Abstract：
The current study examined the role of vocabulary and grammar in the listening comprehension of school-age Cantonese-speaking children with developmental language disorder in Hong Kong. Participants were 692 typically developing children (TD) and 53 children with developmental language disorder (DLD) and they were tested with a standardized test of oral Cantonese, which includes measures on listening comprehension, receptive and expressive grammar, expressive vocabulary, word definition and lexical relations. The results from multiple regression analysis revealed that listening comprehension of the TD group was explained by receptive grammar, expressive vocabulary, and lexical relationships. However, children of the DLD group mainly relied on a subset of their vocabulary knowledge, as measured in a lexical relation task on antonym, in understanding the text under the constraint of a limited grammatical knowledge.
摘要：
本研究调查了词汇和语法在香港学龄期广东话语言发育障碍儿童听力理解中的作用。参与者为692名通常发育中的儿童（TD）和53名患有发育性语言障碍（DLD）的儿童，他们接受了标准化的粤语口语测试，其中包括听力理解的措施，接受和表达语法，表达词汇，单词定义和词汇关系。多元回归分析结果表明，TD组的听力理解由接受语法解释，表达词汇，和词汇关系。然而,DLD组的孩子主要依靠他们的词汇知识的子集，在反义词的词汇关系任务中测量，在有限的语法知识的约束下理解文本。
