CDS 565: LEC 3.2: Assessing language for learning
[Complex sentences with nominal clauses: Nominal clauses]: Complementizer "that" (ex & rule):
"that" can be omitted ex: Shrek thinks [that Fiona is cute]. [] = nominal clause
[Sentence types: Summary]: Complex sentences are made up of:
1 Independent clause & 1+ Dependent clause(s)
[Complex sentences with relative clauses]: Which parts of the following sentences are relative clauses?: 1. The dog (that/which) I like is running. 2. The dog that/which barks loud is running. 3. The dog is barking at the girl (that/who) Shrek likes. 4. The dog is barking at the girl that/who likes Shrek.
1. (that/which) I like 2. that/which barks loud 3. (that/who) Shrek likes 4. that/who likes Shrek
[Sentence types: Summary]: Complex sentences can have (3) types of dependent clauses:
1. Adverbial clauses 2. Relative clauses 3. Nominal clauses
C-unit vs. Subordination Index: (3)
1. C-Unit is just the 1st step to segment language samples. 2. Subordination Index is another set of analysis you could conduct based on the c-unit segmentation 3. Subordination Index allows us to conduct/analyze syntactic complexity
Subordination index (3) other types of clauses in the C-units are not credited:
1. Clauses with an incorrect conjunction 2. Omitted obligatory relative pronoun 3. Infinitive/bare infinitive/participial clauses
(3) things we assess with morphology and syntax:
1. Comprehension 2. Metalinguistics 3. Production
[Assessing morphology and syntax: Production: How do we assess?]: Language Sample Analysis: (3) Discourse genres that should be collected:
1. Conversational discourse 2. Narrative discourse 3. Expository discourse
(2) Reasons why we assess morphology and syntax:
1. Determine the child's level of grammatical development 2. Determine whether the child has difficulties comprehending and/or producing specific morphological and syntactic forms
[C-units (Communication Units)]: (2) rules for segmentation of direct quotes:
1. Direct quotes can maximally take one independent clause plus any number of dependent clauses. 2. Direct quote that have successive independent clauses or compound sentences should be segmented into separate C-units.
[Assessing morphology and syntax: Production]: How can we analyze the language sample? (3) ways:
1. Error analysis 2. Types of complex sentences 3. Syntactic complexity
[Assessing morphology and syntax: Production: How can we analyze the language sample?]: (2) types of complex sentences:
1. Finite/full (adverbial, nominal, relative) 2. Non-finite/non-full (prepositional, gerund, etc)
[complex sentences with "clauses" OTHER THAN relative/nominal/adverbial clauses]: Participial "clause" (4 exs)
1. He saw me running 2. I know a girl named Sue. 3. While working at UB, she met Andy. 4. Located in the city center, the store is popular.
(2) Exs of Nominal clauses that can also be attached to an adjective:
1. I am not sure where he will go. 2. I am surprised that he's happy.
(2) Exs of Nominal clauses as objects (for mental, perception, communication verbs):
1. I don't know where he goes. 2. I think that he's happy.
[complex sentences with "clauses" OTHER THAN relative/nominal/adverbial clauses]: Gerund "clause" (2) ex:
1. I like swimming in lake. 2. Eating too much makes me sick.
Which of the following is a complementizer and which is a relative clause?: 1. I like the dog that does not bark much. 2. I like that we will have a spring break.
1. I like the dog that does not bark much. = relative clause 2. I like that we will have a spring break. = complementizer (b/c obj of "like")
[C-units (Communication Units)]: (3) utterances that CANNOT be counted as c-units:
1. I want > 2. I want xxx 3. {ABCDEFG} --ABC song
[complex sentences with "clauses" OTHER THAN relative/nominal/adverbial clauses]: to-Infinitive "clause" (3) exs:
