دانشگاه بین المللی امام خمینی
معاونت پژوهشی و فناوری
نشریات دانشگاه در پرتال وزارت علوم، تحقیقات و فناوری

  اخبار و اعلانات

 آمار

تعداد نشریات19
تعداد شماره‌ها380
تعداد مقالات3,121
تعداد مشاهده مقاله4,250,776
تعداد دریافت فایل اصل مقاله2,844,958
حائری کرمانی, بهاره, روح پرور, رحیمه, فخرشفائی, ناهید. (1398). مقایسه‏ ی درک بندهای موصولی پیچیده در کودکان نارساخوان و سالم فارسی زبان. لسان مبین, 8(1), 65-90. doi: 10.30479/jtpsol.2019.9484.1402
بهاره حائری کرمانی; رحیمه روح پرور; ناهید فخرشفائی. "مقایسه‏ ی درک بندهای موصولی پیچیده در کودکان نارساخوان و سالم فارسی زبان". لسان مبین, 8, 1, 1398, 65-90. doi: 10.30479/jtpsol.2019.9484.1402
حائری کرمانی, بهاره, روح پرور, رحیمه, فخرشفائی, ناهید. (1398). 'مقایسه‏ ی درک بندهای موصولی پیچیده در کودکان نارساخوان و سالم فارسی زبان', لسان مبین, 8(1), pp. 65-90. doi: 10.30479/jtpsol.2019.9484.1402
حائری کرمانی, بهاره, روح پرور, رحیمه, فخرشفائی, ناهید. مقایسه‏ ی درک بندهای موصولی پیچیده در کودکان نارساخوان و سالم فارسی زبان. لسان مبین, 1398; 8(1): 65-90. doi: 10.30479/jtpsol.2019.9484.1402

