Child, family, and school factors in bilingual preschoolers’ vocabulary development in heritage languages

2020 ◽  
Vol 47 (4) ◽  
pp. 817-843 ◽  
Author(s):  
He SUN ◽  
Siew Chin NG ◽  
Beth Ann O'BRIEN ◽  
Tom FRITZSCHE
Keyword(s):  
Vocabulary Development ◽  
External Factors ◽  
Relative Importance ◽  
School Factors ◽  
Heritage Languages ◽  
Child Characteristics ◽  
Input Quantity ◽  
Internal Resources ◽  
Vocabulary Growth ◽  
Maternal Educational Level

AbstractChild characteristics, family factors, and preschool factors are all found to affect the rate of bilingual children's vocabulary development in heritage language (HL). However, what remains unknown is the relative importance of these three sets of factors in HL vocabulary growth. The current study explored the complex issue with 457 Singaporean preschool children who are speaking either Mandarin, Malay, or Tamil as their HL. A series of internal factors (e.g., non-verbal intelligence) and external factors (e.g., maternal educational level) were used to predict children's HL vocabulary growth over a year at preschool with linear mixed effects models.The results demonstrated that external factors (i.e., family and preschool factors) are relatively more important than child characteristics in enhancing bilingual children's HL vocabulary growth. Specifically, children's language input quantity (i.e., home language dominance), input quality (e.g., number of books in HL), and HL input quantity at school (i.e., the time between two waves of tests at preschool) predict the participants’ HL vocabulary growth, with initial vocabulary controlled. The relative importance of external factors in bilingual children's HL vocabulary development is attributed to the general bilingual setting in Singapore, where HL is taken as a subject to learn at preschool and children have fairly limited exposure to HL in general. The limited amount of input might not suffice to trigger the full expression of internal resources. Our findings suggest the crucial roles that caregivers and preschools play in early HL education, and the necessity of more parental involvement in early HL learning in particular.

scholarly journals The route to employability: a longitudinal study on a sample of Italian job seekers

2021 ◽  
Author(s):  
Alessandro Lo Presti ◽  
Assunta De Rosa ◽  
Monica Zaharie
Keyword(s):  
Longitudinal Study ◽  
Conceptual Model ◽  
Educational Level ◽  
Work Experience ◽  
Proactive Personality ◽  
External Factors ◽  
Relative Importance ◽  
Job Seekers ◽  
Life Circumstances ◽  
Core Self

AbstractThis study aimed to examine the main predictors of employability, building on a recent conceptual model on employability developed by Lo Presti and Pluviano (Organ Psychol Rev 6(2): 192–211, 2016). Survey based data were collected from a sample of 263 Italian job-seekers through a longitudinal study. The results revealed that employability was more strongly determined by personal dispositions than by external factors, such as life circumstances and that the variables with the most impact were proactive personality, core self-evaluations, and educational level, rather than employability culture, family employability support, and previous work experience. The paper reveals an understanding of the relative importance of antecedents that determine employability.

scholarly journals ANALYSIS OF STUDENTS’ LEARNING DIFFICULTY IN ENGLISH LESSON AT MTS NURUL FALAH CIMAHI

2018 ◽  
Vol 1 (6) ◽  
pp. 763
Author(s):  
Ema Rachmawati ◽  
Mia Selvia Rachmawati
Keyword(s):  
Environmental Factors ◽  
External Factor ◽  
Learning Difficulties ◽  
Qualitative Approach ◽  
External Factors ◽  
Family Factors ◽  
Learning Difficulty ◽  
English Learning ◽  
Internal Factor ◽  
School Factors

This article focuses on the analysis to find out the difficulties of students MTs in English Learning. The sample of this study is used for some students from 36 students in VII grade of MTs Nurul Falah Cimahi. This method uses Qualitative approach in the analysis. The result is that students difficulties, in learning English 85% not appropriate. Some expert suggest external factor and internal factor that be affect students learning difficulties to learning difficulties. The author only focus on one factor that is external factor. External factors are : School factors, Family factors, and Environmental factors. The result of the analysis, the external factors that most affect the difficulties tudent learn English in MTs. Nurul Falah is the School and Family factors

scholarly journals Individual differences in very young children's English acquisition in China: Internal and external factors

2015 ◽  
Vol 19 (3) ◽  
pp. 550-566 ◽  
Author(s):  
HE SUN ◽  
RASMUS STEINKRAUSS ◽  
JORGE TENDEIRO ◽  
KEES DE BOT
Keyword(s):  
English Learners ◽  
Bayes Factor ◽  
Short Term Memory ◽  
English Proficiency ◽  
Age Of Onset ◽  
External Factors ◽  
Receptive Vocabulary ◽  
Input Quantity ◽  
Internal And External Factors ◽  
The Impact