1. I want to go. 2. I want him to go. 3. I don't know where to go.
Subordinate Index (SI) requires that a clause must include a subject and a verb. There are (2) cases where you may think there are no subjects but there ARE:
1. Imperative sentences 2. Subject relative clauses
[Assessing morphology and syntax]: Production: How can we analyze the language sample?: Length: (2)
1. Mean length of C-units is a gross index of a child's syntactic skill 2. utterance length alone is NOT sufficient to identify language impairment (it's just one piece of information)
[Assessing morphology and syntax: Production: How do we assess?]: Language Sample Analysis: Why look at different genres? (Nippold et al, 2005) (3)
1. Nippold et al looked at expository vs conversational discourse. 2. Expository discourse had longer length, greater use of relative, adverbial and nominal clauses as compared to conversational discourse. 3. There are longer sentences and higher complexity in expository discourse
[Complex sentences with nominal clauses: Nominal clauses]: (4) additional functions/uses of Nominal clauses:
1. Nominal clauses can function like objects and subjects for a verb (i.e., verb complement clauses). 2. Nominal clauses as objects (for mental, perception, communication verbs) 3. Nominal clauses as subjects 4. Nominal clauses can also be attached to an adjective (i.e., adjective complement clauses).
[Assessing morphology and syntax]: Production: How do we assess? (4) tasks:
1. Sentence imitation 2. Sentence assembly/Word ordering 3. Formulated sentence 4. Sentence combining
[Sentence types: Summary]: (4) types of sentences:
1. Simple sentences 2. Compound sentences 3. Complex sentences 4. Compound-complex sentences
[Complex sentences with relative clauses]: (2) kinds of relative clauses:
1. Subject relative clause 2. Object relative clause
[Complex sentences with relative clauses]: Identify which sentences are Subject relative clause and which are Object relative clauses: 1. The dog that/which barks loud is running. 2. The dog (that/which) I like is running. 3. The dog is barking at the girl (that/who) Shrek likes. 4. The dog is barking at the girl that/who likes Shrek.
1. Subject relative clause 2. Object relative clause 3. Object relative clause 4. Subject relative clause
[Sentence types: Summary]: Complex sentences: Depending on which element it replaces, Relative clauses can be one of (2) types:
1. Subject relative clauses 2. Object relative clauses
[Assessing morphology and syntax]: Production: How to elicit languages from these genres? Hadley (1998) suggested a protocol of (4) interview and story-retell tasks
1. Tell a personal story about you and your siblings 2. Tell a personal story about a pet 3. Tell about a favorite game and how to play it 4. Tell about a favorite movie.
[Complex sentences with relative clauses]: Which parts of the following sentences are the antecedents?: 1. The dog (that/which) I like is running. 2. The dog that/which barks loud is running. 3. The dog is barking at the girl (that/who) Shrek likes. 4. The dog is barking at the girl that/who likes Shrek.
1. The dog 2. The dog 3. The girl 4. The girl
Which of the following is a nominal clause and which is an adverbial clause?: 1. The dog does not know when Shrek will come. 2. The dog will be gone when Shrek comes.
1. The dog does not know when Shrek will come. = nominal clause (obj of Verb "know") 2. The dog will be gone when Shrek comes. = adverbial clause
Which of the following is a nominal clause and which is a relative clause?: 1. The dog is barking at the girl who Shrek likes. 2. The dog does not know who Shrek likes.
1. The dog is barking at the girl who Shrek likes. = relative clause 2. The dog does not know who Shrek likes. = nominal clause (b/c obj of Verb "know")
[Complex sentences with relative clauses]: (3) key points to remember about relative clauses:
1. The relative pronouns can replace the subjects or objects in the relative clauses (subject vs. object relative clauses). 2. Relative pronouns can be omitted in some cases. 3. Different relative pronouns (e.g., which, who, that) are used in different situations, depending on the antecedent.
Sentence types - (3) cautions:
1. The words "who" and "which" can be relative pronouns or WH-words in WH-questions (for nominal clauses = a linking word) 2. The word "when" can be a subordinate conjunction or a WHword in WH-question. 3. The word "that" can be a relative pronoun or a complementizer
How are these treated when analyzed with subordination index? (2), and why?: C the end. C He sad. C Why? C yes.
1. Their C-units are excluded for the SI analysis. All=[SI-X] Because they have no verbs 2. However, they are still counted for mean length of C-units.
How are these treated when analyzed with subordination index? and why?: C he ran xxx. C he ran > C he ran ^ C {Twinkle Twinkle Little Star How I wonder what you are}.
