TTLA: Research on the reception and expression of imperative actions in children with language disabilities (3-6 years old)

ABSTRACT OF THE DOCTORAL THESIS

Author's name:Le Thi To Uyen

Thesis title:Research on the reception and expression of imperative actions in children with language disabilities (3-6 years old)

Dissertation field: Linguistics

Major: Linguistics Code: 62.22.02.40

Name of the postgraduate training unit: University of Social Sciences and Humanities - Vietnam National University, Hanoi.

1. Purpose and scope of the thesis

Purpose

This thesis aims to statistically describe and analyze the reception and expression of imperative actions in children with language disabilities (3-6 years old) and to suggest some measures to enhance their ability to comprehend and express imperative actions. It is hoped that these suggestions will be useful for parents and teachers, helping children improve their communication skills in daily life and in their studies.

Research subjects

The subject of this thesis is the study of cognitive development (CID) in the process of receiving and expressing CID (including 18 subtypes of CID) in children with intellectual disabilities (3-6 years old), compared with typical children and between different groups of children with CID. Based on this, we propose and experiment with several measures to enhance the ability of these children to comprehend/receive and express CID.

2. Research methods used

Theoretical research methods group.

The group of practical research methods includes:

+ Descriptive method

+ Comparative method

+ Field research method

+ Interview method

+ Interdisciplinary research methods

3. Main results and conclusions

3.1. Main results

Enriching the theory of speech acts in general and speech acts in particular from a new perspective of modern linguistics.

Identify and statistically analyze the developmental disorders of normal children and children with developmental disorders (3-6 years old).

Analyze and describe the reception and expression of cognitive activities in children with intellectual disabilities in comparison with normal children (3-6 years old).

Propose some measures to develop the reception and expression of cognitive activities in children aged 3-6 years.

Experimenting with several methods to develop the reception and expression of cognitive development in children with intellectual disabilities and providing related recommendations.

3.2. Conclusion

Children with learning disabilities have received many different types of communication actions, primarily requests and suggestions, in both direct and indirect ways, and they receive them through multiple channels, not only through speech but also through nonverbal communication such as gestures, body language, and facial expressions in specific communication situations.

Children with intellectual disabilities have expressed a fairly diverse range of subtypes of cognitive actions (8 subtypes), of which the two most frequently occurring actions are requests and suggestions during interactions with their teachers and peers.

In the direct speech method, children with intellectual disabilities in particular, and children in general, rarely use explicit speech acts in communication. Their utterances primarily utilize verbal cues and indicative speech acts.

Indirect speech is also used by children with learning disabilities, with indirect suggestions being the most frequently used subtype among all indirect speech types. Children express indirect suggestions in the form of questions-suggestions and narrative-suggestions, where the narrative-suggestion act is seen as the child's prompting to clarify the situation and create motivation to encourage the listener to take the next action.

The ability to receive and express this information in children with intellectual disabilities depends largely on the child's current abilities, the degree of impact of the disability, and age is not a decisive factor; the child's disabilities should be addressed as early as possible.

Experimental results show that some of the proposed measures are necessary and appropriate; however, they need to be expanded to include different groups of children of various ages and in different communication environments.

SUMMARY OF DOCTORAL THESIS

The author's name: Le Thi To Uyen

Thesis title: Research on the reception and expression of the requests of children with language disorders (3-6 years old)

Scientific branch of the thesis: Lingustics

Major: Lingustics Code: 62.22.02.40

The name of postgraduate training institution: University of Social Sciences and humanities – Vietnam National university Ha noi city

Thesis purpose and objectives

Thesis purpose

The purpose of the thesis is to collect, describe, analyze the reception and expression of the requests of children with language disorders (3-6 years old) and suggest some measures to enhance the requests skills. We hope that they will be a useful suggestion for parents and teachers and help the children with language disorders to improve their communication skills in daily life as well as in learning.

Thesis objectives

The research object of the thesis is the research on the process of receiving and expressing the requests (including 18 subtypes of the request) of children with language disorders (3-6 years old), in comparison with the normal children. Based on that, we propose and test a number of measures to enhance their ability to receive and express requests.

1. Research methods

Theoretical research group

Methodology research group,, including:

+ Descriptive method

Comparative method

+ Practical observation method

+ Interview method

+ Group of interdisciplinary research methods

2. Major results and conclusions

3.1. The major results

Enriching the theory of requests in the new view of modern linguistics.

Identify and record requests of normal children and children with language disorders (3-6 years old)

Analyzing, describing the reception and expression of the requests of children with language disorders in comparison with normal children (3-6 years old)

Proposing some measures to develop the reception and expression of the requests of children with language disorders (3-6 years old)

Piloting some measures to develop the reception and expression of the requests of children with language disorders and provide relevant recommendations.

3.2. Conclusions

Children with language disorders have received a wide range of subtypes of requests, which are mainly the act of asking and suggesting, both direct and indirect acts. the children have received through multiple channels, not only through speech but also through nonverbal communication such as gestures, gestures, facial expressions in specific communication situations.

Children with language disorders have expressed a wide variety of subtypes of requests (08 subtypes), in which there are two most frequent actions are the requested and proposed act during the interaction with the teacher and friends.

In direct requests, children rarely use explicit requests in communication. In the children's speeches mainly use the means of effective instruction in utterances.

The indirect requests are also used by the children with language disorders, indirect suggestions are the most common in the total number of indirect requests. The indirect suggestion has been used by children in the form of a asking-suggestion and a narrative-suggestion, in which the narrative-suggestion is viewed as a tantalizing gesture of the children in order to indicate the cause and motivation for listeners to do the next thing.

This ability to receive and express the requests in children with language disorders depends on the children's current ability, the degree of impact of the defect. The age factor does not play a decisive role and the defects of the children need to be corrected as soon as possible.

The results of the trial show that some of the proposed measures are necessary and appropriate, but should be extended to different children, ages and communication environments.