چکیده:
Delving into the amazing and confounding language of four-, five-, or six-year olds, who dexterously and quite diligently use language for a myriad of purposes has always been intriguing to the pundits of first language acquisition. This scrutiny was an attempt to unravel some features germane to the normal disfluency in the preschoolers’ language. Normal disfluency is justifiably deemed to occur during periods of accelerated speech development (Guitar, 2013( and, unlike stuttering- a pathological condition-is a temporary condition. Over the years, researchers have investigated speech disfluencies of normally fluent young children in order to better understand the expected speech behaviors of young children but they have mainly focused on disfluencies of speech of English speaking children from Anglo-European, African-American, Hispanic, and Spanish cultures. Literature review proved there is not enough information regarding normal disfluency in Farsi speaking children. Therefore, the aim of this study was to describe the speech disfluencies in Farsi speaking Iranian preschoolers. The study was conducted in a kindergarten in Tehran in which from each age group 6 kids (3 boys and 3 girls) were randomly selected. Samples of their speech were recorded, carefully transcribed, and analyzed. A comparison was made among the three age groups as far as the in-mind categories were concerned (spontaneous speech, description, explanation, interpretation, and narration). Furthermore, in each category, the nature of the disfluency (repetition, silence, or filler) and the purpose behind its application (planning, reformulation, or replacement) was identified.
خلاصه ماشینی:
fluency, disfluency, L1, preschoolers, repetitions Introduction A quick glance at the pertinent review of literature reveals that there exists a whole raft of studies on the fascinating and bewildering speech and language development of the preschool children.
Among the numerous marked features of the pre-school children’s language associated with speech and language development, the significance of the pre- sent study is to identify the nature of the disfluency (repetition, silence, or fill- er) and the purpose behind its application (planning, reformulation, or re- placement) in different in-mind categories concerned (i.
Several studies have shown that there have been no statistically significant dif- ferences in the total number of speech disfluencies or in most disfluency types exhibited by English speaking boys and girls (Kools & Berryman, 1971; Haynes & Hood, 1977; Yairi, 1981, 1982; Yairi & Lewis, 1984; & Ambrose & Yairi, 1999); and Spanish speaking children (Carlo & Watson, 2003).
Many studies on disfluency of Iranian chil- dren so far, have focused on lexical and/or syntactic complexity, to name a few Haresabadi, Pooladi, Bakhtiari and Kamali (2010) investigated the effect of syn- tactic complexity on the amount of speech disfluency in stuttering Persian- speaking children, compared them with the non-stuttering ones and found that in both groups there was a significant difference for the amount of disfluency between simple and complex sentences.
Kalashi (2004) studied the effect of syntactic complexity and length of utterance on speech disfluency of children with stuttering and normal children aged 6 – 12 years in the city of Tehran.
Beyond stuttering: Speech disfluencies in normally fluent French-speaking children at age 4.
Speech disfluencies of preschool-age children who do and do not stutter.