Assessing prosodic skills in five European languages: cross-linguistic differences in typical and atypical populations.
International Journal of Speech-Language Pathology. 2009-11-04; 12(1): 1-7
DOI: 10.3109/17549500903093731
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1. Int J Speech Lang Pathol. 2010 Feb;12(1):1-7. doi: 10.3109/17549500903093731.
Assessing prosodic skills in five European languages: cross-linguistic
differences in typical and atypical populations.
Peppé SJ(1), Martínez-Castilla P, Coene M, Hesling I, Moen I, Gibbon FE.
Author information:
(1)Queen Margaret University, Scotland, UK.
Following demand for a prosody assessment procedure, the test Profiling Elements
of Prosody in Speech-Communication (PEPS-C), has been translated from English
into Spanish, French, Flemish and Norwegian. This provides scope to examine
receptive and expressive prosodic ability in Romance (Spanish and French) as
well as Germanic (English and Flemish) languages, and includes the possibility
of assessing these skills with regard to lexical tone (Norwegian).
Cross-linguistic similarities and differences relevant to the translation are
considered. Preliminary findings concerning 8-year-old neurotypical children
speaking the five languages are reported. The appropriateness of investigating
contrastive stress in Romance as well as Germanic languages is considered:
results are reported for assessing this skill in Spanish and English speakers
and suggest that in Spanish it is acquired much later than in English. We also
examine the feasibility of assessing and comparing prosodic disorder in the five
languages, using assessments of prosody in Spanish and English speakers with
Williams syndrome as an example. We conclude that, with caveats, the original
design of the UK test may indicate comparable stages of prosodic development in
neurotypical children and is appropriate for the evaluation of prosodic skills
for adults and children, both neurotypical and with impairment, in all five
languages.
DOI: 10.3109/17549500903093731
PMID: 20380244 [Indexed for MEDLINE]