Children can express their thoughts more efficiently and variously as they develop their syntactic abilities. In previous studies, a variety of assessment methods using complex sentence production have been designed to examine children’s syntactic a... Children can express their thoughts more efficiently and variously as they develop their syntactic abilities. In previous studies, a variety of assessment methods using complex sentence production have been designed to examine children’s syntactic abilities, and one of them is structural priming or syntactic priming. Structural priming is one of the concepts derived from studies related to linguistic repetition, and it means using a sentence with the same structure as what one heard previously when producing a sentence (Bock, 1986). There have been a variety of studies that examine the effect of structural priming by changing the number of suggested structural priming or vocabulary in suggested sentences, and these studies can be useful for intervention strategy for a specific group. Thus, this study attempted to investigate the intervention strategy for children with specific language impairment using structural priming based on the syntactic characteristics that they have. The total 85 children in two different groups participated for this research: 38 SLI children aged from 5 to 7 years old and 47 TD children in the same age range. They were divided into three groups in total based on structural priming conditions : normal priming condition group(priming condition 1), repetitive priming condition group that uses the same vocabulary(priming condition 2), and repetitive priming condition group that uses different vocabulary(priming condition 3). Following the researcher’s instruction, they conducted assignments such as producing complex sentences, nonword repetition and auditory statistical learning. As a result, there was a significant difference in assignment performance of sub-groups between children with specific language impairment and children with normal development. Two groups showed higher performance in repetitive priming condition, but they indicated different performance degrees for repeat presentation method. This result means that when promoting children’s language, the more repeated language stimulation gets, the more positive influence it has regardless of the method. Also, when presenting language simulation to children, different presentation strategies need to be used. In other words, in case of the group of normally developed children, it could be more effective to present multiple stimulations with a slight change in the same structure rather than presenting the same stimulation a lot of times, in drawing children’s language production, in case of the group with specific language impairment, presenting the same kind of simulation multiple times could be more effective than presenting stimulations with a variety of contents multiple times. This result implies that strategies on abstract structuring of knowledge that normally developed children and children with specific language impairment are different. In addition, as a result of examining the correlation among complex sentence production, implicit learning and working memory, there was a significant difference in two groups. The result of the current study supports the difference in complex sentence production of children with specific language impairment and normal development proved in previous studies, and it will be able to provide a clue about language presentation strategy that needs to be applied differently in each group based on this difference. Besides, Examining the correlation between complex sentence production depending on priming methods, and implicit learning and working memory that are known as a foundation of linguistic development must have contributed to discover a basic factor that works differently with different groups and methods and to help understanding the characteristics of language production of children with specific language impairment. ，韩语论文题目，韩语论文范文 |
