A Preliminary Study on Characterizing Syntactic Processing and Pause Patterns in Bilingual English-Bahasa Indonesia Specific Language Impairment

  • Harwintha Y. Anjarningsih Department of Linguistics, Faculty of Humanities, Universitas Indonesia, Jakarta 16424 https://orcid.org/0000-0003-4876-0693
  • Nurul Huda Department of Linguistics, Faculty of Humanities, Universitas Indonesia, Jakarta 16424
  • Angkita Wasito Kirana Business Department, Faculty of Vocational Studies, Universitas Airlangga, Surabaya 60286 https://orcid.org/0000-0001-6566-9379
https://doi.org/10.19105/ojbs.v18i1.12748
Abstract views: 124 , PDF downloads: 147
Keywords: Bilingualism, English as a Second Language, Pause pattern, Silent pause, Specific Language Impairment

Abstract

A 12-year-old boy received a diagnosis of an unspecified "language disorder," suggesting the possibility of Specific Language Impairment (SLI) along with atypical pausing behavior. Interested to find out the possibility of incorporating pausing behavior into SLI diagnosis, this research sought to explore the distinctions in pause patterns between the spoken Bahasa Indonesia (BI) and English of Indonesian children, utilizing data from the child with suspected SLI (sSLI) and a control group for comparative analysis. Employing a quantitative approach and analyses related to phonology, syntax, and bilingual language production, the study revealed that the child with sSLI tended to display longer and more frequent pauses than the control group, particularly during communication in BI. Despite multiple influencing factors, pause patterns had the potential to serve as an indicative tool and a means to integrate bilingualism into the diagnosis of SLI.

Downloads

Download data is not yet available.

Author Biographies

Harwintha Y. Anjarningsih, Department of Linguistics, Faculty of Humanities, Universitas Indonesia, Jakarta 16424

HARWINTHA Y. ANJARNINGSIH is a researcher and lecturer at the Linguistics Department, Faculty of Humanities, Universitas Indonesia, Indonesia. Her research interests include psycho- and neurolinguistics, language impairments across ages, bilingual processing, and linguistics and disability issues. She has published two books on developmental dyslexia, namely Disleksia-Perkembangan di Indonesia (2019) and Disleksia-Perkembangan di Indonesia: Perspektif Siswa dan Guru (2021), and numerous research articles in national and international journals pertaining to her research interests, as well as serving as a reviewer in national and international journals. Currently, she is developing a Massive Online Open Course titled Strategies for Optimizing the Acquisition of Spoken Indonesian Language (Bahasa Indonesia) in Toddlers and Children, funded by the Korea International Cooperation Agency (KOICA).

Nurul Huda, Department of Linguistics, Faculty of Humanities, Universitas Indonesia, Jakarta 16424

NURUL HUDA is a graduate of the English Study Program, Department of Linguistics, Faculty of Humanities, Universitas Indonesia, Indonesia. Her research interests include phonetics and phonology and their applications in real life. Nurul Huda was one of the awardees of the Indonesian International Mobility Awards (IISMA) program in 2021 and studied for one semester at Universitat Pompeu Fabra, Spain.

Angkita Wasito Kirana, Business Department, Faculty of Vocational Studies, Universitas Airlangga, Surabaya 60286

ANGKITA WASITO KIRANA is a lecturer in the English Diploma Program at Universitas Airlangga, Indonesia. Her research focuses on cognitive skills involved in the reading comprehension ability of bilingual students with reading difficulties in Indonesia. Her paper "Issues in Reading Comprehension: A Case of an Indonesian bilingual dyslexic student" was published in the Indonesian Journal of Applied Linguistics in 2022. She was a member of the research project "ARRASYI-Kid," an AI-assisted device funded by the Ministry of Education as part of the Matching Fund Kedaireka 2023 program. The project is aimed to identify impaired reading skills among primary school students with SLI. Currently, she is developing the bilingual version of Arrasyi-Kid, funded by Universitas Airlangga in Airlangga Research Fund 2024.

References

Angelopoulou, G., Kasselimis, D., Makrydakis, G., Varkanitsa, M., Roussos, P., Goutsos, D., Evdokimidis, I., & Potagas, C. (2018). Silent Pauses in Aphasia. Neuropsychologia, 114, 41-49. https://doi.org/10.1016/j.neuropsychologia.2018.04.006

Anjarningsih, H., Ulinnuha, K., & Laksman-Huntley, M. (2023). Verb Structure and Grammatical Encoding in the Spontaneous Speech of Indonesian Speakers with Broca’s Aphasia. Ranah: Jurnal Kajian Bahasa, 12(2), 302-319. https://doi.org/10.26499/rnh.v12i2.4749

Anjarningsih, H. Y., & Puryanti, F. (2022). A Preliminary Study: Word and Non-word Repetition Tasks in Children With Speech Delay. International Review of Humanities Studies, 7(1), 141-154. https://scholarhub.ui.ac.id/irhs/vol7/iss1/11/