1. They are all excluded from analysis at the beginning 2. Because they are unintelligible, incomplete, or unspontaneous
How are these treated when analyzed with subordination index? (2)?: C He eat cookies. C He eating cookies.
1. They are ungrammatical but have verbs 2. so they are included for analysis
[Sentence types: Summary]: Complex sentences: Nominal clauses can be one of (2) types:
1. Verb nominal clauses (subject/object complement clauses) 2. Adjective nominal clauses (adjective complement clauses)
(2) Exs of Nominal clauses as subjects:
1. Where he goes is a mystery. 2. That he's happy surprises me.
[Assessing morphology and syntax: Production: How can we analyze the language sample?]: How do we measure syntactic complexity?:
1. With a Subordination Index 2. SI =Total number of clauses/divided by the total number of C-units that are included for analysis
[Assessing morphology and syntax: Production: Analysis of language sample: Syntactic complexity measurement]: Subordination Index: (3) measurements & meanings:
1. [SI-X]: NOT included for analysis (excluded) 2. [SI-0]: C-Unit included for analysis BUT child is not credited for use of any clauses 3. [SI-1], [SI-2], etc: Child is credited for independent and FULL dependent clauses. C-unit has 1 clause, or 2 clauses (etc)
[Assessing morphology and syntax: Production: How do we assess?]: Language Sample Analysis: Narrative discourse is (2)
1. a fictional or personal story 2. conveys experience
[C-units (Communication Units)]: To be counted, an utterance must be (3)
1. complete 2. intelligible 3. spontaneous
[Complex sentences with nominal clauses]: Nominal clauses (3) Characteristics
1. function like nouns 2. A complement clause can begins with: A Complementizer "that" OR Wh-words 3. In general, you CANNOT easily change the clause order.
[Complex sentences with relative clauses]: Relative clauses (4) characteristics:
1. function more like adjectives 2. Dependent clauses that begin with relative pronouns, including: (who, which, that, and whose) 3. They typically can modify any noun phrases in a sentence (or provide more info for the nouns) 4. You CANNOT easily change the clause order
[Assessing morphology and syntax: Production: How do we assess? tasks]: Sentence imitation (3) process
1. have child repeat a sentence verbatim 2. you can evaluate the child's language structure 3. when the sentence is challenging enough the child must use syntax knowledge to memorize and repeat it
[Assessing morphology and syntax: Production: How do we assess?]: Language Sample Analysis: Expository discourse is (4)
1. informational 2. tells you how to do things 3. expression of opinion 4. involves persuasion and explanation
C-units (Communication Units) consist of: (2)
1. one independent clause PLUS 2. any number of dependent clauses that could be attached to it. (more like a sentence)
[complex sentences with "clauses" OTHER THAN relative/nominal/adverbial clauses]: Participial "clause": Which have present vs past participles? 1. He saw me running 2. I know a girl named Sue. 3. While working at UB, she met Andy. 4. Located in the city center, the store is popular.
1. running = present participle 2. named Sue = past participle 3. working at UB = present participle 4. Located in the city center = past participle
(4) types of complex sentences with "clauses" OTHER THAN relative/nominal/adverbial clauses:
1. to-Infinitive "clause" 2. Bare infinitive "clause" 3. Participial "clause" 4. Gerund "clause"
[Complex sentences with nominal clauses: Nominal clauses]: Wh-words: (ex & 6):
1. what 2. who 3. where 4. which 5. when 6. how ex: Shrek does not know [who Fiona loves]. [] = nominal clause
[Assessing morphology and syntax: Production: How can we analyze the language sample?]: When do we do an error analysis?: (2)
1. when you have 50 utterances and target errors 2. if you see 6 or more errors or a pattern of errors in the 50 utterances, you could target them
[Sentence types: Summary]: Compound sentences are made up of:
2 Independent clauses
[Assessing morphology and syntax: Production: How do we assess?]: Language Sample Analysis: Conversational discourse is
2 or more people talking together
How many C-units are there in this sample?: C I'm happy but she's mad. C I was asleep when he came. C He sad. C I said "you can stay until he comes back". C The end.
