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|3 10.33953/1371-000-080-035
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| 041 |
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|a eng
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| 044 |
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|b الأردن
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| 100 |
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|9 727777
|a Murad, Ali Ismael Hama
|e Author
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| 245 |
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|a Interdisciplinary Development in Clinical Linguistics Disorders and Impairments in Phonology of English Language Teaching and Learning at Schools
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| 260 |
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|b مركز البحث وتطوير الموارد البشرية - رماح
|c 2023
|g فبراير
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| 300 |
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|a 522 - 555
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|a بحوث ومقالات
|b Article
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|b The history of communication disorders has a history that can be traced all the way back to the ancient Greeks. Modern Clinical Linguistics, however, largely has its roots in the twentieth century, with the term 'clinical linguistics' gaining wider currency in the 1970s, with it being used as the title of a book by prominent linguist David Crystal in 1981. Widely credited as the 'father of clinical linguistics,' Crystal's book Clinical Linguistics went on to become one of the most influential books in the field, as this new discipline was mapped out in great details. The application of linguistic science to the analysis of speech and language disorders has always been necessary but understudied. Roman Jakobson, a Russian linguist, was one of the first to try to apply linguistic theory to the study of speech – language pathology, published in 1941, his book Kindersprache, his observation that deviant sword patterns obeyed similar rules to those of regular language systems remains a guiding principle in clinical linguistic even today. The theoretical framework relies upon The Evidence-Based Practice (EBP) is the integration of Clinical expertise/ expert opinion. The knowledge, judgment, and critical reasoning acquired through your training and professional experiences. Evidence (external and internal) the best available information gathered from the scientific literature (external evidence) and from data and observations collected on the individual client (internal evidence(client/ patient/caregiver perspectives. The unique set of personal and cultural circumstances, values, priorities, and expectations identified by the client and their caregivers. The method is descriptive and quantitative to show the importance of such developments and progresses in clinical linguistics especially the phonology and its importance in teaching and learning. The aim is to show that disorders are not the exclusive responsibility of individuals. The result shows that children with speech articulation disorders have difficulties with the motor production of speech sounds. Phonological disorders affect 10% pre-school and school age children with communicative impairments. Between the age of 3 and 11 years, 50% to 75% children who have a phonological disorder of unknown origin are also reported to show weakness in some other area of language ability (Carol, 2020, P.1).
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|a علم الأصوات
|a العملية التعليمية
|a تدريس اللغة الإنجليزية
|a الاضطرابات اللغوية
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| 692 |
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|b Clinical Linguistics
|b Phonology
|b Disorders and Impairments
|b Learning
|b Descriptive
|b Show
|b Reasoning
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| 773 |
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|4 الاقتصاد
|4 الإدارة
|6 Economics
|6 Management
|c 035
|e Remah Review for Research and Studies
|f Rimāḥ li-l-buḥūṯ wa al-dirāsāt
|l 080
|m ع80
|o 1371
|s مجلة رماح للبحوث والدراسات
|v 000
|x 2392-5418
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| 856 |
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|u 1371-000-080-035.pdf
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| 930 |
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|d y
|p y
|q n
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|a EcoLink
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|c 1373927
|d 1373927
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