Araya, C., Coloma, C. J., Quezada, C., & Benavente, P. (2023). Development of Clause Complexity in Children with Specific Language Impairment/Language Development Disorder: A Longitudinal Study. Children, 10(7), 1152. https://doi.org/10.3390/children10071152

Bae, R. (2015). The Effects of Pausing on Comprehensibility (Thesis, Lowa State University). Lowa State University, Ames, Lowa. Retrieved from https://doi.org/10.31274/etd-180810-3878

Befi-Lopes, D. M., Pedott, P. R., Bacchin, L. B., & Cáceres, A. M. (2013). Word Class and Silent Pauses in Spoken Narratives of Children With Specific Language Impairment. CoDAS, 25(1), 64–69. https://doi.org/10.1590/S2317-17822013000100012

Best, W. (2005). Investigation of a new intervention for children with word‐finding problems. International Journal of Language & Communication Disorders, 40(3), 279–318. https://doi.org/10.1080/13682820410001734154

Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & and the CATALISE‐2 consortium. (2017). Phase 2 of CATALISE: A Multinational and Multidisciplinary Delphi Consensus Study of Problems With Language Development: Terminology. Journal of Child Psychology and Psychiatry, 58(10), 1068–1080. https://doi.org/10.1111/jcpp.12721

Boomer, D. S. (1970). Psycholinguistics; Experiments in Spontaneous Speech. Lingua, 25, 152–164. https://doi.org/10.1016/0024-3841(70)90028-8

Campione, E., & Véronis, J. (2002). A Large-Scale Multilingual Study of Silent Pause Duration. Proc. SpeechProsody 2002, 199–202. https://doi.org/10.21437/SpeechProsody.2002-35

Daulay, S. H., Niswa, K., Pratiwi, T., & Khairunnisa. (2022). Impact of Specific Language Impairment (SLI) in 6-Year-Old Children. Child Education Journal, 4(2), 123–138. https://doi.org/10.33086/cej.v4i2.3288

Dewanti, A., Widjaja, J. A., Tjandrajani, A., & Burhany, A. A. (2016). Karakteristik Keterlambatan Bicara di Klinik Khusus Tumbuh Kembang Rumah Sakit Anak dan Bunda Harapan Kita Tahun 2008—2009. Sari Pediatri, 14(4), 230. https://doi.org/10.14238/sp14.4.2012.230-4

Duez, D. (1982). Silent and Non-Silent Pauses in Three Speech Styles. Language and Speech, 25(1), 11–28. https://doi.org/10.1177/002383098202500102

Frizelle, P., & Fletcher, P. (2014). Relative Clause Constructions in Children With Specific Language Impairment. International Journal of Language & Communication Disorders, 49(2), 255–264. https://doi.org/10.1111/1460-6984.12070

Gordon, J. K., & Clough, S. (2022). How Do Clinicians Judge Fluency in Aphasia? Journal of Speech, Language, and Hearing Research, 65(4), 1521–1542. https://doi.org/10.1044/2021_JSLHR-21-00484

Guo, L., Tomblin, J. B., & Samelson, V. (2008). Speech Disruptions in the Narratives of English-Speaking Children With Specific Language Impairment. Journal of Speech, Language, and Hearing Research, 51(3), 722–738. https://doi.org/10.1044/1092-4388(2008/051)

Halliday, M. A. K. (1967). Intonation and Grammar in British English: DE GRUYTER. https://doi.org/10.1515/9783111357447

Hawkins, P. R. (1971). The Syntactic Location of Hesitation Pauses. Language and Speech, 14(3), 277–288. https://doi.org/10.1177/002383097101400308

Kaderavek, J. (2015). Language Disorders in Children: Fundamental Concepts of Assessment and Intervention (2nd edition). Boston: Pearson.

Kendrick, K. H., & Torreira, F. (2015). The Timing and Construction of Preference: A Quantitative Study. Discourse Processes, 52(4), 255–289. https://doi.org/10.1080/0163853X.2014.955997

Kowal, S., O’Connell, D. C., & Sabin, E. J. (1975). Development of Temporal Patterning and Vocal Hesitations in Spontaneous Narratives. Journal of Psycholinguistic Research, 4(3), 195–207. https://doi.org/10.1007/BF01066926

Krivokapić, J. (2007). Prosodic Planning: Effects of Phrasal Length and Complexity on Pause Duration. Journal of Phonetics, 35(2), 162–179. https://doi.org/10.1016/j.wocn.2006.04.001

Leonard, L. B. (2014). Children with Specific Language Impairment. Cambridge: The MIT Press. https://doi.org/10.7551/mitpress/9152.001.0001

Meir, N., Walters, J., & Armon-Lotem, S. (2016). Disentangling SLI and Bilingualism Using Sentence Repetition Tasks: The Impact of L1 and L2 Properties. International Journal of Bilingualism, 20(4), 421–452. https://doi.org/10.1177/1367006915609240

Moscati, V., & Vottari, I. (2016). Agreement in Italian SLI children: A comparison between Determiner-Noun, Subject-Verb and Object-Verb agreement. Quaderni Di Linguistica e Studi Orientali, 2, 123-140. https://doi.org/10.13128/QULSO-2421-7220-18751

National Institute on Deafness and Other Communication Disorders. (2019). NIDCD Fact Sheet Voice, Speech, and Language—Specific Language Impairment. NIH Publication.

