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

5. Decision to recognize doctoral students No.: 2999/2013/QD-XHNV-SDH; dated December 30, 2013.

6. Changes in the training process:

- Change of research topic, Decision No. 3811/QD-XHNV, dated November 15, 2016.

+ Old title of the topic"Researching Vietnamese imperative actions that lack corresponding speech act verbs."

+ New topic title “Research the "Receiving and expressing requests from children with language disabilities (3-6 years old)"

- Training extended for one year, extension document No. 4619/QD-XHNV dated December 29, 2016.

7. Thesis title:Research the Receiving and expressing requests from children with language disabilities (3-6 years old)

8. Major: Linguistics

9. Code: 62 22 02 40

10. Scientific supervisor: Assoc. Prof. Dr. Dao Thanh Lan

11. Summary of the new research findings of the thesis:

The thesis presents several new research findings as follows:

• This thesis studied the imperative actions of children with language disabilities (DWDs) in comparison with those of normal children. The research results showed that DWDs expressed a fairly diverse range of imperative actions, comprising eight subtypes, with the two most frequently occurring actions being...requestandsuggestionChildren interact with teachers and peers in both direct and indirect ways. They receive information through multiple channels, not only through spoken words but also through nonverbal communication such as gestures, body language, and facial expressions in specific communication situations.
• In the direct imperative mode, children with intellectual disabilities, and children in general, rarely use explicit imperative speech acts in communication. Their utterances primarily utilize verbal cues and indicative speech acts.
• Indirect CK methods are also used by children with congenital heart disease.suggestionIndirect speech is the most frequently used subtype among all types of indirect speech. Indirect speech requests are expressed by children in the form of question-request and declarative-request, where the declarative act (indirect speech) is seen as the child's prompt to clarify the event and create motivation to encourage the listener to perform the next action.
• The ability to receive and express information in children with intellectual disabilities largely depends 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.

12. Practical applicability (if any): application in supporting children with language disabilities to develop their ability to receive and express information through appropriate assistance measures.

13. Further research directions (if any): applying specific techniques to develop the ability to receive and express imperative actions in children with language disabilities (3-6 years old).

14. Published works related to the dissertation:

1. Le Thi To Uyen (2013), "Ways of expressing the act of asking - suggesting in Vietnamese",Language Magazine(6),pp. 55–62.
2. Le Thi To Uyen(2013) "Discussing the concept of "language disability" in special education,Today's Teaching and Learning Magazine(12), pp. 48–50.
3. Le Thi To Uyen (2014), “The relationship between early language disability and reading difficulties”,Proceedings of the Scientific Conference – Ho Chi Minh City National University Publishing HouseNovember, p. 300-305.
4. Le Thi To Uyen (2015), “Sign language reception of deaf children in the family environment”,Proceedings of the Conference on 20 Years of Education for Students with Disabilities in VietnamDecember, pp. 506-510.
5. Le Thi To Uyen (2016), “Language disability and trends in assessing children with language disabilities in education”, Journal of Educational Science – Special Issue(11), p. 64-70.
6. Le Thi To Uyen (2017), “Some issues of children's language: speech acts and imperative acts”, Language and Life Magazine(258), p. 57-63.
7. Le Thi To Uyen(2017), “The expression of imperative actions in children (3-6 years old).Today's Teaching and Learning Magazine(8), pp. 27–30.
8. Le Thi To Uyen,Pham Van Lam, Pham Thi Ben, Bui The Hop (2017), “Tools for assessing language expression skills of primary school children with disabilities”, Proceedings of the Workshop on Speech, Language and Communication Therapy: Assessment and Support in Inclusive Education – Hanoi University of EducationNovember, p. 75-81.
9. Le Thi To Uyen (2018), "the expression of imperative actions in children with language disabilities (in comparison with normal children)",Language Magazine(4), pp. 70-80.
10. Le Thi To Uyen,Do Long Giang(2018), “PDeveloping the ability to receive and express commands in hearing-impaired children (3-6 years old) through role-playing games.”,Teaching and Learning Today, April 2018, pp. 20-26.

