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There has been no universal agreement on a set of diagnostic criteria to distinguishbetween specific language impairment and Autism.The former is referred to as adevelopmental language disorder which is characterized by the inability to masterspoken and written language expression in the absence of mental deficiency,neurological damage,or hearing impairment(Tager-Flusberg and Cooper 1999;Bishop 1992;Leonard 2014),more recently labeled Developmental LanguageDisorder(DLD)(Bishop,Snowling,Thompson and Greenhalgh 2017).Children withHigh Functioning Autism(HFA)are defined as children with autism spectrumdisorder(ASD)who are intellectually normal and verbally fluent,nonetheless.(Sanders 2009).Traditionally,children with Specific Language Impairment(SLI)have been considered to have primary inadequacies in grammatical systems,such asinflectional morphology and thematic role assignment(van der Lely 1998).Yet,recentresearch reveals handicaps in the pragmatics of children with SLI(Henry,Messer andNash 2012).Vice versa,HFA children have consistently been hypothesized to sufferfrom disorders in pragmatics like communication and social interaction(Sanders2009),but more recent research has also observed a large number of children withautism are vulnerable to syntactic structure(Baixauli,Colomer,Rosellóand Miranda2016;Reindal,Nærland,Weidle,Lydersen,Andreassen and Sund 2021).Thus,Bishop (2010)casts doubts on whether SLI and HFA belong to a homogeneous spectrum or,as he coined it,the same'continuum'.Supported by an array of experiments andrelevant studies,he argues that the co-occurrence of SLI and autism could beindicative of a continuum of impairment.Due to their clinical parallels,misdiagnosisfrequently emerges between these two populations.Hence,it is necessary to conductcomparative studies on the two diagnostic categories,which is of paramountimportance to their clinical diagnosis and interventions.

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1.2 Research questions

There is accumulating evidence that children show a strong preference for theVP-contrast interpretation but there is no consensus on underlying causes.Studies onSLI and HFA children have indicated that there is no significant difference inpreverbal focus among the three groups of children when there is no additive subject.Besides,the distinction between IMN and OMN can be realized when interacting withfocus particle zhi(only).Therefore,this study concentrates on children'sunderstanding of complex noun phrases focused by preverbal zhi(only)without extrasubjects.By exploring the children’s understanding of complex noun phrases(IMNand ONM)focused by preverbal zhi(only)from the perspective of syntax-semanticsinterface,the study strives to clarify whether children with SLI and those with HFAhave difficulties in the acquisition of focus structure and complex noun phrases andwhether significant differences exist between the two clinical groups and to comparetheir performance with that of normal developing peers.By virtue of the difficulty ofinterpretation of IMN and OMN,a pretest experiment was conducted to provideinsight into children’s understanding of noun phrases(NP),modifier phrases(ModP)and numeral phrases(NumP)focused by zhi(only)before the following experiment,本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。