Grammatical morphology in language–impaired children acquiring English or German as their first language: A functional perspective

1992 ◽  
Vol 13 (2) ◽  
pp. 115-129 ◽  
Author(s):  
Katrin Lidner ◽  
Judith R. Johnston
Keyword(s):  
Language Learning ◽  
First Language ◽  
Sentence Production ◽  
Expressive Vocabulary ◽  
Language Impaired ◽  
Functional Perspective ◽  
Grammatical Morphology ◽  
German Speaking ◽  
English Speaking ◽  
Impaired Children

ABSTRACTFourteen matched pairs of German-speaking and English-speaking language-impaired children, aged 4;5–6;11, were tested for their knowledge of grammatical morphology and expressive vocabulary, using the Grammatical Closure subtest of the ITPA or its German adaptation, Grammatik in the PET, and the Expressive One-Word Picture Vocabulary Test or the Aktiver Wortschatztest. Children were matched pairwise on the basis of their chronological age, nonverbal IQ, and scores in a sentence imitation and a sentence production task. As predicted, the German-speaking language-impaired children earned higher scores in grammatical morphology and vocabulary than did the English-speaking children. These findings add to a growing body of literature that documents language-specific sensitivity to particular sorts of syntactic devices. They also suggest that the morphological difficulties seen in English-speaking language-impaired children stem in part from the minor functional role played by these forms during the early language learning years.

Vocal Communications of a Developmentally Delayed Child

1987 ◽  
Vol 18 (2) ◽  
pp. 112-130
Author(s):  
Mary Ann Romski ◽  
Sharon Ellis Joyner ◽  
Rose A. Sevcik
Keyword(s):  
Language Learning ◽  
Developmental Delays ◽  
Developmentally Delayed ◽  
Language Impaired ◽  
Diary Data ◽  
Word Acquisition ◽  
Diary Studies ◽  
Usage Patterns ◽  
Vocal Communications ◽  
Impaired Children

Studies of first-word acquisition in typical language-learning children frequently take the form of diary studies. Comparable diary data from language-impaired children with developmental delays, however, are not currently available. This report describes the spontaneous vocalizations of a child with a developmental delay for 14 months, from the time he was age 6:5 to age 7:7. From a corpus of 285 utterances, 47 phonetic forms were identified and categorized. Analysis focused on semantic, communicative, and phonological usage patterns.

scholarly journals A therapy programme for pre-school language impaired children

1976 ◽  
Vol 23 (1) ◽  
Author(s):  
Linda Narun
Keyword(s):  
Language Learning ◽  
Discrimination Learning ◽  
Syntactic Analysis ◽  
Developmental Sequence ◽  
Language Impaired ◽  
Auxiliary Verbs ◽  
Impaired Children ◽  
Therapy Programme

This study aimed to establish effective language programmes for pre-school language impaired children based on psycholinguistic principles. Eight language-impaired children 6 males and 2 females between the ages of 3 and 6 years, were the subjects. Language samples were transcribed and subjected to syntactic analysis; semantic aspects were also considered and programmes developed for each subject, based on the information obtained from the language analyses. A developmental sequence was adopted as the basis for therapy A 'slot-method' was used in which language was taught as rule-operated behaviour Principles of discrimination learning were adopted for teaching some aspects of grammar. Auxiliary verbs are reported in detail as this was the most universal error and difficult to teach. The role of imitation in language learning and therapy is discussed.

The use of English as a lingua franca in the Japanese second language classroom

2018 ◽  
Vol 7 (1) ◽  
pp. 131-151 ◽  
Author(s):  
Blake Turnbull
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Environments ◽  
First Language ◽  
Lingua Franca ◽  
Proficiency Level ◽  
Language Classroom ◽  
English Speaking

AbstractDespite the growing interest surrounding the use and role of the first language in the second language classroom, the vast majority of research in the field has been conducted in classrooms where English is taught as a second language in English-speaking countries. Very little research has investigated the role of English as a lingua franca (ELF) in other language learning environments, such as those in which Japanese is learnt as a second language (JSL) in Japan. This paper investigates the purposes for which ELF is employed, and the perspectives of learners from multilingual and multicultural backgrounds on the use of ELF, in the JSL classroom. The findings show that English is employed to varying degrees in relation to proficiency level, and that learners themselves are generally welcoming of this use. The author suggests that learners seek security and comfort in what they already know, with ELF easing the gap between their L1 and their developing Japanese skills.