6 C-Units: C I'm happy. C But she's mad. C I was asleep when he came. C He sad. C I said "you can stay until he comes back". C The end.
How is this treated when analyzed with subordination index? and why?: C There's girl *who loves dogs
= [SI-1] Because the child did not say the obligatory "who", therefore the second clause is not credited
How is this treated when analyzed with subordination index? and why?: C The deer was running what he was scared
= [SI-1] because the conjunction was wrong ("what" should have been "because"), so the dependent clause part is not credited
How is this treated when analyzed with subordination index? and why?: C That's the girl I like
= [SI-2] Because though it is missing the pronoun, it is an object relative clause and is ok in this case
How is this treated when analyzed with subordination index? and why?: C I think I hear something
= [SI-2] because though it is missing "that", "that" functions as a complimentizer and can be omitted here. Thus child credited
Please identify the following sentences as 1) simple sentence, 2) compound sentence, 3) complex sentence with adverbial clause, 4) complex sentence with relative clause, 5) complex sentence with nominal clause A. Shrek tells Fiona that he loves her. B. Shrek put the book on the floor near Buffalo. C. Jen loves Brad but Brad loves Angelina
A. Shrek tells Fiona that he loves her. - complex sentence with nominal clause B. Shrek put the book on the floor near Buffalo. - simple sentence C. Jen loves Brad but Brad loves Angelina - compound sentence
A complex sentence is: ___________A_________________ It is NOT: __________________B_________________
A. main clause + dependent clause B. sentence with 2 verbs
[Complex sentences with relative clauses]: Both Subject relative clause and Object relative clause modify the ___A___ in the main clause. Their names are not related to which noun they're ___B___, but rather depends on what they're ___C___ (object or subject of ___D___ clause).
A. subject B. modifying C. replacing D. dependent
[Assessing morphology and syntax: Production: How can we analyze the language sample?: types of complex sentences]: How early do children begin producing non-finite/non-full complex sentences? &ex
As early as 2 years old ex: I wanna go
Why are metalinguistics skills important? Why is this skill difficult to acquire?
Because a child needs to be able to identify why the sentence that is said is wrong. These skills are important in a classroom (to think and talk about syntactic knowledge is difficult because grammatical structure learned automatically and implicitly).
Why are sentences like: He said "I am tired." a big exception to the swap order rule?:
Because if you change the order of the clauses, the main clause is no longer complete.
Why are complex sentences with "clauses" OTHER THAN relative/nominal/adverbial clauses NOT full clauses? (3)
Because: 1. they don't have an explicit subject 2. they don't carry tense 3. are grammatically called a clause but they differ from the definition of a clause being a SUBJ + predicate
[C-units (Communication Units)]: Direct quotes can maximally take one independent clause plus any number of dependent clauses. Identify the clauses: C And the boy said, "that's my frog". C The frog said "ribbit, ribbit". C She is like "I don't like it because it's too cold".
C And the boy said, "that's my frog". - nominal clause (dependent) C The frog said "ribbit, ribbit". - nominal clause (dependent) C She is like (nominal clause) "I don't like it (main clause) because it's too cold". (adverbial clause)
Subordinate Index (SI)]: How is this treated when analyzed with subordination index? and why?: C Eating cookies.
C Eating cookies [SI-0]. Because it's missing a subject, the clause isn't credited.
[Subordinate Index (SI)]: How are these treated when analyzed with subordination index? and why?: C He eats cookies . C He eat cookies . C He eating cookies . C Him eating cookies .
C He eats cookies [SI-1]. C He eat cookies [SI-1]. C He eating cookies [SI-1]. C Him eating cookies [SI-1]. Because still have subj and verb, so still credited even though ungrammatical
C-units (Communication Units): What are the C-Units here: C He likes cats and I like cats too.
C He likes cats C and I like cats too
[C-units (Communication Units)]: Direct quote that have successive independent clauses or compound sentences should be segmented into separate C-units. Segment the following: C He said, "I'm ready I want to go to the store now". C He said "you can go but she has to stay here".
