Language input effects on children's words and vowels: An accent categorization and rating study

Copious evidence indicates that, even in the first year of life, children’s language development is beginning and is impacted by a wide array of cognitive and social processes. The extent to which these processes are dependent on early language input is a critical concern for most deaf and hard-of-hearing (DHH) children, who, unlike hearing children, are usually not immersed in a language-rich environment until effective interventions, such as hearing aids or cochlear implants, are implemented. Importantly, some cognitive and social processes are not dependent on the early availability of language input and begin to develop before children are fitted for hearing aids or cochlear implants. Interventions involving parent training may be helpful for enhancing social underpinnings of language and for maximizing DHH children’s language learning once effective hearing devices are in place. Similarly, cognitive training for DHH children may also provide benefit to bolster language development.

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Effects of Time-Varying Parent Input on Children’s Language Outcomes Differ for Vocabulary and Syntax

Psychological Science ◽

10.1177/0956797620970559 ◽

2021 ◽

pp. 095679762097055

Author(s):

Catriona Silvey ◽

Özlem Ece Demir-Lira ◽

Susan Goldin-Meadow ◽

Stephen W. Raudenbush

Keyword(s):

Standardized Tests ◽

Child Outcomes ◽

Time Varying ◽

Syntactic Complexity ◽

Language Outcomes ◽

Optimal Sequence ◽

Linguistic Input ◽

Language Input ◽

The Impact ◽

Over Time

Early linguistic input is a powerful predictor of children’s language outcomes. We investigated two novel questions about this relationship: Does the impact of language input vary over time, and does the impact of time-varying language input on child outcomes differ for vocabulary and for syntax? Using methods from epidemiology to account for baseline and time-varying confounding, we predicted 64 children’s outcomes on standardized tests of vocabulary and syntax in kindergarten from their parents’ vocabulary and syntax input when the children were 14 and 30 months old. For vocabulary, children whose parents provided diverse input earlier as well as later in development were predicted to have the highest outcomes. For syntax, children whose parents’ input substantially increased in syntactic complexity over time were predicted to have the highest outcomes. The optimal sequence of parents’ linguistic input for supporting children’s language acquisition thus varies for vocabulary and for syntax.

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In search of resilient and fragile properties of language

Journal of Child Language ◽

10.1017/s030500091400021x ◽

2014 ◽

Vol 41 (S1) ◽

pp. 64-77 ◽

Cited By ~ 4

Author(s):

SUSAN GOLDIN-MEADOW

Keyword(s):

Young Children ◽

Language Learning ◽

Language Learners ◽

Great Promise ◽

Artificial Language ◽

Fundamental Properties ◽

Linguistic Input ◽

Language Input

ABSTRACTYoung children are skilled language learners. They apply their skills to the language input they receive from their parents and, in this way, derive patterns that are statistically related to their input. But being an excellent statistical learner does not explain why children who are not exposed to usable linguistic input nevertheless communicate using systems containing the fundamental properties of language. Nor does it explain why learners sometimes alter the linguistic input to which they are exposed (input from either a natural or an artificial language). These observations suggest that children are prepared to learn language. Our task now, as it was in 1974, is to figure out what they are prepared with – to identify properties of language that are relatively easy to learn, the resilient properties, as well as properties of language that are more difficult to learn, the fragile properties. The new tools and paradigms for describing and explaining language learning that have been introduced into the field since 1974 offer great promise for accomplishing this task.

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He said, she said: effects of bilingualism on cross-talker word recognition in infancy

Journal of Child Language ◽

10.1017/s0305000917000186 ◽

2017 ◽

Vol 45 (2) ◽

pp. 498-510 ◽

Cited By ~ 1

Author(s):

LEHER SINGH

Keyword(s):

Word Recognition ◽

Word Segmentation ◽

Test Phase ◽

Language Input ◽

Same Gender ◽

Opposite Gender ◽

Talker Variation

AbstractThe purpose of the current study was to examine effects of bilingual language input on infant word segmentation and on talker generalization. In the present study, monolingually and bilingually exposed infants were compared on their abilities to recognize familiarized words in speech and to maintain generalizable representations of familiarized words. Words were first presented in the context of sentences to infants and then presented to infants in isolation during a test phase. During test, words were produced by a talker of the same gender and by a talker of the opposite gender. Results demonstrated that both bilingual and monolingual infants were able to recognize familiarized words to a comparable degree. Moreover, both bilingual and monolingual infants recognized words in spite of talker variation. Results demonstrated robust word recognition and talker generalization in monolingual and bilingual infants at 8 months of age.

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Language Input of Mothers Interacting with Their Young Children with Cleft Lip and Palate

The Cleft Palate-Craniofacial Journal ◽

10.1597/1545-1569_1991_028_0078_liomiw_2.3.co_2 ◽

1991 ◽

Vol 28 (1) ◽

pp. 78-86 ◽

Cited By ~ 6

Author(s):

Kathy L. Chapman ◽

Mary A. Hardin

Keyword(s):

Young Children ◽

Cleft Lip ◽

Cleft Lip And Palate ◽

Language Input

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The Impact of Language Input on Deaf and Hard of Hearing Preschool Children Who Use Listening and Spoken Language

American Annals of the Deaf ◽

10.1353/aad.2018.0010 ◽

2018 ◽

Vol 163 (1) ◽

pp. 35-60 ◽

Cited By ~ 4

Author(s):

Ronda Rufsvold ◽

Ye Wang ◽

Maria C. Hartman ◽

Sonia B. Arora ◽

Elaine R. Smolen

Keyword(s):

Preschool Children ◽

Hard Of Hearing ◽

Spoken Language ◽

Language Input ◽

The Impact

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EXPLORING LANGUAGE INPUT OF THE READING TEXTS IN NORTHSTAR TEXTBOOKS FOR FIRST-YEAR ENGLISH-MAJOR STUDENTS AT UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY

HUE UNIVERSITY JOURNAL OF SCIENCE SOCIAL SCIENCES AND HUMANITIES ◽

10.26459/hueuni-jssh.v129i6b.5520 ◽

2020 ◽

Vol 129 (6B) ◽

Author(s):

Phuong Ngoc Quynh Tran

Keyword(s):

Foreign Language ◽

Language Learning ◽

Foreign Language Learning ◽

Difficulty Level ◽

First Year ◽

Text Input ◽

Language Difficulty ◽

English Major ◽

Language Input ◽

Reading Texts

There are many studies on English Language Teaching materials evaluation, but very few investigate the language input of reading materials though text input is considered a primary factor for successful foreign language learning. This research explored the language input of reading texts in a book series used in teaching reading for first-year English-major students at a foreign language university in central Vietnam. It aimed at investigating text topics, genres, length, language difficulty level and students’ as well as teachers’ perceptions of the studied texts in an attempt to facilitate students’ reading comprehension. Thirty-two reading texts were studied using a descriptive analytical approach. Individual and focus group interviews were implemented with 15 students and 7 lecturers. The findings showed the textbooks incorporated a wide variety of topics which are interesting and familiar to students. Article was the most popular text genre. The text length and language difficulty level proved to be appropriate to students’ levels. The lecturers’ and students’ perceptions of the texts also supported the textbook analysis findings. These findings implicated the selected textbooks should be kept in the curriculum but need further adaptation. Besides, some suggestions were made to help ELT lecturers modify the text input effectively.

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