مقایسه‏ ی درک بندهای موصولی پیچیده در کودکان نارساخوان و سالم فارسی زبان

پژوهش نامه آموزش زبان فارسی به غیر فارسی زبانان
مقاله 6، دوره 8، شماره 1 - شماره پیاپی 17، فروردین 1398، صفحه 65-90    اصل مقاله (1.01 M)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.30479/jtpsol.2019.9484.1402
نویسندگان
بهاره حائری کرمانی1؛ رحیمه روح پرور* 2؛ ناهید فخرشفائی3
1دانشجوی کارشناسی ارشد زبان‌شناسی، دانشگاه شهید باهنر کرمان
2استادیار زبان‌شناسی، دانشگاه شهید باهنر کرمان.
3استادیار ادبیات انگلیسی، دانشگاه شهید باهنر کرمان
تاریخ دریافت: 23 مهر 1397،  تاریخ بازنگری: 07 آبان 1397،  تاریخ پذیرش: 10 آذر 1397 
چکیده
در پژوهش حاضر درک دو نوع بند موصولی پیچیده­ی فاعل-فاعل و فاعل-مفعول در کودکان نارساخوان و سالم و نیز درک این دو نوع بند موصولی نسبت به هم مقایسه و سه نوع خطا در این رابطه بررسی گردید. به­دلیل نبودن پژوهشی درباره­ی چگونگی درک بندهای موصولی در کودکان نارساخوان فارسی­زبان، پژوهش حاضر جزء اولین پژوهش‌های این حوزه محسوب می­شود. روش این پژوهش، مقطعی، توصیفی و مقایسه‌ای است. به­منظور سنجش درک بندهای موصولی، یک آزمون تصویری شامل چهار گزینه طراحی شد و از 30 دانش­آموز نارساخوان و 30 دانش‌آموز سالم در سه پایه­ی سوم، چهارم و پنجم آزمون گرفته شد. یکی از تصاویر درست و سه تصویر دیگر انحرافی بودند که به سه نوع خطا در بند پایه، خطا در بند موصولی و خطا در هر دو بند طبقه‌بندی شدند. برای تحلیل یافته‌های حاضر از آزمون من‌ویتنی و مربع‌کای استفاده شد. نتایج به­دست آمده نشان داد که بین کودکان نارساخوان و سالم در درک هر دو نوع بند موصولی تفاوت معنی‌داری وجود داشت (0.0001≥ p). کودکان نارساخوان در درک هر دو نوع بند موصولی با مشکل بیشتری روبه­رو بودند و درصد سه نوع خطا در آن‌ها بالاتر بود. کودکان نارساخوان و سالم در بندهای موصولی فاعل-مفعول درک پایین‌تری داشتند و پیچیدگی بندهای موصولی فاعل-مفعول بر اساس نظریه­ی وابستگی مکانی، فرضیه­ی‌ ساختاری، فرضیه­ی فاصله­ی خطی و فرضیه­ی تفاوت در ترتیب واژگان تأیید شد. بر مبنای نتایج نهایی مشخص شد که کودکان نارساخوان نسبت به هم‌سالان خود در چه مواردی با مشکل بیشتری مواجه‌اند و در چه ساختارهای نحوی نیاز به تمرین بیشتر دارند. 
کلیدواژه‌ها
درک زبانی؛ بند موصولی فاعل-فاعل؛ بند موصولی فاعل-مفعول؛ نارساخوانی
عنوان مقاله [English]
Comparing the Comprehension of Complex Relative Clauses in Dyslexic and Normal Persian Children
نویسندگان [English]
Bahareh Haeri Kermani1؛ Rahimeh Roohparvar2؛ Nahid Fakhrshafaie3
1MA Studentin General Linguistics, Shahid Bahonar University of Kerman, Kerman, Iran.
2Corresponding Author, Assistant Professor, Department of General Linguistics, Shahid Bahonar University of Kerman, Kerman, Iran.
3Assistant Professor, Department of English Literature, Shahid Bahonar University of Kerman, Kerman, Iran.
چکیده [English]
This study investigated and compared the comprehension of subject-subject (S-S) and subject-object (S-O) relative clauses in dyslexic and normal children. Three types of errors were analyzed. Since there is no available study on comprehension of relative clauses bydyslexic Persian children, the present research is a pioneering work in this field. This study adopted a cross-sectional, descriptive, and comparative design.In order to evaluate the comprehension of relative clauses, a multiple-choice pictorial test with four alternatives was designed. The test was administered to 30 third to fifth grade elementary dyslexic students and 30 normal ones. One of the alternatives was the correct response and the other three were distracters which contained main clause error (MCE), relative clause error (RCE), and double clause error (DCE). Datawere analyzed by Mann-Whitney U and Chi-squared tests. Results demonstrated significant differences between dyslexic and normal children in the comprehension of both types of relative clauses (p ≤0/0001). Dyslexic children performed weaker than normal children in the two kinds of relative clauses, and in their group, the percentage of all three types of errors was higher. Dyslexicand normal children had lower comprehension ofS-O relative clauses and the complexity of S-O relative clauses was confirmed on the basis ofdependence locality theory, structural distance hypothesis, linear distance hypothesis, and word order difference hypothesis. Accordingto obtained results, it was indicated that compared to normal children, in what cases the dyslexic children had more problems and in which syntactic structures they needed to have more practice.

