SCHOOL OF HEALTH SCIENCES DIVISION OF SPEECH & HEARING SCIENCES LEVEL MASTERS / DIET 1. SM025/ Linguistics 2: Clinical Linguistics

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1 SCHOOL OF HEALTH SCIENCES DIVISION OF SPEECH & HEARING SCIENCES LEVEL MASTERS / DIET 1 SM025/ Linguistics 2: Clinical Linguistics DATE: 05/05/2011 TIME: 9:30 WRITING TIME: 150 minutes READING TIME: 5 minutes INSTRUCTIONS: Answer all questions. Write your answers in the answer books provided and clearly indicate which question you are referring to. Please use separate answer books for PART A and PART B. Forms etc can be filled in directly on the exam sheet. Data sheets can be separated from the exam sheet if this aids your analysis. In this case, please note your matriculation number on the data sheet. Please return answer book, exam sheet and separated data sheets (if any) at the end of the exam. PAPER SETTER: Janet Beck, Ann Clark, Felix Schaeffler, Jim Scobbie, Jocelynne Watson MATRICULATION NUMBER: 1

2 PART A (50 marks) The following 50 word speech sample was produced by Hannah (pseudonym) 4 years 10 months. Target accent Southern British Standard Elicitation technique: Picture naming Orthographic Adult Child Orthographic Adult Child gloss Target Realisation gloss Target Realisation HOUSE CHAIR SUN SNAKE SMOKE HAND GRASS RING FLOWER GLOVES BUS SPIDER CAR WEB RED FISH THREE CROWN GREEN TABLE TEDDY FORK SLEEPING PLATE BED SPOON DRESS CUP BLUE KNIFE SOCKS JAM CLOWN STRAWBERRY NOSE TRAIN MOUTH BRIDGE TEETH STAMP ROCKET COFFEE BABY ZIP DOG KITCHEN BAG TEACHER PUSHING OVEN PRAM SWEETIES 2

3 Question 1 (15 marks) Chart all the data that Hannah has produced on the Phonetic/Phonological Systems Analysis forms given overleaf. 3

4 Phonetic/Phonological Systems Analysis name: age: DATA USED: * S denotes stimulable in isolation S Target Correct Realisation Errored Realisation Deleted WI WM WF WI WM WF WI WM WF ʃ ʧ ʤ Monophthongs Diphthongs See over for cluster form 4

5 Some Clusters Initial Medial Final 5

6 Question 2 (15 marks) List the structural and segmental phonological processes evident in Hannah s speech sample. Illustrate with one well chosen example and comment on the consistency of process operation. Structural Phonological Process Example Comment Segmental Phonological Processes Example Comment 6

7 Question 3 (5 marks) What would be your preliminary diagnosis? Give your rationale. Question 4 (15 marks) You are seeing Hannah again for 30 minutes next week and so have an opportunity to collect more data to test your hypotheses about Hannah s phonological system? How would you use the time available? Give your rationale and illustrate with examples. 7

8 PART B (50 marks) Question 5 (20 marks) The following language sample was produced by Vince (pseudonym), 4;0 years, who has been diagnosed as having expressive language impairment. Analyse each of the utterances below. (1) I do it. (2) Girl did walked (3) She very happy. 8

9 (4) She want fish (5) Mummy eat toast in morning (6) a fish there. (7) I am five. 9

10 (8) She won t do it. (9) Shoes on chair. (10) Mummy want red tea (11) It here now. (12) Where cat gone? 10

11 (13) Window is shut. (14) Got big bike at home. (15) Don t kick me! 11

12 Question 6 (10 marks) Answer the following questions with reference to Vince s language data as above a. What does the above analysis tell us about the level of Vince s expressive grammar in terms of clausal, phrasal and morphological development, with respect to his chronological age? b. What positives are there in his language system? c. What further investigations would you as Vince s SLT want to carry out? d. What would be your long term and short term therapy aims? e. What possible interventions strategies could be adopted to support his language development? Give one example of an activity which you could use to do this. 12

13 You may use the form below to inform your answers. If you wish you can transfer your analyses to this form to help you in answering the above questions. This form will not be marked. 2 Conn (1;6-2;0) VX QX SV AX DN VV -ing SO VO Adj N V part pl SC VC NN Int X -ed Neg X Other PrN Other -en 3 Exp S: ExpV: Exp0: ExpC: ExpA: 3s (2;0-2;6) VXY QXY SVC VCA D Adj N Cop gen let XY SVO VOA Adj Adj N Aux M n t o do XY VS(X) SVA VO do i Pr DN Other cop Neg XY Other Pron P aux o 4 Exp S: ExpV: Exp0: ExpC: ExpA: -est (2;6-3;0) +S QVS SVOA AAXY NP Pr NP Neg V -er QXY+ SVCA Other Pr D Adj N Neg X -ly VXY+ VS(X+) SVO do i cx 2 Aux tag SVOC XcX Other 13

14 Question 7 (10 marks) a) Give a critical evaluation of the analytical framework above. b) How could it be improved? Question 8 (10 marks) Mean Length of : Vince s data from above is repeated here for ease of reference. no 1 I do it 2 Girl did walked 3 She very happy 4 She want fish 5 Mummy eat toast in morning 6 a fish there 7 I am five. 8 She won t do it 9 Shoes on chair 10 Mummy want red tea 11 It here now 12 Where cat gone? 13 Window is shut. 14 Got big bike at home. 15 Don t kick me! Number of morphemes a. Divide the above utterances into morphemes, marking your divisions clearly, and calculate Vince s mean length of utterance (MLU). Where necessary, comment on your rationale. b. Using your knowledge of the relationship between mean length of utterance and chronological age in typically developing children, what does your calculation tell you about this child s grammatical development? END OF PAPER 14