scholarly journals Responding to migration-related diversity in the classroom: a comparison of diversity-sensitive approaches to stimulate word acquisition in early FL teaching

Author(s):  
Vera Busse ◽  
Lara-Maria McLaren ◽  
Alexander Dahm
Keyword(s):  
1987 ◽  
Vol 18 (2) ◽  
pp. 112-130
Author(s):  
Mary Ann Romski ◽  
Sharon Ellis Joyner ◽  
Rose A. Sevcik

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.


Author(s):  
Aya Kutsuki

Previous research has paid much attention to the overall acquisition of vocabularies among bilingual children in comparison to their monolingual counterparts. Much less attention has been paid to the type of words acquired and the possible transfer or cross-linguistic effects of the other language on vocabulary development. Thus, this study aims to explore similarities and dissimilarities in the vocabularies of simultaneous bilinguals and Japanese monolinguals and considers the possible cross-linguistic similarity effect on word acquisition. Six simultaneous Japanese–English bilingual children (mean age = 34.75 months (2.56)) were language–age-matched with six Japanese monolinguals; their productive vocabularies were compared regarding size and categories. Additionally, characteristic acquired words were compared using correspondence analyses. Results showed that, although delayed due to the reduced inputs, young bilinguals have a similar set of vocabularies in terms of word category as monolinguals. However, bilingual children’s vocabularies reflect their unevenly distributed experience with the language. Fewer interactive experiences with language speakers may result in a lower acquisition of interactive words. Furthermore, there is a cross-linguistic effect on acquisition, likely caused by form similarity between Japanese katakana words and English words. Even between languages with great dissimilarities, resources and cues are sought and used to facilitate bilingual vocabulary acquisition.


2003 ◽  
Vol 6 (2) ◽  
pp. 136-142 ◽  
Author(s):  
Thierry Nazzi ◽  
Josiane Bertoncini

1979 ◽  
Vol 6 (2) ◽  
pp. 183-200 ◽  
Author(s):  
Helen Benedict

ABSTRACTLists of the first 50 words comprehended and produced by eight infants between 0; 9 and 1; 8 were compared. Comprehension development began earlier (around 0; 9) and reached the 50-word level (age 1; 1) earlier than production development (ages 1; 0 and 1; 6 respectively) and rate of word acquisition for comprehension was twice that of production, confirming the hypothesis that comprehension precedes production for lexical development. Word-class analysis revealed differences in the proportion and type of action words in comprehension and production vocabularies. It is suggested that action is central to lexical development but is expressed differently in comprehension, where action words are used to initiate actions, and production, where non-action words accompany the child's actions.


2011 ◽  
Vol 106 (493) ◽  
pp. 21-30 ◽  
Author(s):  
Paul Kidwell ◽  
Guy Lebanon ◽  
Kevyn Collins-Thompson

2010 ◽  
Vol 37 ◽  
pp. 247-277 ◽  
Author(s):  
S. Qu ◽  
J. Y. Chai

To tackle the vocabulary problem in conversational systems, previous work has applied unsupervised learning approaches on co-occurring speech and eye gaze during interaction to automatically acquire new words. Although these approaches have shown promise, several issues related to human language behavior and human-machine conversation have not been addressed. First, psycholinguistic studies have shown certain temporal regularities between human eye movement and language production. While these regularities can potentially guide the acquisition process, they have not been incorporated in the previous unsupervised approaches. Second, conversational systems generally have an existing knowledge base about the domain and vocabulary. While the existing knowledge can potentially help bootstrap and constrain the acquired new words, it has not been incorporated in the previous models. Third, eye gaze could serve different functions in human-machine conversation. Some gaze streams may not be closely coupled with speech stream, and thus are potentially detrimental to word acquisition. Automated recognition of closely-coupled speech-gaze streams based on conversation context is important. To address these issues, we developed new approaches that incorporate user language behavior, domain knowledge, and conversation context in word acquisition. We evaluated these approaches in the context of situated dialogue in a virtual world. Our experimental results have shown that incorporating the above three types of contextual information significantly improves word acquisition performance.


1994 ◽  
Vol 15 (3) ◽  
pp. 273-287 ◽  
Author(s):  
Jill Chafetz

AbstractChildren who have normal language development are aware of the distinction between closed-class and open-class words at a very early age. In order to test to what extent children know the closed class to be, in fact, closed, 104 children aged 3 to 5 years participated in a sentence repetition task. Each sentence contained a nonsense word that fulfilled either an open-class or a closed-class function. Children were more likely to repeat sentences correctly when the nonsense words functioned in open-class, rather than in closed-class, contexts. In addition, older children correctly repeated more sentences containing nonsense words that functioned in closed-class contexts than younger children. This last result shows a mechanism by which children may acquire new closed-class words. The theoretical implications of the results are also discussed relative to children with specific language impairments, especially in terms of their reliance on semantic value in word acquisition.


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