Extended Abstract
In the past thirty years, processing relative clauses in different languages has had an important role in linguistic and psycholinguistic researches. A common theme in experimental studies has been the comparison of performance on subject and object relative clauses. Moreover, the comparison of verbal abilities in normal and dyslexic children is one of the most important issues in the interdisciplinary field of psycholinguistics. Evidence shows that dyslexic children not only have poor phonological processing, but also show compromised performance in complex syntactic processing tests as compared with normal children. This study investigated and compared the comprehension of subject-subject (S-S) and subject-object (S-O) relative clauses in children with dyslexia and normal children. The Present study tested the predictions of three hypotheses and one theory including dependence locality theory, structural hypothesis, linear hypothesis and word order difference hypothesis. This study had a cross sectional, descriptive and comparative design. The study population consisted of third to fifth grade elementary students in Kerman in 2017-2018 academic year. Participants were 60 monolingual Persian-speaking students (mean age of 10.5 years): 30 with developmental dyslexia and 30 normal children. Dyslexic children were selected by availability sampling and normal children were selected by table of random numbers. These students were evaluated by vocabulary pre-test and grammar pre-test. Two pre-tests measured comprehension of words and transitive verbs.  In order to evaluate comprehending of two types of relative clauses, a picture-matching test with four alternatives was designed. One of the alternatives was the correct response and the other three contained main clause error (MCE), relative clause error (RCE), and double clause error (DCE). The error category was designed to provide insight into misinterpretations. The first category was MCE where only the subject-verb relation in the embedded verb was interpreted correctly. The second error category was RCE, where only the subject relation in the main clause was interpreted correctly. The last category was DCE, where both subject-verb relations were erroneously interpreted. The test was designed by considering the viewpoints of experts in the Persian language. After preliminary analysis and eliminating inappropriate items, the final test was designed with eight items, which measured comprehension of S-S and S-O relative clauses. Reliability of this test was assessed by Pearson correlation coefficient. Pearson coefficient of 0.96 was obtained. The test was conducted to compare each group's performance on each relative clause type. The children were tested in a quiet room individually. They were told to read out a sentence that matched only one of the pictures and their task was to choose the picture that the sentence had described. Preliminary instructions emphasized the importance of looking carefully at all pictures and being accurate rather than fast. Children's responses were scored according to one of the four categories. One was target response and the remaining responses were errors. At the end, data was gathered from two groups and three types of errors were analyzed. Afterwards, data were analyzed by Mann-Whitney U and Chi-squared tests. Results demonstrated significant differences between dyslexic and normal groups in the comprehension of both types of relative clauses (p≤0/0001). Dyslexic children performed weaker than normal children in two types of relative clauses, and the percentage of all three types of errors was higher in them. Moreover, children with developmental dyslexia encountered more difficulties in the comprehension of S-O relative clauses, and the percentage of all three types of errors increased in them. Children with developmental dyslexia and normal children fail to comprehend only one part of relative clauses. In S-S and S-O relative clauses, the most common error related to MCE, indicating that children cannot comprehend the relationship between subjects and verbs in main clauses. In both relative clauses, the least common error related to DCE, indicating that children cannot comprehend only one part of the relative clause. The percentage of all errors in S-O relative clauses was higher in both groups. Furthermore, S-O relative clauses were more difficult tocomprehended than S-S relative clauses, which confirmed structural distance hypothesis, dependence locality theory, linear distance hypothesis and word order difference hypothesis. The noted problems may be eliminated with further and earlier training for children with developmental dyslexia. Obtained findings from this study propose that in addition to phonological awareness, the syntactic ability of Persian-speaking dyslexic children needs to be improved. Due to the intrinsic limitation of our behavioral method, it is clear that more investigation, especially brain imagining, is warranted in order to characterize the nature of the deficit in dyslexic children more specifically.
کلیدواژه‌ها [English]
Language Comprehension, S-S relative clauses, S-O relative clauses, Dyslexia
مراجع

برانزویک، نیکولا. (1396). نارساخوانی: راهنمایی برای همه علاقه‌مندان. ترجمه حوریه احدی. تهران: پژوهشگاه علوم انسانی و مطالعات فرهنگی.

دانای‌طوسی، مریم و بلوچ، بهمن. (1385). تأثیر شفافیت و تیرگی خط فارسی بر عملکرد کودکان طبیعی و نارساخوان در آزمون‌های آگاهی واج‌شناختی. مجله­ی زبان و ذهن، شماره 1، صص: 77-76.

راسخ مهند، محمد، علیزاده صحرایی، مجتبی، ایزدی‌فر، راحله و قیاسوند، مریم. (1391). تبیین نقش خروج بند موصولی در زبان فارسی. پژوهش‌های زبان‌شناسی، سال 4، شماره 1، صص: 21-39.

صفوی، کوروش. (1384). فرهنگ توصیفی معنی‌شناسی. تهران: فرهنگ معاصر.

طبیب‌زاده، امید. (1385). ظرفیت فعل و ساخت‌های بنیادین جمله. تهران: نشر مرکز.

فرشیدورد، خسرو. (1375). فعل متعدی و مفعول و اقسام آن. آشنا، سال 28، شماره 5، صص: 58-68.

ماهوتیان، شهرزاد. (1384). دستور زبان فارسی از دیدگاه رده‌شناسی. ترجمه‌ی مهدی سمائی. تهران: مرکز.

مهرپرور، سحر، روح‌پرور، رحیمه و میرزایی، مقدمه. (1396). تحلیل درک بندهای موصولی فاعل-فاعل و فاعل-مفعول در کودکان ناشنوای کاشت حلزون شده و شنوا. فصلنامه­ی کودکان استثنایی، سال 17، شماره2، صص: 109-118.

نبی فر، شیما. (1393). بررسی و مقایسه­ی آگاهی نحوی در کودکان فارسی زبان طبیعی و خوانش‌پریش. تازه‌های علوم شناختی، سال‌16، شماره‌2، تابستان 1393، صص: 24-36.