INFORMATION ON DOCTORAL THESIS

5. Admission decision number: 2999/2013/QD- XHNV-SĐH; December 30, 2013.

6. Changes in academic process:

• Changing name of thesis, decision number 3811/QD-XHNV, November 15, 2016.

+ Old thesis title:Research the requests which haven't got correlative verbs of speech acts.

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

• Extension of training for 01 year, decision number 4619/QD-XHNV, December 29, 2016.

7. Official thesis title:Research the reception and expression of requests of children with language disorders (3-6 years old)

8. Major: Linguistics

9. Code: 62 22 02 40

10. Supervisors: Assoc. Prof. & PhD Dao Thanh Lan

11.Summary of the new findings of the thesis:

The thesis had some new findings:

• The thesis research about requirements of children with language disorders in comparison with normal children. The result shows that children with language disorders express a wide variety of subtypes of requests (08 subtypes), in which the two most frequent actions are the demand and proposition act during the interaction with the teacher and friends in both direct and indirect mode. The children received requests through various channels, not only through speech but also through nonverbal communication such as gestures, facial expressions in specific communication situations.
• In the direct requests, the children rarely use explicit requests but mainly use the Illocutionary force indicating devices – IFIDs) in communication.
• The indirect requests are also used by the children with language disorders, indirect proposition is the most common in the total. Children with language disorders normally use indirect proposition in the form of asking-proposition and narrative - proposition, in which the narrative - proposition is viewed as an implied gesture of the children in order to indicate the facts and motivate for listeners to do the next thing.
• The reception and expression of the requests of children with language disorders depends on the children's current ability, the degree of impact of the disabilities. The age factor does not play a decisive role and the disabilities of the children need to be overcome as soon as possible.
• The experiment results show that some of the proposed measures are necessary and appropriate, but they should be extended to different children with various ages and communication environments.

12. Practical applicability, if any: Applied in supporting individualized child with language disabilities to develop the ability to receive and express the request acts through a number of appropriate support measures.

13. Further research direction, if any: Applying specific techniques to develop the ability to receive and express the required acts for children with language disabilities (3-6 years).

14. Thesis – related publications:

1. Le Thi To Uyen (2013), “The expression of proposal asking action in Vietnamese,Journal ofLinguistics(6), p55–62.
2. Le Thi To Uyen(2013), “Discussion of “language disorders” term in special education”,Journal ofTeaching and Learning Today (12), p.48–50.
3. Le Thi To Uyen (2014), “The relationship between early language disorders and dyslexia”,Proceedings of Scientific Conference –Vietnam National University, Ho Chi Minh City press, (11), p. 300-305.
4. Le Thi To Uyen (2015), “Reception of the sign language of deaf children in the home environment”,Proceedings of Scientific Conference – Vietnam Institute of Educational Sciences,(12), p. 506-510.
5. Le Thi To Uyen (2016), “Language disorders and trends in evaluating children with language disabilities in education”,Journal of Eeducational(11), p. 64-70.
6. Le Thi To Uyen (2017), “Some language issues of children: speech acts and requests”,Journal ofLanguage and Life(258), p. 57-63.
7. Le Thi To Uyen(2017) "Expressing the requirements of children (3 – 6 years old)”,Journal ofTeaching and Learning Today(8), p. 27–30.
8. Le Thi To Uyen,PhaMr. Van Lam, Pham ThiBen, Bui TheHop (2017),"Assessing the expressive language progress of children with disabilities in primary schools,Proceedings of Scientific ConferenceHanoi National University of Education (11), p. 75-81.
9. Le Thi To Uyen (2018), “Expressing the requirements of children with language disorders (in comparison with normal children)”,Journal ofLinguistics(4), p. 70-80.
10. Le Thi To Uyen,Do Long Giang(2018), “Developing the ability of reception and expression of requests for children with hearing impairment (3-6 years old) through role – play,Journal ofTeaching and Learning Today (4),pp. 20-26.