Language acquisition research and the language teacher

1981 ◽  
Vol 4 (1) ◽  
pp. 60-69 ◽  
Author(s):  
Barbara J. Gadalla

Selected language acquisition research findings are examined in light of the language teacher's daily needs. Research results are reported that provide an empirical basis for selecting and grading materials, determining skills to be taught and their order of presentation, deciding on classroom presentation and procedures, and formulating evaluation instruments. Acquisition ordering relationships are shown to have a bearing on teaching sequence; that such a sequence should provide for a number of grammatical, semantic, and length constraints and a skills order constraint. In addition, the research provides support for a developmental model of learning, stressing the need for a variety of approaches and supporting a cognitively-based orientation for older children and adults. Other age-related variables are considered and their pedagogical consequences are reviewed.

Author(s):  
ZhaoHong Han

At the recent CLTA-S2 conference, a spirited debate occurred between critics of second language acquisition (SLA) research and researchers who embraced it. Fascinating as it was, neither camp appeared to have convinced the other, but, more important, the debate left much of the audience flummoxed. In this paper, I intend to provide a follow-up, attempting to clarify a) the relationship between research and teaching in the context of Chinese as a second language (CSL), b) misunderstandings on the part of critics over research findings, and c) potential pitfalls in interpreting the SLA literature. My goal is to encourage, as well as contribute to, further communication between the two camps, for the ultimate good of CSL instruction and learning.


2015 ◽  
Vol 7 (4) ◽  
pp. 1 ◽  
Author(s):  
Mohammad Reza Talebinejad ◽  
Aasa Moattarian

<p class="1"><span lang="X-NONE">Over the past several decades, a substantial body of research on second language acquisition has been provided. The current study was an attempt to investigate language teachers’ views on applying research findings in their every day practice of language teaching through a critical lens. Data for this qualitative study was collected by means of a semi structured interview with 10 language teachers teaching English at different language institutes in Iran. Analyses of data revealed that, although teachers find second language acquisition research a useful tool for their professional development; they do not usually consult bodies of research in their every day teaching practice. They report problems in applying second language research in their practice due to problems with practicality, particularity, and possibility. The findings suggest that language teachers need to be exposed to insight from SLA research and practice.</span></p>


2020 ◽  
Author(s):  
Catherine Manning ◽  
Eric-Jan Wagenmakers ◽  
Anthony Norcia ◽  
Gaia Scerif ◽  
Udo Boehm

Children make faster and more accurate decisions about perceptual information as they get older, but it is unclear how different aspects of the decision-making process change with age. Here, we used hierarchical Bayesian diffusion models to decompose performance in a perceptual task into separate processing components, testing age-related differences in model parameters and links to neural data. We collected behavioural and EEG data from 96 six- to twelve-year-olds and 20 adults completing a motion discrimination task. We used a component decomposition technique to identify two response-locked EEG components with ramping activity preceding the response in children and adults: one with activity that was maximal over centro-parietal electrodes and one that was maximal over occipital electrodes. Younger children had lower drift rates (reduced sensitivity), wider boundary separation (increased response caution) and longer non-decision times than older children and adults. Yet model comparisons suggested that the best model of children’s data included age effects only on drift rate and boundary separation (not non-decision time). Next we extracted the slope of ramping activity in our EEG components and covaried these with drift rate. The slopes of both EEG components related positively to drift rate, but the best model with EEG covariates included only the centro-parietal component. By decomposing performance into distinct components and relating them to neural markers, diffusion models have the potential to identify the reasons why children with developmental conditions perform differently to typically developing children - and to uncover processing differences inapparent in the response time and accuracy data alone.


2021 ◽  
Vol 6 (1) ◽  
pp. 213
Author(s):  
Julia Nee

Long-format speech environment (LFSE) recordings are increasingly used to understand language acquisition among young children (Casillas & Cristia 2019). But in language revitalization, older children are sometimes the largest demographic acquiring a language. In Teotitlán del Valle, Mexico, older children have participated in Zapotec language revitalization workshops since 2017. To better understand how these children use language, and to probe whether the language workshops impact language use, I invited learners to collect LFSE recordings. This study addresses two main questions: (1) what methodological challenges emerge when children ages 6-12 collect LFSE data?; and (2) what do the data suggest about the effects of the Zapotec workshops? I argue that, while creating LFSE recordings with older children presents methodological challenges, the results are useful in highlighting the importance of not only teaching language skills, but of creating spaces where learners are comfortable using the Zapotec language.


2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Sarah Smith-Simpson ◽  
Lisa Fries ◽  
Carolyn Ross

