Language Assessment In Communication

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INTRODUCTION Language is a set of arbitrary symbols used by group of people for the purpose of communication. Human beings communicate to share ideas, feelings, desires, emotions and for sheer pleasure. Bernard & George (1942) stated language as a system of arbitrary vocal symbols by means of which a social group cooperates. Phonology, Morphology, Syntax, Semantics and Pragmatics are the varied components of language. These components can be classified as form of language (phonology, morphology, and syntax), the content of language (semantics), and the function of language in communication (pragmatics). Assessment is one of the most complicated tasks for the professionals. Assessment forms an important step in helping children with their communication…show more content…
Information obtained in the process in used to identify those children for whom language intervention is appropriate and to provide initial directions for that intervention. McLean&Synder-McLean (1999) stated that language is used for specific reasons, and without these there would be no purpose for language. Language helps us achieve communicative or social functions. This aspect of language is referred to as pragmatics. According to Hadley and Rice (1991), the early breakdowns in communicative interactions may be the beginning “of a negative interactive spiral generated by a child’s history of communicative failure wherein the child becomes less lightly to respond as he/she experiences failure in peer interactions and peers become less lightly to attend to the child’s initiations.” The assessment of pragmatic language skills is difficult and challenging for speech-language pathologists. There are many formal and informal tests that assess the pragmatic skill. Because of the nature of pragmatics, it is difficult to construct a standardized test that accurately captures the essence of social communication. However, the assessment of pragmatic development is necessary to understand the competence of language…show more content…
Experimental group consisted of 15 children in the age range of 7-12 years exhibiting various communication disorders ( 7-Hearing loss, 2-Articulation disorder, 2-Phonological disorders,2-Stuttering,2-Cognitive deficit)and the control group comprised of 15 normal children in the age range of 10 to 15 years. PROCEDURE: Prior consent is taken from the parents and each participant is tested individually in quiet, noise free environment. The Prutting and Kirchner Pragmatic Language Checklist (1987) was modified and used. Conversational speech sample was recorded for duration of 15 minutes. Picture description task was used as a stimulus and conversation was build-up on the task to asses verbal, non-verbal and paralinguistic aspects. All The responses were video recorded and individual profiles were obtained. Score of 1 was given for the correct response of the communicative act and incorrect response was marked as 0. Statical analysis: The data was entered in excel sheet and two-way ANOVA was carried to assess the significant difference in the performance of the communicative acts in normal and individuals with varied communication

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