C He said, "I'm ready I want to go to the store now". --> C He said, "I'm ready." / C "I want to go to the store now". C He said "you can go but she has to stay here". --> C He said "you can go." / C "but she has to stay here".
[Subordinate Index (SI)]: How are these treated when analyzed with subordination index? and why?: C He say, "Frog, where are you" ? C The boy was like, "Go away" . C She said "you can stay here if you want to" .
C He say, "Frog, where are you" [SI-2]? C The boy was like, "Go away" [SI-2]. C She said "you can stay here if you want to" [SI-3]. Because they have clauses with subjects and a (verb) predicate
[Subordinate Index (SI)]: How are these treated when analyzed with subordination index? and why?: C He says, "shh" . C He say "Frog, where you" ?
C He says, "shh" [SI-1]. C He say "Frog, where you" [SI-1]? Because no verbs, therefore no credit for the quoted clauses.
How is this treated when analyzed with subordination index? and why?: C Him's running .
C Him's running [SI-1]. Even though ungrammatical, the child can be credited for the use of a clause because there is a SUBJECT and VERB
C-units (Communication Units): Identify the independent clauses: C I ran. C He sat there and slept. C The dog was happy because he just had a walk. C If it rains, we will stay at home.
C I ran. C He sat there and slept. C The dog was happy because he just had a walk. C If it rains, we will stay at home.
[Subordinate Index (SI)]: How are these treated when analyzed with subordination index? and why?: C I stayed and fell asleep . C He ate a hamburger and drank some tea .
C I stayed and fell asleep [SI-1]. Because 1 subj + 1 verb = simple sentence (therefore just one clause) C He ate a hamburger and drank some tea [SI-1]. Because only 1 SUBJ, therefore only one clause credited.
[Subordinate Index (SI) requires that a clause must include a subject and a verb]: Exceptions: Imperative sentences: How are these treated when analyzed with subordination index? and why?: C Sit down . C Go there if you have time
C Sit down [SI=1]. C Go there if you have time [SI-2] Because implicit subject "you"
[Subordinate Index (SI) requires that a clause must include a subject and a verb: Exceptions]: Subject relative clauses: How is this treated when analyzed with subordination index? and why?: C The dog runs fast is sleeping.
C The dog runs fast is sleeping [SI-1]. Because it's missing the relative pronoun "that"
[Subordinate Index (SI) requires that a clause must include a subject and a verb: Exceptions]: Subject relative clauses: How are these treated when analyzed with subordination index? and why?: C The dog which runs fast is sleeping . C I like the dog that runs fast .
C The dog which runs fast is sleeping [SI-2]. C I like the dog that runs fast [SI-2]. Because the relative pronoun REPLACES the subjects
Code these utterances: & explain why C and she gets all the toy she want. C you there, frog? C ate the frog. C The boy told the dog to be quite. C when it began to rain, he said "my hat will shrink if the rain gets on it." C the higher your score, the more points get added to your team's score. C Look at this. C the frog then > C ran because the dog was scared. C Nightnight, frog.
C and she gets all the toy she want. [SI-2] C you there, frog? [SI-X] (b/c no verb) C ate the frog. [SI-0] (b/c no subj) C The boy told the dog to be quite. [SI-1] (b/c don't credit infinitive) C when it began to rain, he said "my hat will shrink if the rain gets on it." [SI-4] C the higher your score, the more points get added to your team's score. [SI-1] C Look at this. [SI-1] C the frog then > (don't code b/c not even considered from the beginning) C ran because the dog was scared. [SI-1] C Nightnight, frog. [SI-X] (b/c no verb)
How are these treated when analyzed with subordination index? (2) and why?: C got a book . C getting a book .
C got a book [SI-0]. C getting a book [SI-0]. 1. Because there is no SUBJECT they are not credited for clauses with SI 2. BUT: because they have a verb, they are included for analysis
[C-units (Communication Units)]: (5) utterances with partial sentences or word sequences that miss subjects or predicates that could be counted as C-units:
C yes. C the end. C He happy. C knew it. C the more the better.