Paradis, J., Crago, M., Genesee, F., & Rice, M. (2003). French-English Bilingual Children With SLI: How Do They Compare With Their Monolingual Peers? Journal of Speech, Language, and Hearing Research, 46(1), 113–127. https://doi.org/10.1044/1092-4388(2003/009)

Parera, J. D. (2009). Dasar-dasar Analisis Sintaksis. Jakarta: Erlangga.

Pedott, P., Bacchin, L., Cáceres-Assenço, A. M., & Befi-Lopes, D. (2014). Does the Duration of Silent Pauses Differ Between Words of Open and Closed Class? Audiology Communication Research, 19(4), 153–157. https://doi.org/10.1590/S2317-64312014000200009

Price, J. (2021). The Perceived Effect of Pause Length and Location on Speaker Likability and Communicative Effectiveness (Theses and Dissertations). Brigham Young University, Provo, UT. Retrieved from https://scholarsarchive.byu.edu/etd/9144

Qiu, X. (2022). Picture or Non-picture? The Influence of Narrative Task Types on Lower- And Higher-Proficiency Efl Learners’ Oral Production. International Review of Applied Linguistics in Language Teaching, 60(2), 383–409. https://doi.org/10.1515/iral-2017-0094

Redmond, S. M. (2004). Conversational Profiles of Children With ADHD, SLI and Typical Development. Clinical Linguistics & Phonetics, 18(2), 107–125. https://doi.org/10.1080/02699200310001611612

Rescorla, L., & Lee, E. C. (1999). Language Impairment in Young Children. In T. L. Layton & L. R. Watson (Eds.), Handbook of Early Language Impairment in Children: Nature (1st edition, Vol. 1). Albany, NY: Delmar Cengage Learning.

Stanislawski, E. R., Bilgrami, Z. R., Sarac, C., Garg, S., Heisig, S., Cecchi, G. A., … Corcoran, C. M. (2021). Negative Symptoms and Speech Pauses in Youths at Clinical High Risk for Psychosis. Npj Schizophrenia, 7(1), 1-3. https://doi.org/10.1038/s41537-020-00132-1

Sormani, I. L. (2010). Development of Speech Disruptions in Narratives of Dutch-Speaking Children with Specific Language Impairment (Master Thesis). Utrecht University. Retrieved from https://studenttheses.uu.nl/handle/20.500.12932/5555

Tarmini, W., & Sulistyawati, R. (2019). Sintaksis Bahasa Indonesia. Jakarta: UHAMKA Press.

Tavakoli, P. (2011). Pausing Patterns: Differences Between L2 Learners and Native Speakers. ELT Journal, 65(1), 71–79. https://doi.org/10.1093/elt/ccq020

Tavakoli, Parvaneh, Nakatsuhara, F., & Hunter, A. (2020). Aspects of Fluency Across Assessed Levels of Speaking Proficiency. The Modern Language Journal, 104(1), 169–191. https://doi.org/10.1111/modl.12620

Vender, M., Garraffa, M., Sorace, A., & Guasti, M. T. (2016). How Early L2 Children Perform on Italian Clinical Markers of SLI: A Study of Clitic Production and Non-word Repetition. Clinical Linguistics & Phonetics, 30(2), 150–169. https://doi.org/10.3109/02699206.2015.1120346

Westerveld, M. F., & Gillon, G. T. (2010). Oral Narrative Context Effects on Poor Readers’ Spoken Language Performance: Story Retelling, Story Generation, and Personal Narratives. International Journal of Speech-Language Pathology, 12(2), 132–141. https://doi.org/10.3109/17549500903414440

Westerveld, M. F., Gillon, G. T., & Miller, J. F. (2004). Spoken Language Samples of New Zealand Children in Conversation and Narration. Advances in Speech Language Pathology, 6(4), 195–208. https://doi.org/10.1080/14417040400010140

Williams, S. A., & Korko, M. (2019). Pause Behavior Within Reformulations and the Proficiency Level of Second Language Learners of English. Applied Psycholinguistics, 40(3), 723–742. https://doi.org/10.1017/S0142716418000802

Published
2024-05-20
How to Cite
Anjarningsih, H. Y., Huda, N., & Kirana, A. W. (2024). A Preliminary Study on Characterizing Syntactic Processing and Pause Patterns in Bilingual English-Bahasa Indonesia Specific Language Impairment. OKARA: Jurnal Bahasa Dan Sastra, 18(1), 1-16. https://doi.org/10.19105/ojbs.v18i1.12748
Issue
Vol. 18 No. 1 (2024): OKARA: Jurnal Bahasa dan Sastra
Section
Articles

The journal operates an Open Access policy under a Creative Commons Attribution-NonCommercial 4.0 International License. Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.