ArticleLanguage, speech, and hearing services in schools2023
Do Second Graders Adjust Their Language by Discourse Context?
Article in Language, speech, and hearing services in schools, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
purposeChildren's ability to adjust one's language according to discourse context is important for success in academic settings. This study examined whether second graders vary in linguistic and discourse features depending on discourse contexts, that is, when describing pictures in contextualized (describing the picture to an examiner while looking at it together) and decontextualized (pretending to describe the picture to a friend while sitting in front of the examiner) conditions.
methodA total of 330 English-speaking second graders in the United States (
resultsType-token ratio was higher in the contextualized condition than in the decontextualized condition, whereas certain types of elaborated noun phrases (e.g., simple descriptive noun phrase, noun phrase with postmodification), coordinating conjunctions, and nonclauses occurred more frequently in the decontextualized condition, controlling for total productivity and student demographics. The proportion of proper character introduction was higher in the decontextualized condition, whereas higher degrees of decontextualization and complex perspective-taking were found in the contextualized condition.
conclusionVarious linguistic and discourse cues illustrated the extent to which primary grade students employ their discourse knowledge when producing oral language.
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