The Development of Morphology and Syntax ll Flashcards
What are the levels of Syntactic Analysis (2)
Syntactic Form Syntactic Function
Why do clinicians need to know about morphosyntax? (2/4)
To formulate short and long term clinical goals
To monitor intervention progress
To evaluate the outcomes of language intervention
Describe syntactic form.
Grammatical category of a word (noun, verb, pronoun etc.)
Describe syntactic category.
Role of a word in relation to the rest of the
elements in a phrase, clause or sentence
What are the major classes of words (9)
◦Nouns
◦Pronouns
◦Verbs
◦Adjectives
◦Determiners
◦Adverbs
◦Prepositions
◦Conjunctions
◦Interjections
What are the function of determiners?
◦Provide information about the referent of a noun and its
characteristics
◦Clarify aspects of the noun
What are the different types of determiners? (5)
Articles
Possessives
Demonstratives
Quantifiers
Wh- words
What are adverbs?
Modify verbs, adjectives and other adverbs
Most of the time end with -y
What are adverbs?
Modify verbs, adjectives and other adverbs
Most of the time end with -y
What is the function of prepositions?
Connect nouns and pronouns to
other nouns, pronouns and
verb
What are conjunctions?
Connect words, clauses or phrases together
What are the two types of conjunctions?
coordinating and subordinating
What is the role of Coordinating conjunctions?
Information on both sides of the words, phrases, or clauses have equal importance
Philip ate apples and oranges
What is the role of subordinating conjunctions?
Connect one clause to another that has less weight or
importance ex: Don’t touch it [while is cooking]
dependent clause
What are interjections?
Words used to express a strong emotion or feeling
Describe syntactic function.
Role of a word in relation to the rest of the elements
in a phrase, clause or sentence
What is the hierarchy in sentences?
word - phrase - clause - sentence
What are phrases?
◦Group of words without a subject or verb
◦Include one* or more words
◦Can be combined to form sentences
◦Cannot stand alone (don’t constitute meaningful sentences)
ex: After dinner
What are clauses?
Groups of words with subjects and predicates and are more complex than phrases
What is the difference between independent and dependent clauses?
◦ Independent clauses: Clause that stands by itself
◦ Dependent clauses: Do not form a complete sentence on their own
◦When assessing narrative skills in children we can use:
- _______: Minimal terminable unit (Hunt, 1965)
- _______: Communication unit (Loban, 1976)
◦When assessing narrative skills in children we can use:
- T-unit: Minimal terminable unit (Hunt, 1965)
- C-unit: Communication unit (Loban, 1976)
What are sentences?
Most complex structural unit
◦“Consists of one or more clauses capable of presenting a complete thought in a manner which is grammatically
acceptable”
Sentences
include at least one ______________ clause
Are_________________acceptable
Present a complete thought
Sentences
include at least one independent clause
Are grammatically acceptable
Present a complete thought
Sentence Modalities
After Stage II there are major changes in children’s types of sentences such as __________, ___________, and ___________
negatives, questions and imperatives
Describe the 3 main periods in the acquisition of negation:
1st period: Sentence is made negative by placing a negative marker
Ex: No go movies, No Mommy do it
◦ 2nd period: Negative word is moved inside the sentence and placed next to the main
verb
Ex: I no like it, I no want book
◦ 3rd period: Appearance of auxiliars and approximation to adult forms
Ex: You can’t have this, I’m not sad now
Describe the what is occurring the acquisition of questions:
◦ Children rely on rising intonation during the earliest stages (e.g., ball
go?, I ride train?)
◦ Later, children form yes/no questions by reversing the subject of the
sentence (is Mommy going?) – Stage III
◦ Wh-questions are used to obtain more information
Wh
Describe the what is occurring the acquisition of questions:
◦ Children rely on rising intonation during the earliest stages (e.g., ball
go?, I ride train?)
◦ Later, children form yes/no questions by reversing the subject of the
sentence (is Mommy going?) – Stage III
◦ Wh-questions are used to obtain more information
