Specific language impairment; Syntax; language disorders; phonology; French; Dysphasie; troubles du langage; phonologie
Résumé :
[en] Background. This study investigated the relationship between phonological and syntactic disorders of French-speaking children with SLI in production.
Aims. This article compares three theories (pure phonological theory, surface theory and mapping theory) of language developmental disorders, all of which view phonological difficulties as the main reason for the children’s problems.
Methods and procedures. The linguistic parameters (salience, phonological complexity, syntactic complexity, lexical/functional, semantic/syntactic) (that are fundamental) to these theories were identified. The validity of these parameters was then tested against the phonological and syntactic results obtained by children with SLI and control children. Nine syntactic categories were tested.
Outcomes and results. Phonological complexity was the only parameter whose importance was confirmed, and this was only for phonological results. Syntactic complexity did not correlate significantly with children’s difficulties, and the importance of phonological salience was not confirmed for French-speaking children. Mixed results were obtained for the other parameters, including negative correlations, which may call for different explanations.
Conclusions. No theory fully explained the observed outcomes. Pure phonological theory was the most parsimonious, but could not explain all the results.
AGUILAR-MEDIAVILLA, E., SANZ-TORRENT, M. and SERRA-RAVENTOS, M., 2002, A comparative study of the phonology of pre-school children with specific language impairment (SLI), language delay (LD) and normal acquisition. Clinical Linguistics and Phonetics, 16, 573-596.
BIRD, J. and BISHOP, D., 1992, Perception and awareness of phonemes in phonologically impaired children. European Journal of Disorders in Communication, 27, 289-311.
BIRD, J., BISHOP, D. V. and FREEMAN, N. H., 1995, Phonological awareness and literacy development in children with expressive phonological impairments. Journal of Speech and Hearing Research, 38, 446-462.
BISHOP, D. V. M., 1992, The underlying nature of specific language impairment. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 33, 3-66.
BISHOP, D. V. M., CARLYON, R. P., DEEKS, J. M. and BISHOP, S. J., 1999, Auditory temporal processing impairment: neither necessary nor sufficient for causing language impairment in children. Journal of Speech, Language and Hearing Research, 42, 1295-1310.
BLACK, M. and CHIAT, S., 2003, Noun-verb dissociations: a multi-faceted phenomenon. Journal of Neurolinguistics, 16, 231-250.
BLANCHE-BENVENISTE, C., 1990, Le français parlé: études grammaticales (Paris: Editions du CNRS).
BORTOLINI, U., CASELLI, M. C. and LEONARD, L. B., 1997, Grammatical deficits in Italian-speaking children with specific language impairment. Journal of Speech, Language, and Hearing Research, 40, 809-820.
BORTOLINI, U. and LEONARD, L. B., 2000, Phonology and children with specific language impairment: status of structural constraints in two languages. Journal of Communication Disorders, 33, 131-150.
HIAT, S., 2001, Mapping theories of developmental language impairment: premises, predictions, and evidence. Language and Cognitive Processes, 16, 113-142.
ONTI RAMSDEN, G. and JONES, M., 1997, Verb use in specific language impairment. Journal of Speech and Hearing Research, 40, 1298-1313.
UPOUX, E., PALLIER, C., SEBASTIAN, N. and MEHLER, J., 1997, A destressing 'deafness' in French? Journal of Memory and Language, 36, 406-421.
EISENWORT, B., MARSCHIK, P., FLADERER, A., MOTL, S., WEDL, J., EISENWORT, G., WILLINGER, U. and VOLLMANN, R., 2004, Concerning specific language impairment: intelligibility in expressive language. Klinische Padiatrie, 216, 225-229.
EVANS, J. L. and CRAIG, H. K., 1992, Language sample collection and analysis: interview compared with freeplay assessment contexts. Journal of Speech and Hearing Research, 35, 343-353.
HILL, P. R., HOGBEN, J. H. and BISHOP, D. V. M., 2005, Auditory frequency discrimination in children with specific language impairment: a longitudinal study. Journal of Speech, Language, and Hearing Research, 48, 1136-1146.
JOANISSE, M. F. and SEIDENBERG, M. S., 1998, Specific language impairment: a deficit in grammar or processing? Trends in Cognitive Sciences, 2, 240-247.
E NORMAND, M. T., LEONARD, L. B. and MCGREGOR, K., 1993, A cross-linguistic study of article use by children with specific language impairment. European Journal of Communication Disorders, 28, 153-163.
EONARD, L. B., 1989, Language learnability and specific language impairment in children. Applied Psycholinguistics, 10, 179-202.
EONARD, L. B., 1995, Phonological impairment. In P. Fletcher and B. MacWhinney (eds), The Handbook of Child Language (Oxford: Basil Blackwell).