This study assesses the impact of internal and external factors on very young EFL learners in an instructional setting. 71 child English learners in China (onset age: 2;0 - 5;6) were involved: their receptive vocabulary, productive vocabulary and receptive grammar were taken as outcome variables, and age of onset, short-term memory, nonverbal intelligence, English input quantity and quality, English use, and maternal English level were taken as predictive variables. Multiple regression analyses, verified by Bayes factor comparisons, revealed that the total amount of school input and home English media environment were significant predictors for all of three aspects of English proficiency, with each aspect having different additional significant predictors. Both internal factors (e.g., age of onset) and external factors (e.g., English input quantity) played an important role, but in contrast to similar studies (e.g., Paradis, 2011) focusing on a L2 naturalistic setting, external factors explained more variance of English proficiency measures.

scholarly journals The Lexical Development of Kindergarteners: Learning from Written Context

1988 ◽  
Vol 20 (1) ◽  
pp. 5-24 ◽  
Author(s):  
Rebecca G. Eller ◽  
Christine C. Pappas ◽  
Elga Brown
Keyword(s):  
Vocabulary Development ◽  
Written Language ◽  
Kindergarten Children ◽  
Word Knowledge ◽  
Lexical Development ◽  
Category System ◽  
Vocabulary Growth

This paper argues that an important aspect of vocabulary development is readers' understanding of the nature of written language. The purpose of the study was to investigate the process involved in acquiring word knowledge from written context. Prereading kindergarten children were read two picture storybooks on three separate occasions (per book) and were then invited to take their turns to “read” the books. Using an ordinal category system developed for the study, three analyses of the three “readings” of each book were made which identified patterns of vocabulary growth. The results showed the ways that children learned lexicogrammatical information incidentally through exposure to written context.

scholarly journals Faktor-Faktor yang Mempengaruhi Agresivitas Remaja

PSYCHE 165 ◽  
2021 ◽  
pp. 27-31
Author(s):  
Putri Rahmaning Sekar
Keyword(s):  
Research Strategy ◽  
Emotional Disturbances ◽  
External Factors ◽  
Synthesis Methods ◽  
School Factors ◽  
Internal Factors ◽  
Literature Searches ◽  
Internal And External Factors ◽  
Negative Feelings ◽  
Peer Factors

Aggressiveness is the desire to hurt other individuals, by expressing negative feelings such as hostility to achieve the desired goal. The aggressiveness component consists of physical aggression, verbal aggression, anger, and hostility. The purpose of this study is to identify the factors that influence aggressiveness. Literature searches were carried out on the Researchgate, Scopus, Springer, and Google Schoolar electronic databases using the keywords "aggressive behavior and aggressiveness". The research strategy of this research is a kind of systematic literature review research using qualitative (meta-synthesis) methods. The approach used in this research is meta-ethnograph. Search results show that aggressiveness is influenced by internal and external factors. These internal factors include: frustration, thinking disorders and adolescent intelligence, as well as emotional / emotional disturbances in adolescents while external factors include family or peer factors, school factors and environmental factors. 

Differential effects of internal and external factors in early bilingual vocabulary learning: The case of Singapore

2017 ◽  
Vol 39 (2) ◽  
pp. 383-411 ◽  
Author(s):  
HE SUN ◽  
BIN YIN ◽  
NUR FARINA BEGUM BINTE AMSAH ◽  
BETH ANN O'BRIEN
Keyword(s):  
Language Learning ◽  
English Language ◽  
Critical Mass ◽  
External Factors ◽  
Learning Context ◽  
Internal Factors ◽  
Input Quantity ◽  
Ethnic Language ◽  
Internal And External Factors ◽  
Learning English

ABSTRACTBoth internal factors (e.g., nonverbal intelligence) and external factors (e.g., input quantity) are claimed to affect the rate of children's vocabulary development. However, it remains an open question whether these variables work similarly on bilingual children's dual language learning. The current paper examined this issue on 805 Singapore children (4 years, 1 month to 5 years, 8 months) who are learning English (societal language) and an ethnic language (Mandarin/Malay/Tamil). Singapore is a bilingual society; however, there is an inclination for English use at home in recent years, resulting in a discrepancy of input between English and ethnic languages in many families. In this study, internal and external factors were examined comprehensively with standardized tests and a parental questionnaire. Regression analysis was used to address the questions. There were statistically significant differences in language input quantity, quality, and output between English and ethnic language learning environments. Singapore children are learning English in an input-rich setting while learning their ethnic language in a comparatively input-poor setting. Multiple regressions revealed that while both sets of factors explained lexical knowledge in each language, the relative contribution is different for English and ethnic languages: internal factors explained more variance in English language vocabulary, whereas external factors were more important in explaining ethnic language knowledge. We attribute this difference to a threshold effect of external factors based on the critical mass hypothesis and call for special attention to learning context (input-rich vs. input-poor settings) for specific bilingual language studies.

scholarly journals Guilt and Shame of What Might Have Been in Optimistic Offender Drivers

2021 ◽  
Vol 12 ◽  
Author(s):  
Carlos Hugo Criado del Valle
Keyword(s):  
Driving Simulator ◽  
External Factors ◽  
The Other ◽  
Situational Context ◽  
Repeat Offender ◽  
Internal Resources ◽  
Driving License ◽  
Driving Task ◽  
Internal And External Factors ◽  
Simulated Driving Task

