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Essay / Research Paper Abstract
An 8 page research paper that discusses language acquisition and specific language impairment, focusing specifically on children having difficulty with “wh-questions,” that is, using and understanding “what, when, where, why,” etc. Bibliography lists 6 sources.
Page Count:
8 pages (~225 words per page)
File: D0_khsli.rtf
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Unformatted sample text from the term paper:
just 3 years, a normally developing child acquires the language skills to produce original sentences, involving complicated structures, which refer to abstract concepts, using sounds that are unique to the
childs particular native tongue (Gierut, 2007). Nevertheless, sometimes, development in regards to language acquisition does not progress in the normal pattern and those children experiencing language delays and specific language
impairment (SLI) face obstacles to learning that research in applied linguistics seeks to address. The following examination of current research in SLI focuses on studies that have investigated the problems
associated with use of the interrogative; however, prior to examining this body of research for its practical applications, it is helpful to first establish precisely what is meant by SLI.
In specific language impairment (SLI), the acquisition of language is not simply delayed, but also the child exhibits a speech profile that differs from that of normally developing peers (What
aspects, 2004). Children with SLI not begin to use language later than their peers and formulate simple sentences later, but their language acquisition reaches a plateau earlier than the speech
of normally developing children (What aspects, 2004). Furthermore, when the speech of SLI children is paired against that of younger control, the children with SLI exhibit an "uneven profile of
development of language skills, an abnormal frequency of errors, and (also) errors that are uncommon in children with normal language" (What aspects, 2004). It is imperative that children should
comprehend and, also, be "able to ask and answer WH-questions," as questions and the answers they receive provide the foundation upon which children begin to build their knowledge of the
world (Spivey, 2006). Mastery of WH-questions generally follows a predictable pattern, with "What" being the first category mastered, which is quickly followed by "Who" and "Where" (Spivey, 2006). Lastly,
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