نعمت‌زاده، شهین، روشن، بلقیس، غیاثیان، مریم السادات و غفاری، مهران. (1392). سطوح پیچیدگی بندهای موصولی فاعل-فاعل و فاعل-مفعول در کودکان فارسی زبان 3 تا 6 ساله.  فصلنامه جستارهای زبانی. سال4، شماره 16، زمستان 1392، صص: 221-244.

نوذری‌رابری، مریم، عامری، حیات، منشی زاده، مجتبی و گلفام، ارسلان. (1397). مقایسه‌‌ی رشد زبان در دانش‌آموزان نارساخوان و عادی پایه‌ی اول تا سوم. پژوهش‌نامه‌ی آموزش زبان فارسی به غیر فارسی‌زبانان.سال 7، شماره 1(پیاپی 15)، بهار و تابستان 1397، صص:31-52.

Refrences:

Adani, F., Forgiarini, M., & Guasti, M. T. (2013). Number dissimilarities facilitate the comprehension of relative clauses in children with Grammatical Specific Language Impairment”. Journal of Child Language. 41, 811-84.

Anderson, R. (2009). Grammar Teaching Unit- Relative Clauses. Retrieved from http://www.ed.ac.uk/files/.../grammar -for-academic-writing-ism.p...

Annas, V. (2004). Relative clauses: Introducing relative clause types according to order of difficulty and frequency. Descriptive Linguistics, EFL503 final paper.

Brunswick, N. (2009). Dyslexia: a Beginner's. United Kingdom: onworld publication. [Translated by: Hourieh Ahadi. Tehran: Institute for humanities & cultural studies in Persian.]

Celce-Murcia, M., & Freeman, L.D. (1999). The Grammar Book. Boston: Heinle & Heinle.

Christiansen, M. H., & Macdonald, M. C. (2009). A usage-based approach to recursion in sentence processing. Journal of Languages learning, 59, 126-167.

Danaei tousi, M., & Balouch, B. (2006). Spelling transparency and its impacts on the reading of normal children and dyslexic readers. Journal of Contemporary Psychology, 1(1), 4-16 [In persian].

Farshidvard, Kh. (1997). Transitive verbs and types of objects. Journal of Ashna, 5(28), 55-68 [In Persian].

Gibson, E. (1998). Linguistic Complexity locality of syntactic dependencies. Journal of Cognition, 68, (1), 1-16 [In Persian].

Gibson, E. (2000). The dependency locality theory: A distance-based theory of linguistic complexity. In Y. Miyashita, A. Marantz, & W. O'Neil (Eds.), Image, Language, Brain (pp. 95-126). Cambridge, MA: MIT press.

Givon, T. (2001). Syntax: An Introduction. Vol.2, Amsterdam/Philadelphia: Jhon Benjamins Publishing Company.

Gordon, D. C., Hendrick, R., & Jhonson, M. (2001). Memory interference during language processing. Journal of Experimental: Learning, Memory and Cognition. 27, 1411-1423.

Grodner, D., & Gibson, E. (2005). Consequences of serial nature of linguistics input for sentential complexity. Journal of Cognitive science. 29, 267-297.

Hawkins, R. (1998). Second language learners acquire restrictive clause. Journal of Second Language Research. 5, 156-188.

Huge Chen, C. Y. (2015). Syntactic Deficit and Sentence Comprehension of Chinese Dyslexic Children. Journal of International DeficIT AND Sentence Comprehension of Chinese Dyslexic Children, 3(1), 32-37.

Kaplan, B. J. & Sadock, V. A. (2003). Kaplan and Sadock's Comprehensive Textbook of Psychiatry. 7th Edition, Lippincott, Williams and Wilkins, Philadelphia.

Kroeger, R. P. (2005). Analyzing Grammar: An Introduction. Cambridge University Press.

Lewis, R. L., & Vasisth, Sh. (2005). An activation-based model of sentence processing as skilled memory retrieval. Journal of Cognitive science. 29, 375-479.

Lowder, M. W., & Gordon, P. C. (2012). The pistol that injured the Cowboy: Difficulty with Inanimate Subject-Verb Integration is reduced by Structural Separation.  Chapel hill, NC university of North Carolina, MS.

MacDonald, M. C., & Christian, M. (2002). Reassessing working memory: Comment on just and carpenter (1992) and Waters and Caplan (1999). Journal of Psychological Review, 109, 35-54.

