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Abstract：
The acquisition of numeral classifiers and their associated syntactic structures has been documented and studied in a broad range of East and Southeast Asian languages among typically-developing (TD) young speakers. However, little research has considered how classifiers are acquired by children with developmental language disorder (DLD). The current paper compares and analyzes the development of numeral classifier patterns among a set of Vietnamese speakers, TD and DLD, studied over three years, from kindergarten to second grade. The investigation highlights differences in the performance of children with TD and DLD and describes the areas of classifier use that seem to be most challenging. Children with DLD produced more errors of classifier omission in kindergarten, showed more random alternations in representational forms, and delays in the development of three element classifier structures. Findings are discussed in terms of future directions in the study of classifier use in Vietnamese speakers with DLD.
摘要：
数字分类器及其相关的句法结构的获取已在典型发展（TD）的年轻说话者中以广泛的东亚和东南亚语言进行了记录和研究。然而,很少有研究考虑发育性语言障碍（DLD）儿童如何获得分类器。本文比较和分析了一组越南语使用者中数字分类器模式的发展，TD和DLD,学习了三年多,从幼儿园到二年级。调查强调了TD和DLD儿童的表现差异，并描述了分类器使用的领域，这似乎是最具挑战性的。DLD的儿童在幼儿园产生了更多的分类器遗漏错误，以表示形式显示出更多的随机交替，以及三元素分类器结构开发的延迟。在研究具有DLD的越南语使用者的分类器使用方面，讨论了研究结果。