Linguistic and Nonlinguistic Features of Style in Normal and Language-Impaired Children

1983 ◽  
Vol 48 (2) ◽  
pp. 154-164 ◽  
Author(s):  
Amy L. Weiss ◽  
Laurence B. Leonard ◽  
Lynne E. Rowan ◽  
Kathy Chapman
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Distribution Patterns ◽  
Linguistic Features ◽  
Normal Children ◽  
Language Impaired ◽  
Object Based ◽  
Play Behaviors ◽  
Impaired Children

This study explored two questions concerning the language-learning styles described in recent investigations of early child language. The first question was whether features suggestive of language-learning style, for example, extent of pronoun use, jargon-like speech, formulaic speech, and certain play behaviors occurred in clusters consistent with the specific lexical distribution patterns of young normal children delineated by Nelson (1973). The second portion of the study addressed whether language-impaired children could be characterized as reflecting the same language-learning styles attributed to normal children. Eight children, four normally-developing and four language-impaired, were classified as "referential" or "expressive" speakers on the basis of their lexical distribution. For both the normal and language-impaired children, linguistic features suggested in the literature as correlating to one or another language-learning style were found to exist in clusters consistent with the children's pattern of lexical distribution. In addition, analyses of videotaped samples coded for the focus and context of the normal and language-impaired children's play behaviors revealed object-based and social-interaction-based activities that were generally consistent with the children's lexical distribution.

scholarly journals English Speaking Skill and Language Component Practice: englisch-hilfen.de in Assistance

2020 ◽  
Vol 1 (02) ◽  
pp. 210-223
Author(s):  
Husnul Hotimah
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
First Language ◽  
Computer Assisted ◽  
Efl Students ◽  
Speaking Skill ◽  
English Speaking ◽  
Speaking Skills

English Foreign Language (EFL) students, most of the time, face difficulties in learning English, especially in mastering speaking skills. One of the most common problems faced in the teaching and learning process for speaking skills is the lack of motivation and students tend to use their first language. As the development of technology, the teacher is required to involve digital teaching, especially related to the use of computers. Employing computer or Computer-Assisted Language Learning (CALL) in the teaching and learning process is highly recommended for a fun and exciting learning. In this particular case, englishch-hilfen.de serves as an answer for those seeking such a learning process. A qualitative study was involved to identify how the use of englishch-hilfen.de can improve and give a significant effect on students’ English performance, especially for speaking and vocabulary aspects. The result of this study suggested that the content within englishch-hilfen.de is very beneficial for it provides such meaningful and stimulating activities for English language students.

Language impaired children's performance in an additive bilingual education program

1982 ◽  
Vol 3 (1) ◽  
pp. 45-60 ◽  
Author(s):  
Margaret Bruck
Keyword(s):  
Second Language ◽  
Cognitive Skills ◽  
First Language ◽  
French Immersion ◽  
Language Abilities ◽  
Comparable Group ◽  
Language Of Instruction ◽  
Language Impaired ◽  
Immersion Programs ◽  
Impaired Children

ABSTRACTCognitive, academic, first language, and second language abilities of language impaired children attending French immersion programs were assessed in kindergarten and in grade 1. After two years of instruction in a second language the linguistic and cognitive skills of these children were similar to a comparable group of language impaired children who were educated in their first language. The language impaired children were also acquiring proficiency in second language skills, although not to the same levels of proficiency as French immersion children with normal first language abilities. The results are discussed in light of current theories of optimal language of instruction.

