2006 Fiscal Year Final Research Report Summary
Linguistic study on the nature and assessment of Japanese specific language impairment
| Project/Area Number |
16530420
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Educational psychology
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| Research Institution | Tokyo Gakugei University |
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Principal Investigator |
ITO Tomohiko Tokyo Gakugei University, Education, Professor, 教育学部, 教授 (40159893)
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| Co-Investigator(Kenkyū-buntansha) |
OTOMO Kiyoshi Tokyo Gakugei University, Center for the Research and Support for Educational Practice, Professor, 教育実践研究支援センター, 教授 (30213789)
FUJINO Hiroshi Tokyo Gakugei University, Education, Associate Professor, 教育学部, 助教授 (00248270)
FUKUDA Shinji Hokkdaido University of Health Sciences, Psychological Sciences, Associate Professor, 心理科学部, 助教授 (70347780)
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| Project Period (FY) |
2004 – 2006
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| Keywords | specific language impairment (SLI) / longitudinal study / Japanese / grammatical errors / tense / passives / Case / linguistics |
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| Research Abstract |
Specific language impairment (SLI) has been said to be a disorder of language acquisition in children who do not have any other apparent cognitive, social, or neurological deficits that can account for their impairment. However, there have been few studies on the linguistic characteristics of Japanese SLI children.
We conducted a detailed case study of a Japanese G-SLI child. G-SLI children are considered to be a subtype of SLI children, who appear to inconsistently manipulate core aspects of syntax, including tense, agreement marking, and assigning thematic roles in passive sentences. The results of this study suggested that there exist G-SLI children in Japanese. In addition, it is suggested that the linguistic characteristics of Japanese G-SLI children include errors of tense-marking, case-marking and difficulty with passives, similar to those reported in other languages.
Moreover, we investigated the grammatical knowledge of 3 Japanese G-SLI children concerning grammatical Case. The results showed that the performance of the G-SLI children was poorer than that of 5 age-matched normally developing children in relation to Case assignment. The findings also demonstrated that their performance with scrambled sentences differed most substantially.
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