• Login
    View Item 
    •   Home
    • UA Graduate and Undergraduate Research
    • UA Theses and Dissertations
    • Dissertations
    • View Item
    •   Home
    • UA Graduate and Undergraduate Research
    • UA Theses and Dissertations
    • Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of UA Campus RepositoryCommunitiesTitleAuthorsIssue DateSubmit DateSubjectsPublisherJournalThis CollectionTitleAuthorsIssue DateSubmit DateSubjectsPublisherJournal

    My Account

    LoginRegister

    About

    AboutUA Faculty PublicationsUA DissertationsUA Master's ThesesUA Honors ThesesUA PressUA YearbooksUA CatalogsUA Libraries

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    Linguistic issues in the competence and performance of hearing-impaired children: The GAEL Test

    • CSV
    • RefMan
    • EndNote
    • BibTex
    • RefWorks
    Thumbnail
    Name:
    azu_td_9200034_sip1_m.pdf
    Size:
    5.399Mb
    Format:
    PDF
    Description:
    azu_td_9200034_sip1_m.pdf
    Download
    Author
    Gupta, Abha
    Issue Date
    1991
    Keywords
    Hearing impaired children -- Language.
    Advisor
    Mitchell, Judy N.
    
    Metadata
    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    This is a linguistic analysis of elicited responses obtained in a language proficiency test of hearing impaired children (Grammatical Analysis of Elicited Language). The analysis focuses on the language, the social situation and setting of the test activity to describe the characteristics that are observable in the elicited responses--specifically the deviations from the target responses of the test, and on discovering the underlying rules that function to guide some of the systematic deviations in the participants' language in the test. The study examines the following features of the deviated responses: the grammatical structure, the syntactic/semantic acceptance and contextual appropriateness of the responses. The study develops procedures for analysis along each of these dimensions, called the Observed Response Analysis based on miscue analysis (Goodman: 1987) and error analysis (Corder: 1981). Some of the deviations were shown to be significantly systematic throughout the test. These systematic grammatical structures in children's underlying system were validated by the developed methodology. There were also many cases where the deviations were inconsistent, the grammatical structures were used 'correctly' at one place and 'incorrectly' at another. This inconsistency in language stems from the transitional nature of grammar which the learners are using. It has puzzled some teachers for a long time how a speaker can know something in one context and not know it in another context. Such uncertainties arise from the belief that speaking is word recall. The imitative responses were also inconsistent sometimes, implying thereby that speaking is more than simply imitating, memorizing or recalling. Children's language took precedence over the language of the test. This understanding of the psycholinguistic processes involved in deviations from the expected language of the test has pedagogical implications for the teachers, testers, or any educators who would like to use tests for diagnostic or prescriptive purpose and adds to the knowledge of not only 'what' children do on the language tests but 'why' they show specific linguistic deviations and what these deviations reflect about children's developing language competencies.
    Type
    text
    Dissertation-Reproduction (electronic)
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Language, Reading & Culture
    Graduate College
    Degree Grantor
    University of Arizona
    Collections
    Dissertations

    entitlement

     
    The University of Arizona Libraries | 1510 E. University Blvd. | Tucson, AZ 85721-0055
    Tel 520-621-6442 | repository@u.library.arizona.edu
    DSpace software copyright © 2002-2017  DuraSpace
    Quick Guide | Contact Us | Send Feedback
    Open Repository is a service operated by 
    Atmire NV
     

    Export search results

    The export option will allow you to export the current search results of the entered query to a file. Different formats are available for download. To export the items, click on the button corresponding with the preferred download format.

    By default, clicking on the export buttons will result in a download of the allowed maximum amount of items.

    To select a subset of the search results, click "Selective Export" button and make a selection of the items you want to export. The amount of items that can be exported at once is similarly restricted as the full export.

    After making a selection, click one of the export format buttons. The amount of items that will be exported is indicated in the bubble next to export format.