Helasvuo2004a
| Helasvuo2004a | |
|---|---|
| BibType | ARTICLE |
| Key | Helasvuo2004a |
| Author(s) | Marja-Liisa Helasvuo, Minna Laakso, Marja-Leena Sorjonen |
| Title | Searching for words: syntactic and sequential construction of word search in conversations of Finnish speakers with aphasia |
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| Tag(s) | EMCA, Word Search, Aphasia, Syntax, Sequential organization, Finnish |
| Publisher | |
| Year | 2004 |
| Language | English |
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| Journal | Research on Language and Social Interaction |
| Volume | 37 |
| Number | 1 |
| Pages | 1–37 |
| URL | Link |
| DOI | 10.1207/s15327973rlsi3701_1 |
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Abstract
In this article, we examine how word search sequences are constructed over time in terms of syntax and interaction, concentrating on searches for lexical elements. The data comes from conversations of aphasic speakers of Finnish that were recorded at speech therapy sessions and at home. These speakers have the fluent type of aphasia, being capable of producing complex utterances but with difficulty in finding content words and using many phonologically distorted words in their speech. The syntax of the word search sequences in fluent aphasia is often quite fragmented. The speaker starts with one syntactic construction, but when she or he is unable to find an appropriate word, the construction is left incomplete and a new one is begun. However, there are certain linguistic expressions that recur in search sequences, such as the pronominal premodifier of a noun phrase (NP) construction (se [the], tuo [that], tama [this]), the beginning of a characterizing clause (se on semmonen [it is a kind of]), a locative construction (siella on [there is]) and the question format (mika se on [what is it]). These constructions serve to indicate and hold a place for the missing word, often a head noun. In addition, these constructions are often accompanied by gestures that may contain iconic features characterizing the referent of the word search. Thus, speakers with fluent aphasia make use of their syntactic knowledge and gestural abilities to overcome word-finding difficulties. The sequential context of the utterance that contains the word search may vary. For example, in topic-initial positions, there is less contextual support from the preceding conversation. Furthermore, the extent to which the participants have shared knowledge of what is being talked about may vary as well as the access of the recipient to what the aphasic speaker is talking about. In the course of the incremental construction of the search, the aphasic speakers frequently offer a space for the recipient to display understanding of the talk thus far or to help, and the responses by the recipient or their absence have an impact on the developing conversation.
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