지문 분석결과
fico가 지문 학습에 필요한 것들을 구성하여 학습 효율성을 제공해 드립니다.
노트나 질문을 통해 자신만의 지문 노트를 만들어 관리해 보세요.
노트나 질문을 통해 자신만의 지문 노트를 만들어 관리해 보세요.
HELLO-BOOK
HELLO-BOOK
지문 전체 문장
문장을 클릭하면 해당 문장의 구문 분석 내용을 보여줍니다.
A major challenges for school-age children is to master and continue to master abstract, complex, scientific, and academic vocabulary. A school-age child who has limited language skills is likely to be considered as having a language learning disability or simply a learning disability. Language disorder in children who are essentially typical and free from gross organic or neurological impairments is called Specific Language Impairment. Language disorders in some children may be associated with such physical and sensory disabilities as cerebral palsy and deafness. Limited language skills are described as a language delay, language disorder, language impairment, or language problem. Some amount of narration may be part of normal conversation because people tell stories or describe personal experiences as they converse. While conversation is interlocked verbal behaviors of two or more people, narration is the relatively uninterrupted flow of verbal behavior. Conversation and narration are two sets of important social communication skills that take years to master. Although children in preschool and the early elementary grades can carry on a conversation with others, sophisticated dialogue is a skill that older children learn over years, and every many adults find it necessary to refine their skills. Another way in which the older students learn to produce more complex or longer sentences is to use special kinds of conjunctions that help connect and expand the basic types of sentences. The language of children in the higher grades tends to contain more uncommon sentence types than does the language of children in the lower grades. Older student's syntactic complexity also may increase in other ways. Sentence lengths may be somewhat different in different kinds of language productions. Obviously, longer sentences contain more words, and the longer the sentences, the higher the syntactic skills required to produce them. In addition to receiving direct instruction from teachers, reading books, and consulting dictionaries, older students learn the meaning of new and complex words by analyzing their components in a method called morphologic analysis. Morphemes are the smallest meaningful units of a language. Older children not only learn new, complex, and academic words but also begin to understand the multiple meanings of words they already have learned as pre-schoolers. Children continue to learn new and more advanced sentence forms throughout the early school years. By the time they enter the first grade, most children have mastered the major grammatical morphemes and sentence structures. The first questions of young children do not contain the auxiliary. Although most of these negative forms are not mastered by the time a child enters grade school. Linguistically, negative sentences involve a semantic notion called negation. In subsequent stages of language learning, the child begins to produce other sentence forms, including the negative sentences and questions. As the child masters more complex grammatical morphemes, including articles, copulas, and auxiliary verbs, the child's utterances become longer and more complex. Generally the grammatical morphemes learned earlier are grammatically and semantically simpler than are those learned later. Mean Length of Utterance is widely used to measure language learning and language behaviors in children. The Mean Length of Utterance is the average length of a child's multiple utterance. Similarly, the present progressive '-ing' is a grammatical morpheme, and its isolated production makes no sense. Some morphemes are called grammatical morphemes, and most of them cannot convey much meaning when produced in isolation, although in context they modulate meaning. Morphemes that can stand alone and convey meaning are called free morphemes.
fico 문장 분석
지문에 사용된 특정 문장에 대한 궁금증은 해당 문장의 헬프fico쌤에 등록하는 것이 좋습니다.