Syntax Flashcards
1
Q
What is Syntax?
A
- how we combine words to communicate meaning
- can refer to simple sentences: argument structure, questions, passives
- more often refers to complex sentences nominal/complement clauses, relative clause, adverbial claure
2
Q
argument structure
A
- what is allowed to go with the verb in the sentence
3
Q
Noun Phrase Exapandion
A
- add adjectives: adverbs + adjectives
- add prepositional phrase
- add a relative clause
- add a nonfinite clause
- add an appositive
4
Q
Verb Phrase Expansion
A
- Perfect Aspect: “she has already seen mary”
- use of models and auxiliaries together
- not common in spoken language/add nuance about timing, modality, agency
5
Q
Nominal Clauses/Complement Clauses
A
- she wants to go home
- he thinks the earth is flat
- she heard him running fast
6
Q
Relative Clauses
A
- a whole clause that modifies a noun
- can provide clarifying or disambiguating information
- can provide additional information
- varied in difficulty based on….
1. where the noun being modified is
2. where the gap is
3. whether the subject/object are reversible
4. whether there are overt cues to the structure-> who/that
7
Q
Extending Recast Therapy to Complex Syntax and Academic Contexts
A
- The most common therapy context is play-based and conversation…not necessary- you can talk about curricular content
- have to talk about something, so should embed recast in academic content
- kids can learn science and language simultaneously.
8
Q
Implicit Grammar Treatments
A
- focused stimulation/recasts
- auditory bombardment
- syntax stories
- use a hook: toy talk and cognitive verbs
9
Q
Explicit Grammar Treatments
A
- elicited Imitation/Production
- Explicit rule instruction
- shape coding/meta taal
- sentence combining
10
Q
Elicited imitation
A
- commonly used in assessment
- believed that if you exceed working memory, the sentence is re-processed and re-produced from the child’s own grammar
- errors frequently intrude and give insight to the child’s knowledge/skills
- also used in treatment:
- used to elicit early/first attempts before a skill is established
- however, it takes longer/skill is less established using imitation than recasting or modeling
11
Q
Elicited Production
A
- commonly used in assessment:
- examiner starts the sentence and the child finishes it
- if the elicitation context is carefully constructed, can be a powerful way to determine the child’s language skills
- also frequently used in treatment:
- evidence from phonology/motor learning that production practice is critical, but this has not been systematically tested in morphosyntax
- can be a way to get high rates of production practice (drill therapy)
12
Q
Explicit Rule Instruction
A
- explain the rule to the child
- growing evidence that it’s useful
- requires some meta-linguistic awareness
- generally combines with production practice and other implicit learning strategy
- seems to cause broad generalization when it words but when it does not seem to be largely non-beneficial
13
Q
Shape Coding and Meta-Taal
A
- provides visual support for learning grammatical forms
- assign colors/shapes/lego bricks to parts of speech
- avoid complex sentence diagramming-instead focus on the key elements and use the visual support to put the lens on what is most helpful
14
Q
Sentence Kernels
A
- start with a small sentence and systematically elaborate on the sentence to length and enrich the information
- take a single clause, add increasingly more info to the sentence, rewrite all sentences to include all of the available information
- generally focuses on expanding NP and VP but can include adding adverbial clauses too
15
Q
Sentence Combining
A
- join 2 or more sentences in the fewest number of words/sentences
- be sure the child has some ability to use simple sentences and understands the meaning of the conjunction before asking them to combine sentences
- usually written intervention but can be oral with visual supports