LEARNING CONDITION, LINGUISTIC COMPLEXITY, AND FIRST LANGUAGE TRANSFER IN SEMIARTIFICIAL LANGUAGE LEARNING

2021 ◽  
pp. 1-24
Author(s):  
Jianwu Gao ◽  
Shuang Ma
Keyword(s):  
Language Learning ◽  
Explicit Instruction ◽  
First Language ◽  
Mixed Effects ◽  
Original Study ◽  
Sentence Production ◽  
Production Data ◽  
Exposure Condition ◽  
Learning Condition ◽  
Linguistic Complexity

Abstract This study explored the interaction between learning conditions, linguistic complexity, and first language (L1) syntactic transfer in semiartificial grammar learning by conceptually replicating and extending Tagarelli et al. (2016). We changed the L1 background, elicited production data during debriefing, and added a binary mixed-effects logistic regression analysis to compare variability at learner and item levels with group-level variation on exposure condition, linguistic complexity, and their interaction. Our results replicated those of the original study regarding the comparative efficacy of explicit instruction; however, we also found a condition × complexity interaction absent in the original study. Debriefing sentence-production data suggest that the changed L1-L2 typological distance may have leveled off the advantage of explicit instruction in the learning of the complex V2-VF structure. Finally, our mixed-effects modeling analysis revealed that variability at learner and item levels accounted for a larger proportion of the variance of the outcomes than all the predictors combined.

Research on First Language Acquisition of Spanish Phonology

2008 ◽  
Vol 1 (2) ◽  
Author(s):  
Conxita Lleó
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
First Language ◽  
Morphological Development ◽  
First Language Acquisition ◽  
Language Impaired ◽  
Spanish Phonology ◽  
The 1960S ◽  
The One ◽  
Impaired Children

AbstractThis paper deals with research on acquisition of Spanish phonology by young children. The beginnings of this discipline are placed within the model of Generative Grammar, at the end of the 1960s. The two main areas of phonology are considered: on the one hand segments, and certain chronological sequences of segment acquisition, and on the other hand prosody, i.e. syllables, stress, intonation and rhythm. The most important issues of acquisition research are presented, including the relationship between perception and production, the role of prosody in acquisition, underlying representations, and the dependency of morphology on prosody. The main models of the field are also discussed, namely rules, parameters and constraints. The beginnings of morphological development and its dependence on phonology are briefly discussed as well. Finally, the acquisition of Spanish phonology in bilingual contexts is also described. The paper deals exclusively with normal first language acquisition, and does not refer to speech language impaired children nor to second language acquisition.

scholarly journals Vocabulary development of young Uyghur children: Exploring trajectories of receptive and expressive vocabulary

2020 ◽  
Vol 4 (1) ◽  
pp. 19-26
Author(s):  
Si Chen ◽  
Peizhi Wen ◽  
Chen Chen
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Empirical Evidence ◽  
First Language ◽  
Vocabulary Development ◽  
Receptive Vocabulary ◽  
Expressive Vocabulary ◽  
Multilevel Regression ◽  
Important Pathway ◽  
Standard Deviations

Recent researches of Xinjiang Uyghur young children’s bilingual development provide little empirical evidence of the relationship between Uyghur children’s first language (Uyghur) and second language (Mandarin Chinese). This study was designed to explore how children’s Uyghur vocabulary impacts Chinese vocabulary development. Using a randomized sample of 379 Uyghur children aged 4–6 from Urumqi and Turpan city of Xinjiang, we tested children’s Chinese receptive vocabulary, Chinese expressive vocabulary, Uyghur receptive vocabulary, and Uyghur expressive vocabulary. Results of multilevel regression models showed that after controlling for Uyghur children’s age and kindergarten level, their Chinese receptive vocabulary and Chinese expressive vocabulary can be significantly predicted by Uyghur receptive vocabulary. When Uyghur receptive vocabulary increases by 1 standard deviation, children’s Chinese receptive vocabulary will significantly increase by 0.31 standard deviations, while Chinese expressive vocabulary will significantly increase by 0.18 standard deviations after controlling for children’s age and kindergarten level. However, young children’s Uyghur expressive vocabulary cannot predict either Chinese receptive vocabulary or Chinese expressive vocabulary. Path analysis showed that there were significant direct effects from Uyghur receptive vocabulary to Chinese receptive vocabulary and Chinese receptive vocabulary to Chinese expressive vocabulary. Also, there was a significant indirect effect from Uyghur receptive vocabulary via Chinese receptive vocabulary that impacts Chinese expressive vocabulary. We found that Chinese receptive vocabulary was a full mediator and an important pathway from Uyghur children’s first language vocabulary to second language vocabulary. Findings of this study provide empirical evidence for psychological education researchers to create new curricula to improve young Uyghur children’s second language learning.

Sign in / Sign up

Export Citation Format

Share Document