Elementary School Teachers' Use of Multiple Meaning Expressions This study examined the frequency of occurrence of several types of multiple meaning expressions in the oral speech of teachers. Three types of lessons (math, language arts, and reading) taught by 2 different teachers at each grade level from kindergarten to grade 8 were studied. Thirty-six percent of all utterances ... Research Article
Research Article  |   October 01, 1989
Elementary School Teachers' Use of Multiple Meaning Expressions
 
Author Notes
  • Rhea Tregabov Lazar is with Hess and Associates Speech-Language Pathology Services, Hamilton, Ontario. Genese A. Warr-Leeper is in the Department of Communicative Disorders, University of Western Ontario, London, Ontario. Requests for reprints may be sent to her at this address. Cynthia Nicholson is with the London Board of Education, London, Ontario. Suzanne Johnson is with St. Joseph's Hospital, North Bay, Ontario.
    Rhea Tregabov Lazar is with Hess and Associates Speech-Language Pathology Services, Hamilton, Ontario. Genese A. Warr-Leeper is in the Department of Communicative Disorders, University of Western Ontario, London, Ontario. Requests for reprints may be sent to her at this address. Cynthia Nicholson is with the London Board of Education, London, Ontario. Suzanne Johnson is with St. Joseph's Hospital, North Bay, Ontario.×
Article Information
Research Articles
Research Article   |   October 01, 1989
Elementary School Teachers' Use of Multiple Meaning Expressions
Language, Speech, and Hearing Services in Schools, October 1989, Vol. 20, 420-430. doi:10.1044/0161-1461.2004.420
History: Received November 4, 1986 , Accepted December 11, 1988
 
Language, Speech, and Hearing Services in Schools, October 1989, Vol. 20, 420-430. doi:10.1044/0161-1461.2004.420
History: Received November 4, 1986; Accepted December 11, 1988

This study examined the frequency of occurrence of several types of multiple meaning expressions in the oral speech of teachers. Three types of lessons (math, language arts, and reading) taught by 2 different teachers at each grade level from kindergarten to grade 8 were studied. Thirty-six percent of all utterances contained at least one multiple meaning expression. Indirect requests occurred most frequently with 27% of all utterances being indirect. There was no statistically different frequency of use across grades or type of lesson. At least one idiom occurred in 11.5% of all utterances and idioms were used with increasing frequency as grade increased. Similes, metaphors, and irony occurred very rarely. Teachers should be made aware that multiple meaning expressions are commonly used and may be difficult for the language-impaired child to process. Further, treatment of the school-age language-impaired child might include emphasis on developing an understanding of multiple meaning expressions, particularly indirect requests and idiomatic expressions.

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