LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 22:7 July 2022
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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Transitives, Intransitives and Causatives in Kannada-speaking
Normal Children and Intellectual Disability

Dr. Satish Kumaraswamy
Ms. Rakshitha S

Abstract

Language is a rule-governed behavior. It is defined as the comprehension and/or use of a spoken (i.e., listening and speaking), written (i.e., reading and writing), and/or other communication symbol system (e.g., American Sign Language). Spoken and written language are composed of receptive (i.e., listening and reading) and expressive (i.e., speaking and writing) components. Spoken language, written language, and their associated components (i.e., receptive and expressive) are each a synergistic system comprised of individual language domains (i.e., phonology, morphology, syntax, semantics, pragmatics) that form a dynamic integrative whole (Berko Gleason, 2005).

The study highlights the need to carry out more research in this area for better understanding of language acquisition among these children in order to develop both Transatives, Intransitives and Causatives in Kannada speaking normal children and Intellectual Disability assessment and intervention programmes. Presently, the lack of acquisition data has hinged the development of any standardized test in Kannada. Hence, the present study aims to explore Kannada speaking typically developing children with the objective of analysing the data among these children across 4 to 6 years of age. The results revealed that most of these markers were developed by 5 to 6 years of age.

Introduction

Language is the comprehension and/or use of a spoken, written and/or communication symbol system. As language is a complex and dynamic system of conversation symbols that is used in various modes for thought and communication. Higher order language skills include inferencing; comprehension monitoring; interpretation of complex language, such as jokes and puns; and use of text structure knowledge. Metalinguistic awareness is requisite for the development of higher order language skills and is defined as "the ability to think about and reflect upon language" (Gillon, 2004, p. 10). Metalinguistic awareness includes phonological awareness, morphological awareness, syntactic awareness, semantic awareness, and pragmatic awareness. Metalinguistic skills are also critical for self-regulation and self-monitoring.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.


Dr. Satish Kumaraswamy
Professor and Principal, Dr. MV Shetty College of Speech and Hearing
Mangaluru, Karnataka 575013
sat8378@yahoo.com


Ms. Rakshitha S
Post Graduate Student, Dr. MV Shetty College of Speech and Hearing
Mangaluru, Karnataka 575013
srakshithasgowdas@gmail.com
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