Please identify the following sentences as 1) simple sentence, 2) compound sentence, 3) complex sentence with adverbial clause, 4) complex sentence with relative clause, 5) complex sentence with nominal clause D. Although both Monk and Psych are good, I like Monk better. E. The prince knows where Fiona lives. F. If you like Shrek, you can borrow it.
D. Although both Monk and Psych are good, I like Monk better. - complex sentence with adverbial clause E. The prince knows where Fiona lives. - complex sentence with nominal clause F. If you like Shrek, you can borrow it. - complex sentence with adverbial clause
[C-units (Communication Units)]: How do you treat questions as tags in c-unit segmentation?: (& 2 exs)
Do not segment questions when they are used as tag questions because they are used to seek confirmation from the listener C They got in trouble, right? C He missed the bus, didn't he?
[Subordinate Index (SI)]: How are these treated when analyzed with subordination index? and why?: E Who wants to go? C I do . E That's funny. C It is .
E Who wants to go? C I do [SI-1]. E That's funny. C It is [SI-1]. Because they replace "want to go" and "that is funny" so they are counted
Please identify the following sentences as 1) simple sentence, 2) compound sentence, 3) complex sentence with adverbial clause, 4) complex sentence with relative clause, 5) complex sentence with nominal clause G. The donkey which is funny is looking at Shrek. H. I suffer so you don't have to. I. The donkey is looking at the girl Shrek likes.
G. The donkey which is funny is looking at Shrek. - complex sentence with relative clause H. I suffer so you don't have to. - compound sentence I. The donkey is looking at the girl Shrek likes. - complex sentence with relative clause
[complex sentences with "clauses" OTHER THAN relative/nominal/adverbial clauses]: Bare infinitive "clause" ex:
He watches her do her homework.
[Complex sentences with relative clauses]: In which situations can a relative pronoun be omitted?
In object relative clauses ONLY, not subject relative clauses
[Complex sentences with nominal clauses: Nominal clauses]: Wh-words are also known as:
Indirect Wh- questions
Please identify the following sentences as 1) simple sentence, 2) compound sentence, 3) complex sentence with adverbial clause, 4) complex sentence with relative clause, 5) complex sentence with nominal clause J. Fiona left home when Shrek was asleep. K. Put on your coat or you will get sick L. Jen came here and had dinner with us.
J. Fiona left home when Shrek was asleep. - complex sentence with adverbial clause K. Put on your coat or you will get sick. - compound sentence L. Jen came here and had dinner with us. - simple sentence
Please identify the following sentences as 1) simple sentence, 2) compound sentence, 3) complex sentence with adverbial clause, 4) complex sentence with relative clause, 5) complex sentence with nominal clause M. Eat all of the cakes if you want. N. The classroom was cleaned by the janitor. O. He said "I am tired."
M. Eat all of the cakes if you want. - complex sentence with adverbial clause N. The classroom was cleaned by the janitor. - simple sentence O. He said "I am tired." - complex sentence with nominal clause
Page 28, Slide 2
MEMORIZE sentence ID chart
[Assessing morphology and syntax: Production: How do we assess?]: Language Sample Analysis should involve:
Multiple discourse genres should be collected in different modalities (ie: spoken and written) whenever appropriate.
[Assessing morphology and syntax: Production: How do we assess? tasks]: sentence combining (involves & ex):
Present child with 2 sentences, and ask them to combine them into one: Maria saw the accident. She didn't tell the police. --> Maria saw the accident but she didn't tell the police.
[Assessing morphology and syntax]: Metalinguistics: How do we assess? (3)
Standardized test 1. PLS-5 2. Morphological Comprehension in TOLD-I:4 3. Sentence Comprehension of Syntax in CASL-2
[Assessing morphology and syntax]: Production: How do we assess? (2 tests)
Standardized tests 1. CELF-4 2. TOLD-I:4
[Assessing morphology and syntax]: Comprehension: How do we assess? (3)
Standardized tests: 1. TACL-4 2. CELF-5: Concept and Following Directions 3. Token Test for Children - 2 PAGE 32, SLIDE 1
[complex sentences with "clauses" OTHER THAN relative/nominal/adverbial clauses]: Gerund "clauses" have no clear:
Subjects
Subordinate Index (SI) requires that a clause must include a subject and verb. What happens if the verb does not have the right tense (or the auxiliary is omitted)?