MacWhinney, B. (1997). Starting points. Journal of Language, 53, 152-168.

MacWhinney, B. (1988). Basic Syntactic Processes. In S.Kuczaj (Ed.). Language acquisition; Syntax and semantics (Vol.1, pp.73-136). Hillsdale, NJ: Erlbaum.

MacWhinney, B., & Pleh, C. (1988). The processing of restrictive relative clauses in Hangarian. Journal of Cognition, 29, 95-141.

Mahootian, sh. (1996). Typological View on Persian Grammar. [Translated by: Mehdi Samaee. Tehran: Nashre markz in Persian.]

Mak, W. M., Vonk, M., & Schiefers, H. (2002). The influence of animacy on relative clause processing. Journal of Memory and Language. 47, 50-68.

Mehrparvar, S., Roohparvar, R., & Mirzaee, M. (2017). Analyzing the comprehension of Subject-Subject and Subject-object relative clauses in children with cochlear implants and normally-hearing ones. Journal of Exceptional Children, 17(2), 118-119 [In Persian].

Nabifar, Sh. (2014). The comparison of syntactic awareness in normal and dyslexic Persian speaking children. Journal of Advances in Cognitive science, 16(2), 25-36 [In Persian].

Nation K., & Snowling M. (2000). Factors Influencing syntactic awareness skills in normal readers and poor comprehenders. Journal of Applied Psycholinguistics, 21(2), 229-241.

Nematzadeh, Sh., Roshan, B., Ghisaian, M., & Ghaffari, M. (2014). Levels of complexity of SS and OS type relative clauses in preschool Persian speaking children. Journal of Language Related Research (Comparative Language and Literature Research), 4, 4(16), 221-244 [In Persian].

Nozari Rabari, M., & Ameri, H., Monshizadeh, A. (2018). Comparing spoken language development in dyslexic and normal first to third grade students. Journal of Teaching Persian to Speakers of other Languages, 7(1), 31-52 [In Persian].

O'Grady, W., Lee, M. & Choo, M. (2003). A subject-object asymmetry in acquisition of relative clauses in Korean as a second language. Studies in Second Language Acquisition. 25, 433-448.

Rasekh Mahand, M., Alizadeh Sahraei, M., & Ghisvand, M. (2012). The functional explanation of relative clause extra position in Persian. Journal of Researchers in Linguistics, 4(6), 21-40.

Reali, F., & Christiansen, M. (2007). Processing of relative clause is made easier by frequency of occurrence. Journal of Memory and Language. 57, 1-23.

Reid, G. (2013). Dyslexia and Inclusion: Classroom Approaches for Assessment، Teaching and Learning (2nd ed). London: David fulton. [Translated by: Ragheb hojatolah. Tehran: Entsharat madreseh in Persian].

Rhamany, R., Mareft, H., & Kidd, E. (2011). Persian speaking children's acquisition of Relative clauses.  European Journal of Developmental Psychology. 8(3), 367-388.

Richards, J. C., & Schmidt, R. (2002). Longman Dictionary of Language Teaching and Applied Linguistics. London: Longman.

Roland, D., Dick, F., & Elman, J. L. (2003). Frequency of Basic English grammatical structure: a cuprous analysis. Journal of Memory and Language, 51, 384-397.

Safavi, K. (2005). Descriptive Semantics lexicon. Tehran: Farhange moaser [In Persian].

Stein, C., Carins H. S., & Zurif, E. (1984). Sentence comprehension limitations related             syntactic deficits in reading disabled children. Applied Psycholinguistics, 5, 321-325.

Tabibzadeh, O. (2007). Verb Valency and Basic Structures in Modern Persian: A Dependency-Based Approach. Tehran: Nashr-e markaz publishing Co [In Persian].

Traxler, M. J., Morris, R. K., & Seely, R. F. (2002). Processing of subject and object relative clauses: evidence from eye-movements. Journal of Memory and Language. (47), 69-90.

Vogel, S. A. (1974). Syntactic Abilities in Normal and Dyslexic Children. Journal of Learning Disabilities, 7(2), 103-109.

Warren, T., & Gibson, E. (2002). The influence of Referential processing on Sentence complexity. Journal of Cognition. 85, 79-112.

آمار
تعداد مشاهده مقاله: 369
تعداد دریافت فایل اصل مقاله: 427


سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب