Exemplos de uso de Language subsystems em Inglês e suas traduções para o Português
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Authors have stated that there is no synchrony among performances on different language subsystems.
The instrument has 16 subtests that evaluate language subsystems and pragmatic profiles with a scale for observational evaluation, as shown in Chart 1.
This finding reinforces the effects of type of school and of the SLI for all language subsystems.
This is an interesting result because it shows that all language subsystems were vulnerable to both environment type of school effect and biological effects SLI effect.
Using the same evaluation,a research observed that children with diagnosis of PD may present impairments in other language subsystems, such as semantic and syntax.
Considering that, conducting studies that correlate different language subsystems is necessary, because there is evidence in literature that they are interconnected.
This result indicated that G2 had an inability to identify the duration of sounds, the non-verbal sounds in the presence of other sounds, and the acquisition of information about the tone of the language, Such temporal aspects of speech are fundamental to understanding the information, andact as a resource linked to the processing of language subsystems, phonological aspects, and syntactic and semantic cues.
According to the literature, even though the different language subsystems are related, children with DPD only show deficits in the phonological aspect.
The literature shows the importance of the lexical acquisition and development andsynchronicity with the other language subsystems, especially the syntactic subsystem. .
Phonological disorders are defined as deficit in one of the language subsystems, characterized by difficulty of speech sounds organization, concerning the phonological system.
The paper Average values of phrase in children with developmental phonological disorder was written by Albiero, Melo, Wiethan, Mezzomo and Mota, from the same research group of Universidade Federal de Santa Maria. They studied 16 children with phonological disorders andverified that they may present disorders also in other language subsystems especially during the initial development process.
This study demonstrated that all language subsystems were susceptible to both environmental type of school effect and biological SLI effect aspects, but the difficulties experienced by children with SLI were always bigger than in the other groups.
This reading mechanism gives up the orthographic processing or others that compose language subsystems, such as the semantic-lexicon.
It is known that in cases of children with Specific Language Impairment who are usually delayed concerning vocabulary knowledge and/or other language subsystems besides comprehension, one of the hypothesis for some of the language difficulties observed refer to a memory system with limited capacity, emphasizing the phonological and lexical disorders.
Children with SLI show, to a higher or less extent,difficulties related to all language subsystems: phonology, lexicon, grammar and pragmatics.
Several evidences of phonological and meta-phonological deficits in dyslexia support andreinforce the importance of the investigation of this language subsystem and its processors for the clinical diagnosis of reading disorder.
Even in RD, in which phonological disorders are not evidenced inspeech as in PD, the underlying assessment identifies inadequacy of the same language subsystem, but in different instances of processing.
However, these changes are compensated by the fitness of other subsystems of language.
It is worth highlighting that the researches did not address all the subsystems of language and involved different populations.
This research attained the initial purpose and, through its findings,it is possible to think that children diagnosed with DPD may have deficits in other subsystems of language.
Thus, it is emphasized the importance of the speech-language pathologist to understand andinterpret the interrelationship between phonological deficits and the development of the other four subsystems of language- pragmatic, semantic, syntactic and morphological.
The clinical pictures of Specific Language Impairment are pretty heterogeneous and the subsystems of language involved suffer a variation in number and level of commitment.
Puglisi and Befi-Lopes, in their article“Impact of language impairment andtype of school in different subsystems of language”, concluded that there were differences in the effects of language impairment and type of school on different language skills.
So, it is believed that the alteration in the language phonological subsystem and the severity level of this alteration do not influence the other subsystems, confirming that the PD is only a phonological alteration.
In this thematic axis, three articles showed the relationship between family environment and language development,with emphasis on the semantic/lexical subsystem of language.
For that, we turned to some traditional grammar representatives who evoke the function of subject in their unmarked prototypical realization passing through the generative grammar and refining the reflections starting from the typological-functional approach that recognizes the occurrence of the subject in its diversity of achievement andits relationship with other subsystems of languages.