ERIC Number: ED285368
Record Type: RIE
Publication Date: 1986-Nov
Reference Count: N/A
Learning Disabled Adolescents' Use of Pragmatic Functions and Code-Switching.
Biller, Maysoon F.
The study examined whether a difference existed between 10 learning disabled (LD) and 10 normally achieving (NA) high school students in terms of comprehension and production or use of pragmatic skills. The skills examined were pragmatic function (i.e., an utterance spoken in context with specific intent), and code-switching (i.e., modification of one's communicative style according to the attributes of the listener). Subjects listened to audiotapes of a peer model portraying nine speaking situations which involved three pragmatic functions (heuristic, interactional, and instrumental) spoken to three audiences (authority figure, peer, and subordinate). After completing a written comprehension task, each subject role played the nine speaking situations. Audiotapes were evaluated according to how accurately each response conveyed the communicative intent when speaking to the intended audience. Analysis of results indicated that a significant difference did not exist between LD and NA subjects' ability to comprehend the pragmatic skills used in the social situations. Both groups correctly identified the intended audience and intent in seven of the nine speaking situations. However, LD subjects were significantly poorer in using the pragmatic skills in social situations than their NA peers. A significant correlation between comprehension and production or use of pragmatic skills did not exist. A list of definitions, a matrix of the nine speaking situations, and lists of identification measures, programs and materials conclude the document. References are provided. (CL)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the American Speech-Language-Hearing Association (Detroit, MI, November 21-24, 1986).