Habitual offender drivers are required to recover points lost on their driving license by attending reeducation courses, an experience that may, upon reflection of the incident in question, induce feelings of guilt or shame for the infractions they committed. A simulated driving task studied optimistic offender drivers to analyze the extent to which the controllability of the situational context influenced their use of internal and external factors in counterfactual thoughts and emotions such as guilt and shame. The study involved 160 drivers, of whom 54 were categorized as repeat offender drivers while 106 drivers attended courses for advanced professional driving licenses. The participants drove along a route in a driving simulator, which had been previously adjusted for the difficulty to generate a perception of high or low control. Based on the outcome obtained by the participants in this stage, each driver had to report which resources they required to improve their outcomes. Different factor ANOVAs were used to analyze our findings. The results indicated that optimistic offenders, unlike other groups (i.e., optimistic non-offender and pessimistic non-offender), thought that their results could have been better if external factors had been present (i.e., upward counterfactuals), both under conditions of high and low control. They believed their results would have been worse had it not been for their internal resources (i.e., downward counterfactuals), especially under conditions of low control. Concerning emotions of guilt and shame, offender optimists had the lowest values in both conditions compared with the other groups. We may contend that optimistic offender drivers thought they could have obtained better outcomes if external factors had been involved. In the low control condition, they justified that if it were not for such internal skills, their results could have been worse. When they generated such thoughts, the emotions of guilt and shame were minimal.

scholarly journals Diversity not quantity in caregiver speech: Using computational modeling to isolate the effects of the quantity and the diversity of the input on vocabulary growth

2017 ◽  
Author(s):  
Gary Jones ◽  
Caroline F Rowland
Keyword(s):  
Nonword Repetition ◽  
Word Knowledge ◽  
Lexical Knowledge ◽  
Input Quantity ◽  
Lexical Diversity ◽  
New Words ◽  
Language Tests ◽  
Vocabulary Growth ◽  
Linguistic Input

Children who hear large amounts of diverse speech learn language more quickly than children who do not. However, high correlations between the amount and the diversity of the input in speech samples makes it difficult to isolate the influence of each. We overcame this problem by controlling the input to a computational model so that amount of exposure to linguistic input (quantity) and the quality of that input (lexical diversity) were independently manipulated. Sublexical, lexical, and multi-word knowledge were charted across development (Study 1), showing that while input quantity may be important early in learning, lexical diversity is ultimately more crucial, a prediction confirmed against children’s data (Study 2). The model trained on a lexically diverse input also performed better on nonword repetition and sentence recall tests (Study 3) and was quicker to learn new words over time (Study 4). A language input that is rich in lexical diversity outperforms equivalent richness in quantity for learned sublexical and lexical knowledge, for well-established language tests, and for acquiring words that have never been encountered before.

scholarly journals Reading as a Basis of Vocabulary Growth: Application to an EFL Setting

2018 ◽  
Vol 2 (2) ◽  
pp. 75-80
Author(s):  
Tran B. Vo
Keyword(s):  
Foreign Language ◽  
Vocabulary Instruction ◽  
Vocabulary Development ◽  
Teaching Reading ◽  
Vocabulary Growth ◽  
Reading Text

This paper will explore the critical roles of vocabulary development and teaching reading as a basis of vocabulary growth in an advanced English as a Foreign Language (EFL) classroom. An application is promoted from the discussion, which identifies the interrelation between reading and vocabulary growth (Krashen, 1989; Horst, Cobb, Cobb, & Meara, 1998; Waring &Nation, 2004; Hunt & Beglar; 2005). The quality of a reading text and the learners’ interests are considerations that must be taken into account for improved vocabulary instruction.

The motivation formation of art universitie’s learners (on the example of creative activity of Dimash Kudaybergen)

2020 ◽  
Vol 45 (4) ◽  
pp. 255-263
Author(s):  
M. Zhanguzhinova ◽  
◽  
К. Abilkalamova ◽  
A. Tataeva ◽  
◽  
...  
Keyword(s):  
Theoretical Analysis ◽  
Professional Competence ◽  
External Factors ◽  
Creative Activity ◽  
Internal Resources ◽  
Modern Media ◽  
Media Space

The influence of modern media space’ external factors stimulate learners’ internal resources to develop motivation in their creative activities. Topicality of problem in Art universities is the development of professionally-oriented motivation at the preparation of learners. The novelty of the study is the consideration of motivation on the example of the creative activity of the popular singer Dimash Kudaibergen, representing under the brand DQ and master of Art’s of Kazakhstan. The purpose of the study is the scientific and pedagogical substantiation of learners’ motivation in Art necessary for creative activity. The article will consider the pedagogical aspects that determine motivation; approaches, theoretical analysis of the concepts for the professional competence’ formation of learners. By the results of the research, the following were developed: Motivational criterion with indicators and descriptors of professional competence, conclusions and recommendations for the motivation development for learners of Art in the universities of Kazakhstan.

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