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

5. Decision on recognition of PhD 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 topic name “Research on Vietnamese imperative actions that do not have corresponding performative verbs to express”

+ New topic name “Research the Reception and expression of requests of language-impaired children (3-6 years old)"

- 1-year training extension, extension document No. 4619/QD-XHNV dated December 29, 2016.

7. Thesis topic name:Research the Reception and expression of requests of children with language disabilities (3-6 years old)

8. Major: Linguistics

9. Code: 62 22 02 40

10. Scientific advisor: Associate Professor, Dr. Dao Thanh Lan

11. Summary of new research results of the thesis:

The thesis has some new research results as follows:

• The thesis has studied the imperative actions of children with language impairment (TLI) in comparison with normal children. The research results show that children with language impairment (TLI) have expressed a variety of subtypes of imperative actions (HDCK), including 08 subtypes, of which the two actions with the highest frequency of appearance are the actionsrequestandsuggestionin the process of interacting with teachers and friends around children in both direct and indirect ways. Children receive HĐCK through many channels, not only through words but also through non-verbal communication such as gestures, movements, facial expressions in specific communication situations.
• In the direct imperative method, children with autism in particular and children in general rarely use explicit imperative expressions in communication. In their utterances, children mainly use effective means of instruction in words.
• Indirect CK method is also used by TNNN children,suggestionIndirect is the subtype used most by children among all indirect speech acts. Indirect speech acts are expressed by children in the form of questions - suggestions and statements - suggestions, in which, the statement - speech act is considered as the child's advice to clarify the event and create motivation to encourage the listener to perform the next action.
• This ability to receive and express in children with autism depends largely on the child's current ability, the level of influence of the defect and age does not play a decisive role, the child's defects need to be overcome as soon as possible.
• Experimental results show that some proposed measures are necessary and appropriate, but need to be expanded to different children of different ages and communication environments.

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

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

14. Published works related to the thesis:

1. Le Thi To Uyen (2013), "How to express the act of asking and suggesting in Vietnamese",Language Magazine(6),pp. 55–62.
2. Le Thi To Uyen(2013), “On the concept of “language disability” in special education”,Teaching and Learning Today Magazine(12), pp.48–50.
3. Le Thi To Uyen (2014), “The relationship between early language disability and reading difficulties”,Proceedings of Scientific Conference – Ho Chi Minh City National University Publishing House, November, p. 300–305.
4. Le Thi To Uyen (2015), "Sign language acquisition of deaf children in the family environment",Proceedings of the 20-year workshop on educating students with disabilities in Vietnam, December, pp. 506-510.
5. Le Thi To Uyen (2016), “Language disability and trends in assessing children with language disabilities in education”, Journal of Educational Sciences – 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), “Children's (3-6 years old) expression of imperative actions,Teaching and Learning Today Magazine(8), pp. 27–30.
8. Le Thi To Uyen,Pham Van Lam, Pham Thi Ben, Bui The Hop (2017), "Tool to assess 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 National University of Education, November, p. 75–81.
9. Le Thi To Uyen (2018), "The expression of imperative actions of 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 for deaf 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), p. 55–62.
2. Le Thi To Uyen(2013), “Discussion of “language disorders” term in special education”,Journal ofTeaching and Learning today (12), pp.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), pp. 506-510.
5. Le Thi To Uyen (2016), “Language disorders and trends in evaluating children with language disabilities in education”,Journal of Eeducational sciences(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), pp. 27–30.
8. Le Thi To Uyen,Pham Van Lam, Ph.am 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), pp. 70-80.
10. Le Thi To Uyen,Long Giang Measurement(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),p. 20-26.