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have done, but leave out critical details such as when an event occurred or
forget to mention the people involved. This results in the listener needing to
ask several follow-up questions to understand the gist of the story. During
academic tasks, students may get stuck on irrelevant details when re-telling
the plot, sometimes missing the main idea altogether. Work on expressive
narrative skills will benefit students as they engage in social
conversations. These skills will also benefit students academically with the
organization and thoroughness for more complex written language
assignments.
What can be done to improve expressive language (using words and
language)?
•
Play: ·For the young child engage in play with the child on a regular
basis, model how to play with toys, follow the child's lead and talk about
what they are doing with the toys..
•
Talk to the child often throughout the day about what you are doing,
where you are going, what you are going to do, what you have just done.
•
Turn off background noise in the home (e.g. television, radio, music).
•
Face-to-face: Get face to face with the child when talking so that the
child can watch your mouth to imitate how to produce words.
•
Expand the language the child is using by repeating what they are
saying and adding one or two more words to their utterance (·e.g. child:
"Dog";adult: "A big dog").
•
Books: Look at books together that the child is interested in and talk
about the pictures and/or the story.
•
Model ·back to the child utterances that they have said incorrectly in
the correct way (e.g. child: "Me want that one"; adult: "I want red apple
please").
Activities that can help improve expressive language (using words and
language) include:
•
Name items together when looking at a book, in the car, looking
outside, in play, while they are playing, whilst shopping.
•
Choice-making: Offer the child choices so that they are encouraged
to use words to make a request rather than relying on gesture.
•
Day-to-day activities: Engage in lots of "day-to-day" activities (e.g.
going shopping, to the park, to the zoo, to the museum) then talk
about/draw/act out what you did and saw.
•
Play something together that the child really enjoys and throughout
the game model new words and phrases.
•
Look at books together and talk about what you see.
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•
Ask questions about what is happening in a story and why it is
occurring.
•
Sing songs together.
•
Use pictures/drawings/photos to make a book or sequence of events
and make up a story about the pictures.
•
Read stories to help model correct use of language.
•
Write letters to friends.
•
Pictures: Talk together about a picture and then write down what you
said.
Activities above would vary depending on the age and language level of
the child.
Sometimes we come across expressive language disorder. Expressive
language disorder is a communication disorder in which there are difficulties
with verbal and written expression. It is a specific language impair-
ment characterized by an ability to use expressive spoken language that is mar-
kedly below the appropriate level for the mental age, but with a language
comprehension that is within normal limits. There can be problems with
vocabulary, producing complex sentences, and remembering words, and there
may or may not be abnormalities in articulation.
As well as present speech production, very often, someone will have
difficulty remembering things. This memory problem is only disturbing for
speech; non-verbal or non-linguistically based memory will be unimpaired.
An example of a child with expressive language disorder can be seen here.
Expressive language disorder affects work and schooling in many
ways. It is usually treated by specific speech therapy, and usually cannot be
expected to go away on its own.
Expressive language disorder can be further classified into two groups:
developmental expressive language disorder and acquired expressive
language disorder. Developmental expressive language disorder currently
has no known cause, is first observed when a child is learning to talk, is
more common in boys than girls, and is much more common than the
acquired form of the disorder. Acquired expressive language disorder is
caused by specific damage to the brain by a stroke, traumatic brain injury, or
seizures.
Ədəbiyyat
1. Caulfield MB, Fischel JE, DeBaryshe BD, Whitehurst GJ (April 1989).
"Behavioral correlates of developmental expressive language ".
2. The Better Health Channel "Expressive language disorder".
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3. May 15, 2012/4 Comments/in Autism, Birth-3, Development, Dia-
gnostics, Kindergarten-5th Grade, Milestones, Parenting, Preschool, Speech
and Language /by Gretchen Olson
S.Qəmərli
İfadəli dil bacarıqları
Rezume
Məqalə ifadəli dil bacarıqlarından bəhs edir. İfadəli dil bacarığı
danışanın söylədiklərinin məzmununu ifadə etmək bacarığıdır. Bu bacarıq
danışanın fikirlərini, düşüncələrini, arzusunu, ehtiyacını ifadə edir. İfadəli dil
sözlərin, cümlələrin, jestlərin istifadə olunması və digərlərinə mesajların
yazılmasıdır. İfadəli dil bacarığı çox vacibdir çünki, bu bacarıq insanlara
düşüncələrini ehtiyaclarını, arzularını ifadə etməyə, onlara biri-birilə ünsiyyət
yaratmağa imkan yaradır.
Məqalədə yuxarıda qeyd olunanlar barədə geniş məlumat verilmişdir.
Bu baxımdan məqalə ifadəli dil bacarıqları haqqında geniş informasiya əldə
etmək istəyənlər üçün faydalı ola bilər.
С.Гамарли
Навыки выразительного языка
Резюме
В статье рассматриваются навыков выразительных языков.
Навыков выразительных языков, это способность выражать содержание
слова говорящего. Это навыка выражается мыслей, желаний, а также
необходимость говорящего. Навыков выразительных языков это ис-
пользование жестов и письменных сообщений на другие. Это умение
очень важно, потому что, он, позволяя, выражает мыслей, нуждается и
взаимодействовать друг с другом.
Они были упомянутой информированы в статье. В связи с этим,
статья могут быть полезны для тех кто хочет получить информацию о
навыки выразительного языка.
Rəyçi: Sevil Əliyeva
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