scholarly journals Conversation in language development and use: An Introduction

2010 ◽  
Vol 30 (3-4) ◽  
pp. 241-249 ◽  
Author(s):  
Edy Veneziano
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
Language Skills ◽  
Editorial Introduction ◽  
Special Issue ◽  
Conversational Skills ◽  
Basic Language ◽  
Conversational Interactions ◽  
The Impact ◽  
Children's Development

This editorial introduction summarizes the background to, and contents of, a special issue devoted to children’s development of conversational skills and their relation to language acquisition and use. The centrality of conversation to language development is well recognized and this introduction identifies two key approaches to research: the impact of conversational processes on language acquisition itself, and the ways in which basic language skills are put to use in conversational interactions. The articles included in this issue were organized according to these themes and are outlined accordingly.

scholarly journals The use of storytelling techniques in extratextual activities for the development of children's expressive language skills

2021 ◽  
Vol 7 (2) ◽  
pp. 212
Author(s):  
Dewi Fitriani ◽  
Umar Bin Abdul Aziz
Keyword(s):  
Early Childhood ◽  
Language Acquisition ◽  
Language Development ◽  
Learning Process ◽  
Language Skills ◽  
Expressive Language ◽  
Positive Influence ◽  
Children's Development ◽  
Children’S Development

Language skills, the key elements for children’s development, are often used as a benchmark to measure the development of all abilities he/she possessed. For early childhood, time spent at school is an opportunity for them to develop their language skills, especially expressive language. The storytelling method often found in PAUD is still less innovative. This triggers boredom and result in neglecting learning process that is detrimental to students, especially in improving expressive language skills. The use of relevant techniques in extratextual activities during the learning process combined with the storytelling method will be very helpful for children. There are 12 extratextual techniques for teachers to do and nine techniques that can be done by children. These two categories of extratextual activities can make the storytelling method richer and ensure the achievement of learning targets specifically related to children’s language acquisition. This extratextual activity can trigger the development of children's expressive language in terms of adding new vocabulary, increasing the meaning of old and new vocabulary and developing vocabulary into sentences in everyday conversation. The conditioning carried out in the application of this extratextual activity also has a positive influence in terms of four aspects of language development, namely the development of phonology, semantics, grammar and pragmatics. In phonology, children are strengthened how to pronounce the alphabet correctly; in semantics, children get meaning reinforcement and additional meaning from a vocabulary; on grammar and pragmatics, improvement is given to the arrangement of correct grammar when old and new vocabulary is used in conversation.

scholarly journals Doubling down on serendipity

2017 ◽  
Vol 24 ◽  
Author(s):  
Catherine E. Snow
Keyword(s):  
Language Acquisition ◽  
Young Children ◽  
Language Development ◽  
Social Interactions ◽  
Social Environment ◽  
Language Skills ◽  
Doctoral Student ◽  
To Come ◽  
Minority View ◽  
The Relationship

The lessons I have learned over the last many years seem always to come in pairs – a lesson about the findings that brings with it a lesson about life as a researcher...Lesson 1. Even as a doctoral student, I believed that the sorts of social interactions young children had with adults supported language acquisition. In 1971, when I completed my dissertation, that was a minority view, and one ridiculed by many. I was, unfortunately, deflected from a full-on commitment to research on the relationship between social environment and language development for many years by the general atmosphere of disdain for such claims. In the intervening years, of course, evidence to support the claim has accumulated, and now it is generally acknowledged that a large part of the variance among children in language skills can be explained by their language environments. This consensus might have been achieved earlier had I and others been braver about pursuing it.[Download the PDF and read more...]

scholarly journals Parental Speech as Linguistic Input for Children

2018 ◽  
Author(s):  
Riana Agustin Tindjabate
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
Child Language ◽  
Language Skills ◽  
Family Factors ◽  
Child Language Acquisition ◽  
Linguistic Input ◽  
The Brain

Child language acquisition is influenced by many factors including family factors. Chomsky theories on child language acquisition say that a child born with language skills that are hardwired in the brain. The system will work optimally with the development age of the child so that the child does not need others to help his language development. It is not fully accepted by other linguists because some people think that the parents are very instrumental factor in the development of children's language. This study focuses on the input of parents were given to children in linguistic through interaction and methods of reading the story.

Didactic subtitling in the Foreign Language (FL) classroom. