關於東亞和東南亞語言中的數字量詞及其相關句法結構的習得問題，文獻上對於典型發展（Typically-developing, TD）的年輕成人有廣泛的研究與記載。然而，關於患有發展性語言障礙（Developmental Language Disorder, DLD）的兒童如何習得量詞的問題，卻極少有研究。本文針對典型發展（TD）的以及患有發展性語言障礙（DLD）的越南兒童，在他們從幼稚園到二年級的三年中，對他們的量詞習得進行比較分析。此研究指出TD和DLD兒童的表現差異，並清楚描述在不同群體中最具挑戰性的量詞使用句型。

The acquisition of numeral classifiers and their associated syntactic structures has been documented and studied in a broad range of East and Southeast Asian languages among typically-developing (TD) young speakers. However, little research has considered how classifiers are acquired by children with developmental language disorder (DLD). The current paper compares and analyzes the development of numeral classifier patterns among a set of Vietnamese speakers, TD and DLD, studied over three years, from kindergarten to second grade. The investigation highlights differences in the performance of children with TD and DLD and describes the areas of classifier use that seem to be most challenging. Children with DLD produced more errors of classifier omission in kindergarten, showed more random alternations in representational forms, and delays in the development of three element classifier structures. Findings are discussed in terms of future directions in the study of classifier use in Vietnamese speakers with DLD.