Département de langue anglaise

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Browsing Département de langue anglaise by Author "Amina RABEHI"

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    A Pragmatic Analysis of Autistic Children: Case of Dar El Amal Wa Tadhamon- Batna
    (2023) Amina RABEHI
    Disruption of normal developmental phases may lead to a weakening of cognitive abilities, which can have serious repercussions for socialisation. Autism Spectrum Disorder is characterized by enduring challenges with social interaction and engagement, as well as restricted and repetitive patterns of behavior. These features are widely recognized as hallmarks of the disorder. It often emerges in the first few years of a person's life (American Psychiatric Association, 2013). Autism is displayed by unconventional social communication and interaction. Therefore, it is not astonishing that autistic people have severe pragmatic difficulties. In this respect, the primary goals of this study are to make a generalization about the universality of pragmatic development of autistic children as well as the developmental connection between pragmatic aspects and language in general, focusing on Algerian-speaking autistic children. It also portrays the way age, gender, school attendance, and Mean Length of Utterance influence such pragmatic parameters. It clarifies how schooling contributes to the development of communicative and pragmatic abilities in a 'longitudinal instrumental case study'. The data gathered depended on Pragmatic Protocol designed by Prutting and Kirchner (1987); sampling and observation of spontaneous language that took around eight months and been analysed quantitatively and qualitatively to address the research questions. The findings show that participants performed poorly on tests of communication. Also, the pragmatic difficulties associated with autism stem from cognitive rather than cultural factors. It was shown that schooling and increased Mean Length of Utterance help autistic children become better at using a variety of pragmatic skills. In addition to this, there is a significant correlation between the Mean Length of Utterance of a child and their likelihood of enrolling in formal education. Participants with a consistent school attendance pattern had better Mean Length of Utterance scores.