The clause still gets credited
[Complex sentences with relative clauses]: Combine these 2 sentences into one complex sentence with a relative clause: E. The dog is barking at the girl. (main clause) F. Shrek likes the girl. Is it a Subject relative clause or an Object relative clause?
The dog is barking at the girl who Shrek likes. Object relative clause
[Complex sentences with relative clauses]: Combine these 2 sentences into one complex sentence with a relative clause: E. The dog is barking at the girl. (main clause) F. The girl likes Shrek. Is it a Subject relative clause or an Object relative clause?
The dog is barking at the girl who likes Shrek. Subject relative clause
[Complex sentences with relative clauses]: Combine these 2 sentences into one complex sentence with a relative clause: A. The dog is running. (main clause) B. I like the dog. Is it a Subject relative clause or an Object relative clause?
The dog that I like is running. Object relative clause
[Complex sentences with relative clauses]: Combine these 2 sentences into one complex sentence with a relative clause: A. The dog is running. (main clause) B. The dog barks loud. Is it a Subject relative clause or an Object relative clause?
The dog that barks loud is running. Subject relative clause
[Complex sentences with relative clauses]: Object relative clause is named so because:
The relative pronoun replaces the object of the dependent clause ex: She smiled at the boy that she likes.
[C-units (Communication Units)]: How does the definition of c-units as one independent clause and 1+ dependent clauses affect the segmentation of compound sentences?
There can therefore not be any compound sentences in c-unit segmentation, because there cannot be more than one independent clause in a c-unit. Compound sentences therefore need to be segmented into 2 c-units
What is an elliptical construction?
a situation where you can omit/eliminate the sentence element, but the sentence is still grammatical
Subordinate Index (SI) codes dialogues. In order to be considered a clause to get an SI count, the direct quotation must have
a subject and a (verb) predicate
Subordination index: To be credited for a clause, a C-unit must have:
a subject and a verb
Subordination index: To be included for the analysis of subordination index, a C-unit must have at least _________.
a verb. (Subordination index excluded C-units that do not have a verb for analysis)
Nominal clauses can also be attached to an adjective are also known as:
adjective complement clauses
How are these treated when analyzed with subordination index? and why?: C I want him to go. C I don't know what to do. C I see him running. C He let her fall in the water.
all = [SI-1] 1. They do not have their own SUBJECTS so they are not credited in the SI 2. Because (remember) SI = independent clause + FULL dependent clause
[Sentence types: Summary]: Theoretically, a sentence can have an infinite number of clauses because:
clauses can be linked together based on semantics
[C-units (Communication Units)]: A C-unit can also include partial sentences or word sequences that miss subjects or predicates as long as
it's a complete thought, because speakers don't always use complete sentences
(2) Examples each of mental, perception, and communication verbs:
mental: think, know perception: see, hear communication: say, tell
A C-unit CANNOT have:
more than 1 independent clause. (therefore it cannot be a compound sentence)
Nominal clauses as objects (for mental, perception, communication verbs) are also known as:
object complement clauses
[Assessing morphology and syntax: Production: How do we assess? tasks]: Word ordering involves:
present words in a random order and ask the child to formulate a sentence
[complex sentences with "clauses" OTHER THAN relative/nominal/adverbial clauses]: Participial "clauses" have no explicit:
subject
Nominal clauses as subjects are also known as:
subject complement clauses
The average number of clauses that the child uses in a sentence reflects their:
syntactic skills
What is metalinguistics?
the ability to think or talk about language
Subordinate Index (SI) credits elliptical constructions as long as:
the context is clear
[Complex sentences with relative clauses]: What is an antecedent?
the noun being modified (by the relative clause)
[Complex sentences with relative clauses]: Subject relative clause is named so because:
the relative pronoun replaces the subject of the dependent clause ex: She smiled at the boy who sings beautifully.
[Complex sentences with relative clauses]: In general, when do we use who vs. which vs. that as relative pronouns?
who: when the antecedent is human which: when the antecedent is nonhuman that: when the antecedent is either human or nonhuman (neutral, used for both)