EONARD, L. B., 1998, Children with Specific Language Impairment (Cambridge, MA: MIT Press).
EONARD, L. B. and BORTOLINI, U., 1998, Grammatical morphology and the role of weak syllables in the speech of Italian-speaking children with specific language impairment. Journal of Speech, Language and Hearing Research, 41, 1363-1374.
EONARD, L. B., MC.REGOR, K. K. and ALLEN, G. D., 1992, Grammatical morphology and speech perception in children with specific language impairment. Journal of Speech and Hearing Research, 35, 1076-1085.
ACWHINNEY, B., 2000, The CHILDES Project: Tools for Analyzing Talk. 3rd edn (Hillsdale, NJ: Lawrence Erlbaum).
ACWHINNEY, B. and SNOW, C. E., 1985, The child language data exchange system. Journal of Child Language, 12, 271-296.
AILLART, C. and PARISSE, C., 2006, Phonological deficits in French speaking children with SLI. International Journal of Language and Communication Disorders, 41, 253-274.
CARTHUR, G. M. and BISHOP, D. V. M., 2004, Which people with specific language impairment have auditory processing deficits? Cognitive Neuropsychology, 21, 79-94.
OORE, M. E., 2001, Third person pronoun errors by children with and without language impairment. Journal of Communication Disorders, 34, 207-228.
OORE, M. E. and JOHNSTON, J. R., 1993, Expressions of past time by normal and language-impaired children. Applied Psycholinguistics, 14, 515-534.
NEW, B., PALLIER, C., FERRAND, L. and MATOS, R., 2001, Une base de données lexicales du français contemporain sur internet: LEXIQUE. Année psychologique, 101, 447-462.
OWEN, A. J., DROMI, E. and LEONARD, L. B., 2001, The phonology-morphology interface in the speech of Hebrew-speaking children with specific language impairment. Journal of Communication Disorders, 34, 323-337.
PARADIS, C. and BELAND, R., 2002, Syllabic constraints and constraint conflicts in loanword adaptations, aphasic speech and children's errors. In J. Durand and B. Laks (eds), Phonetics, Phonology and Cognition (Oxford: Oxford University Press), pp. 191-225.
PARISSE, C. and LE NORMAND, M.-T., 2000a, Automatic disambiguation of morphosyntax in spoken language corpora. Behavior Research Methods, Instruments, and Computers, 32, 468-481.
PARISSE, C. and LE NORMAND, M.-T., 2000b, How children build their morphosyntax: the case of French. Journal of Child Language, 27, 267-292.
PARISSE, C. and LE NORMAND, M.-T., 2002, Production of lexical categories in French children with SLI and in normally-developing children matched for MLU. Brain and Cognition, 48, 490-494.
ROBERTS, J., RESCORLA, L., GIROUX, J. and STEVENS, L., 1998, Phonological skills of children with specific expressive language impairment (SLI-E): outcome at age 3. Journal of Speech, Language, and Hearing Research, 41, 374-384.
ROID, G. and MILLER, L., 1993, Leiter International Performance Scale (Chicago, IL: Stoekting).
ROSEN, S., 2003, Auditory processing in dyslexia and specific language impairment: is there a deficit? What is its nature? Does it explain anything? Journal of Phonetics, 31, 509-527.
SERNICLAES, W., VAN HEGHE, S., MOUSTY, P., CARRÉ, R. and SPRENGER- CHAROLLES, L., 2004, Allophonic mode of speech perception in dyslexia. Journal of Experimental Child Psychology, 87, 336-361. STARK, R. E. and TALLAL, P., 1981, Selection of children with specific language deficits. Journal of Speech and Hearing Disorders, 46, 114-122.
SUPPES, P., LÉVEILLÉ, M. and SMITH, R., 1974, Developmental Models of Child's French Syntax. Technical Report No. 243 (Stanford, CA: Stanford University).
SUSSMAN, J., 1993, Perception of formant transition cues to place of articulation in children with language impairments. Journal of Speech and Hearing Research, 36, 1286-1299.
TALLAL, P., STARK, R. E. and MELLITS, D., 1985, The relationship between auditory temporal analysis and receptive language development: evidence from studies of developmental language disorder. Neuropsychologia, 23, 527-534.
ALIAN, V., HOEFFNER, J. and AUBRY, S., 1996, Young children's imitation of sentence subjects: evidence of processing limitations. Developmental Psychology, 32, 153-164.
WECHSLER, D., 1996, Echelle d'intelligence pour enfants. 3rd edn (Paris: EAP).
WIOLAND, F., 1991, Prononcer les sons du français. Des sons et des rythmes (Paris: Hachette).
