كليدواژه :
تنوع واژگاني و تراكم واژگاني , روايت‌هاي داستاني , كودكان داراي لكنت , كودكان بدون لكنت
چكيده فارسي :
برخي محققان بر اين باورند مهارت‌هاي زباني كودكان داراي لكنت كم‌تر از همسالان بدون لكنت آن‌ها است. تنوع و تراكم واژگاني دو ويژگي زباني هستند كه مهارت‌هاي واژگاني كاربران زبان را نشان مي‌دهند. هدف از اين پژوهش، مقايسۀ اين دو متغير در روايت‌هاي داستاني كودكان با و بي‌لكنت 4-8 سالۀ فارسي‌زبان است. 14 كودك داراي لكنت (7 كودك 4-6 ساله، 7 كودك 6-8 ساله) كه در بهار سال 1399 با مراجعه به كلينيك‌هاي خصوصي گفتاردرماني شهر تهران انتخاب شدند و 14 كودك همتاي سني آن‌ها كه به شيوۀ نمونه‌گيري در دسترس انتخاب شدند، جامعۀ آماري اين پژوهش را تشكيل داده‌اند. ابزار پژوهش يك داستان مصور بدون كلام است. تنوع واژگاني با استفاده از مقياس MSTTR محاسبه شده است. نسبت نوع به نمونه، درصد استفاده از واژههاي محتوايي و نقشي و فراواني استفاده از طبقات دستوريِ واژههاي محتوايي درمجموع روايت‌هاي كودكان 4-6 ساله و 6-8 سالۀ دو گروه محاسبه و موردمقايسه قرار گرفته است. يافته‌‌هاي پژوهش نشان مي‌دهد تنوع واژگاني در كودكان بدون لكنت بيشتر از كودكان با لكنت است، اما تفاوت به‌لحاظ آماري معنادار نيست. كودكان داراي لكنت نسبت‌به گروه كنترل واژههاي محتوايي بيشتري به‌كار برده‌اند كه تفاوت آن در گروه سني 6-8 سال و مجموع آزمودني‌ها معنادار است. درمجموع كاربرد فعل، صفت و قيد در گفتار كودكان بدون لكنت و استفاده از اسم در كودكان داراي لكنت بيشتر ديده مي‌شود كه در اين ميان تنها تفاوت درصد استفاده از قيد معنادار است.
چكيده لاتين :
One of the fields that has been influenced by the linguistic methodology, and the results
of the researches in the interdisciplinary fileds of psycholinguistics and clinical
linguistics is the study of speech disorders, like stuttering. Stuttering is a speech disorder
characterized by repetition of sounds, syllables, or words; prolongation of sounds; and
interruptions in speech known as blocks. An individual who stutters exactly knows what
he or she would like to say, but has trouble producing a normal flow of speech. In recent
years many studies have examined whether there is a relationship between stuttering and
linguistic features of the speech of those who stutter. This study is focused on the lexical
domain, namely the lexical density, and lexical diversity that can be considered as the
lexical richness. Lexical diversity is usually defined as the range and variety of
vocabulary in a language sample. Lexical density provides a measure of the proportion
of lexical items (i.e. nouns, verbs, adjectives and some adverbs) and function words in a
language sample.
Therefore, this study is aimed at comparing the lexical density and diversity in the
narrations of children who stutter (CWS) (aged between 4 to 8 years), and children who
do not stutter (CWNS) in the control group. Therefore, it investigates whether children
who stutter have limited verbal skills compared to children who do not stutter. Since
some theories claim that CWS have poorer language skills, comparing their linguistic
performance in different domains to their fluent peers can contribute to the studies in this
field through shedding light on the weak and strong points of these children’s language
abilities. The sample consists of the narrations of 14 children who stutter (CWS)
classified into two age groups: (4-6 and 6-8), and 14 age-matched children who do not
stutter (CWNS) as the control group selected through convenience sampling method.
They have been asked to narrate a wordless picture book, “Frog where are you?”
(Meyer, 1969), and their narrations have been analyzed, and compared according to the
lexical density and diversity between children who stutter, and the children in the control
group, and also between the two age groups. The percentage of the use of different
words in different grammatical classes, i.e. noun, verb, adjective, adverb, and different
function words in their narrations was also compared between the groups.
Lexical diversity was analyzed through computing MSTTR (Mean Segmental Type-
Token Ratio) by Word Smith 6. To measure lexical density, Lexical and functional
words in the children’s narrations were counted, and classified. The results were
compared between the experimental group and control group in different age groups.
SPSS 21 was used to test the significance of the differences observed between the
groups. The results revealed that CWNS demonstrated more lexical diversity compared
to CWS, but the difference was not significant. CWS used more content words and less
function words than CWNS in their narrations and the difference is statistically
significant. Comparing different grammatical classes showed that CWS narrations
contained more nouns than CWNS narrations, whereas CWNS have used more verbs,
adjectives and adverbs. However, the difference in the percentage of adverb usage was
the only statistically significant item.
