguistic development and show that dyslexic children, unlike lexical awareness tasks, have problems in most linguistic and metalinguistic, so it is necessary these skills will be Strengthen.

The present study examines the lexical and syntactic development of dissimilar Persian-speaking twins named Behzad and Behnam over a period of ten months (from the beginning of 21 months to the beginning of 31 months). This study seeks to find out what differences and similarities there are in the syntactic and lexical development of these twins, despite the fact that the two children grow up in the same language environment. The data of this study were collected through rapid observation and recording of data in a notebook, audio and video recording using a video camera and audio recorder, as well as the diary of the mother of the twins in which children's language products were recorded. The investigation of the collected data and their comparative analysis each month shows a significant difference between the lexical and syntactic development of the twins. Although in the early months of the study, Behzad had a much higher language ability compared to his twin brother, Behnam, from the fourth month of the study, a significant increase in Behnam's lexical and syntactic growth rate was observed. Considering that the language development environment of these two children, both in the family and in the kindergarten, has often been the same, the existence of differences in the lexical and syntactic developmental stages of these two children can be attributed to the difference in innate and inherited linguistic talent of these two children. Dizygotic twins do not have exactly the same chromosomal structure. The results of this study show creative mental activities in two children, which is evidenced by the existence of numerous cases of over-extension and overgeneralization.

The issue with bilingualism is the level of fluency and fluency of bilingual speakers in the non-dominant language. The present study aimed to investigate the effect of bilingualism on the language development of Kurdish (Kalhori dialect) and Persian bilingual students in the first to third grades of elementary school. Given the importance of language development and the phenomenon of bilingualism, research on the factors affecting language development, especially in bilingual children, can help us understand the nature of language, how it is learned, the learning process and its function. On the other hand, due to the multilingual nature of Iran and the fact that most people in different cities speak two or more languages, the importance of the research topic is doubled. In this regard, in the city of Kermanshah, most people are able to speak both Kalhori Kurdish and Persian. Some children in this area learn both Kurdish and Persian at an early age, and others learn Persian from the educational environment after entering school. Therefore, the aim of the present study was to investigate the effect of bilingualism on the language development of Kurdish and Persian language students in the first to third grades of elementary school. Few studies have been conducted on the effect of bilingualism on language development, each of which shows different perspectives. Researchers have reached conflicting conclusions about the effect of bilingualism on children's cognitive development and academic achievement. Some studies suggest that learning a second or more languages ​​at the same time may be accompanied by a delay in one language for some time. However, other research has shown that these results are temporary and that bilinguals eventually learn both languages.

Cerebral Palsy (CP) is a movement disorder caused by a non-progressive brain lesion and its symptoms appear in the form of developmental damages. The aim of the present study was to evaluate the Quantitative Electroencephalography (qEEG) signals upon carrying out a speech and language task and to compare the components of language function and common spatial patterns extracted from children with cerebral palsy and healthy ones. In this study, 17 children with CP and 40 healthy children aged from 7 to 12 were studied. In order to evaluate the phonetic, phonological, syntactic, and semantic features of the language in the CP group in comparison to healthy control participants, a Test of Language Development (TOLD) was employed. To examine their electrophysiological signals on the basis of amplitude and frequency of brain waves, as well as brain connectivity across spectral bands, the 16-channel quantitative electroencephalography was used. In addition, the qualitative evaluation and output of the language development test were reported to determine the areas in need of improvement in both healthy and cerebral palsy groups. The results of this study showed that children with cerebral palsy had significant problems in the sub-scales of the language development test as compared to healthy children. It was also observed that children with cerebral palsy scored the lowest score in the grammatical completion subtest. The qEEG-based brain mapping revealed a significant difference in the amplitude of waves and brain connectivity in the area needing improvement between the two groups.

The present study, evaluated the developmental process of metaphor comprehension in Persian-speaking children of three age groups of 6, 7 and 8 years old. Some researchers believe that metaphor comprehension occurs at the beginning of adolescence. Another group believes that preschool children can understand metaphorical concepts. Cognitive linguists believe that metaphors are fundamental aspects of language and cognition, which are used innately and subconsciously, for perceiving emotions and other mental and abstract concepts. To examine the children’s metaphoric competence, a multiple-choice test of 36 metaphoric sentences, in four subtests, was designed. Based on the findings, children are able to comprehend different types of metaphors at early ages, and their interpretation of metaphors develops progressively with the increase of age and world knowledge development.

Generic sentences (e. g.، GijAhAn be? Ab nijAz dArӕnd “Plants need water”) refer to essential، enduring and timeless properties of the category and play a crucial role in the developmental trend of childrens’ conceptual processing. Interpreting generic sentences requires integration of multiple linguistic and non-linguistic cues rather than implementing a simple rule. The present study focused on 3-4 and 4-5 year-olds’ (N = 16) use of morphosyntactic cues to determine whether the NP in subject position of a sentence is generic or not. The results of the data analysis revealed that in both morphological and syntactic experiments، children in the 4-5 age group had higher level of linguistic ability in the comprehension and production of generic noun phrases compared to children in the 3-4 age group. Also، children of both age groups used morphological cues rather than syntactic ones to process generic noun phrases.

The aim of the present study is to investigate the performance of Persian- speaking children with Down syndrome in the comprehension of simple and compound syntactic structures. The participants of the study are 20 children of both genders, matched with the normal group based on their mental age of 7-8 years. This research applies both the descriptive and the experimental methods. To evaluate syntactic abilities of the participants, a test of linguistic comprehension was developed. The results of the research indicate that there is a significant difference between the performance of the down and normal participants with respect to the simple and compound structures in the comprehension test.