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The Linguistic Construction of the B...

Granese, Angela M.

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The Linguistic Construction of the Bilingual Stuttering Experience.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Linguistic Construction of the Bilingual Stuttering Experience./
作者:	Granese, Angela M.
面頁冊數:	365 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: B.
Contained By:	Dissertation Abstracts International76-08B(E).
標題:	Speech therapy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3687683
ISBN:	9781321655575

The Linguistic Construction of the Bilingual Stuttering Experience.
Granese, Angela M.

The Linguistic Construction of the Bilingual Stuttering Experience. - 365 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: B.

Thesis (Ph.D.)--University of Louisiana at Lafayette, 2014.

Stuttering is a disorder that can be defined in terms of speech characteristics, physical concomitants, emotions, perceptions, and quality of life (Bloodstein & Bernstein Ratner, 2008; Tetnowski & Scaler Scott, 2009; Bennett, 2006). The current literature focuses on describing bilingual stuttering in terms of bilingualism being a cause; linguistic characteristics; and manifestations of stuttering across languages. While standardized measures and definitions of these factors will allow for generalization across studies (Roberts, 2011), they will not provide a holistic picture of the bilingual stuttering experience. This study uses analytic tools grounded in the theory of Systemic Functional Linguistics (Halliday & Matthiessen, 2004) to investigate how four bilingual people who stutter construct their stuttering experiences. Specifically, this study examines the linguistic choices participants made while engaged in conversations about their stuttering. Considering the highly individualistic and multidimensional nature of the phenomenon being examined, a case study approach was adopted to account for the diversity of characteristics and individualized experiences described by each of the four participants in this study. It is through the analysis of their talk that this study provides insight on the affective and cognitive aspects of the bilingual stuttering experience, which have clinical implications for the development of appropriate, meaningful and effective fluency intervention for the "whole" bilingual who stutters.

ISBN: 9781321655575Subjects--Topical Terms:

520446
Speech therapy.

The Linguistic Construction of the Bilingual Stuttering Experience.
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500 $a Includes supplementary digital materials.
500 $a Advisers: Nicole Muller; John Tetnowski.
502 $a Thesis (Ph.D.)--University of Louisiana at Lafayette, 2014.
520 $a Stuttering is a disorder that can be defined in terms of speech characteristics, physical concomitants, emotions, perceptions, and quality of life (Bloodstein & Bernstein Ratner, 2008; Tetnowski & Scaler Scott, 2009; Bennett, 2006). The current literature focuses on describing bilingual stuttering in terms of bilingualism being a cause; linguistic characteristics; and manifestations of stuttering across languages. While standardized measures and definitions of these factors will allow for generalization across studies (Roberts, 2011), they will not provide a holistic picture of the bilingual stuttering experience. This study uses analytic tools grounded in the theory of Systemic Functional Linguistics (Halliday & Matthiessen, 2004) to investigate how four bilingual people who stutter construct their stuttering experiences. Specifically, this study examines the linguistic choices participants made while engaged in conversations about their stuttering. Considering the highly individualistic and multidimensional nature of the phenomenon being examined, a case study approach was adopted to account for the diversity of characteristics and individualized experiences described by each of the four participants in this study. It is through the analysis of their talk that this study provides insight on the affective and cognitive aspects of the bilingual stuttering experience, which have clinical implications for the development of appropriate, meaningful and effective fluency intervention for the "whole" bilingual who stutters.
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