Abstract Objectives The objective was to identify the age at which parents expose their children to different food textures and how challenging the textures were for their child to eat. It was hypothesized that older children would be exposed to a wider variety of food textures and that parents would consider a larger proportion of these textures to be easy to eat. Methods Parents (n = 365) in Grand Rapids, MI, USA with a child aged 6–36 months completed an online survey. The survey had 37 questions, including 15 unique food texture categories with food examples (Table 1). Parents were asked how difficult each texture category was for their child to eat using a 5-point scale ranging from “Very Easy” to “Very Difficult”, plus an option for “My child hasn't tried this yet”. Children were divided into 5 age groups (6-8 months, 9–12 months, 13–18 months, 19–24 months, 25–36 months) for analysis. Across texture category and age group, data were analyzed using analysis of variance, with mean separation accomplished using Fisher's LSD (P < 0.05). Results A majority of children in the youngest age group (6-8 months) had only eaten foods described as creamy, dissolvable, or pureed. All of the texture categories had been served to a majority of 9–12 month-old children, except for “hard” and “tough meat”. By 18 months of age, a majority of children had tried all food texture categories except “hard”. Across all age groups, creamy, dissolvable, and puree were rated as easy and “tough meat” was rated as difficult. The other textures showed age-related differences, with parents of older children reporting the textures as easier to eat than those of younger children. Food textures were compared within the 9–12 and 13–18 month age groups, when most new food textures are introduced, and similar trends were observed. The easiest textures were creamy, dissolvable, puree and soft, followed by lumpy and juicy, then slippery, chewy, rubbery, and sticky. The most difficult textures were leafy, with skin, hard, tough meat and combination of textures. Conclusions When considering textures of the foods that comprise a well-balanced, healthy diet, many foods are difficult for children to eat. Preparing foods such as green vegetables specifically to have age-appropriate textures could improve consumption. Funding Sources Washington State Univ College of Agricultural, Human and Natural Resource Emerging Research Issues Grant.


Cephalalgia ◽  
2004 ◽  
Vol 24 (2) ◽  
pp. 120-127 ◽  
Author(s):  
SW Powers ◽  
SR Patton ◽  
KA Hommel ◽  
AD Hershey

The aim of this study was to measure quality of life (QOL) across a broad age range of paediatric migraine patients. Children and adolescents ( n = 686) with migraine completed the Pediatric Quality of Life Inventory, version 4.0 (PedsQL 4.0) and a standardized headache assessment at an initial clinic visit. The sample size for each PedsQL age group was: age 2-4 = 21, age 5-7 = 86, age 8-12 = 298, and age 13-18 = 281. Mean total score was 72.7 ± 14.8, significantly less than healthy norms ( P < 0.01). Teens reported lower School Functioning than older and young children ( P < 0.05) and young children reported lower Social Functioning than older children and teens ( P < 0.001). A moderate relation was found between self and parent report. Age-related effects on QOL have implications for the evaluation and management of migraine in paediatric practice. The self and parent report forms of the PedsQL can be used in a practice setting.


1983 ◽  
Vol 10 (3) ◽  
pp. 535-549 ◽  
Author(s):  
George D. Allen

ABSTRACTSensitivity to differences in lexical stress pattern was examined in 4- and 5-year-old monolingual French-, German- and Swedish-speaking children. For most stimulus discriminations, the 5-year-olds outperformed their 4-year-old comparison groups. For a discrimination involving a trisyllabic distinction not found in French, however, the French 5-year-olds performed worse than their 4-year-old compatriots, suggesting that the older children had ‘learned’ not to hear the trisyllabic distinction. In follow-up testing of the French 4-year-olds six months later, half of them showed a similar decrease in performance specific to the trisyllabic stimuli. These data support an ‘attunement’ theory of language acquisition, in which potentially relevant abilities that are already partially or fully developed at birth may become attenuated or completely lost if they are inappropriate or irrelevant for the child's language.


2019 ◽  
Vol 116 (52) ◽  
pp. 26280-26287 ◽  
Author(s):  
Serge Picaud ◽  
Deniz Dalkara ◽  
Katia Marazova ◽  
Olivier Goureau ◽  
Botond Roska ◽  
...  

Retinal degenerative diseases caused by photoreceptor cell death are major causes of irreversible vision loss. As only primates have a macula, the nonhuman primate (NHP) models have a crucial role not only in revealing biological mechanisms underlying high-acuity vision but also in the development of therapies. Successful translation of basic research findings into clinical trials and, moreover, approval of the first therapies for blinding inherited and age-related retinal dystrophies has been reported in recent years. This article explores the value of the NHP models in understanding human vision and reviews their contribution to the development of innovative therapeutic strategies to save and restore vision.


1997 ◽  
Vol 84 (3_suppl) ◽  
pp. 1223-1233 ◽  
Author(s):  
Julie A. Jacko ◽  
David J. Rosenthal

An investigation was conducted to characterize how children ages 6 through 9 identify auditory icons present in educational software. 24 subjects were required to map auditory icons to visual icons, both present in a computer interface. The interface used in the experiment was constructed with Visual Basic and involved 40 auditory icons, 40 corresponding visual icons, and 66 extraneous visual icons. It was hypothesized that older children would be better able to map the auditory icons to visual icons due to more extensive exposure to everyday sounds. The results supported the hypothesis and suggestions for additional research were provided.


Childhood ◽  
2011 ◽  
Vol 18 (4) ◽  
pp. 526-539 ◽  
Author(s):  
Niina Rutanen

In Finland, the policies and practices in early childhood education and care (ECEC) have been characterized by a division into practices and forms of care for children under and over 3 years old. This study analyses the construction of space in the national and local level curricula for the very youngest children. These documents both present ‘child’s best interests’ as age-related, and generalize and distinguish the needs and abilities of the ‘younger’ and the ‘older’ children. At the local level, the space offered for the youngest children is linked to the emphasis on the daycare group as a community of social actors; the youngest ones are seen as inexperienced newcomers, faced with adaptation to the group and its rules.


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