The role of language production mechanisms in children's sentence repetition: Evidence from an inflectionally rich language

Abstract

We examine the role of language production mechanisms in sentence repetition, a task widely used as a diagnostic tool in developmental disorders. We investigate sentence repetition in 5- to 8-year-old native speakers of Kannada, an inflectionally rich language of India. The inflectional characteristics of the language make it an ideal testing ground for exploring the engagement of grammatical and phonological encoding processes. We presented active, passive, and embedded sentences and, in a subset of the material, we also manipulated sentence length. Using accuracy and speech error analyses at the sentence, word, and affix levels, we provide evidence that individual differences in task performance are influenced by the linguistic properties of the material. These findings clarify the role of key language production mechanisms involved in sentence repetition. We propose that it is the versatility to develop a profile across several language production mechanisms that makes sentence repetition particularly useful as a clinical tool.

The Development of Poetry Text Materials Based on Poet’s Experience

“…Figure 2 above, After the validity test on learning materials was conducted, there were some points need to be revised. The revisions were : (1) giving mind maps (general view) in the beginning of lesson, (2) giving explanations on steps to find out the milieu of the illustrated poetry, (3) giving instructions in order to identify and analyze the elements of poetry, (4) giving explanation on how to analyze the meaning of poetry by providing some guidelines supported by diction, (5) adding time allotment in each indicator of chapter, (6) giving explanation about the characteristic of imaginative poetry by providing guideline in the examples and the meanings in each line, (7) explaining the characteristic and evidence of narrative poetry by showing the evidence in the line/diction in the examples, (8) giving the explanation about type of imageries in poetry, except the imageries in the materials, (9) enriching the examples of the language style with various language styles except language style in the materials, (10) giving guideline to show the diction in each of language style, (11) adding the exercise activities to implement the steps of creative process in poetry writing, (12) adding examples in poetry writing, (13) revising incorrect language used, and 14) changing rhyme of the song with rhyme of the correct song.…”

“…Learning materials would be sistematically structured, included all the ingredients (whether information, tools or texts) which show a complete competence, mastered by learners and used during learning process. Learning material is one of the most essential parts in learning process, as there are a number of information, instructions, proceses and evaluations that support learning activities, [2], [12].…”

Development of Folklore Teaching Materials Based on Local Wisdom as Character Education

“…Teaching materials are content that needs to be learned by students in the form of print or facilitated by the instructor to achieve certain goals. Teaching material is a visual and audiovisual learning resource that can be used by students as a medium of communication in the learning process [12].…”

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“…Teaching materials should make it easier for students who have difficulty in understanding learning material, are able to meet the needs of students, information is presented to be learned by students which contains all the material or theory of learning, is complete, so that students no longer need to look for other sources of material, follow technological developments, and makes it easier for users when they want to use it (Jannice, 2009: 33;Hapsari, 2016: 22). Teaching material is one of the most important parts in the learning process because there is a number of information, instructions, processes, and evaluations that support learning activities (Nag et. Al., 2018;Hamdani, 2011;Kusmana et al 1919) to reach the goal.…”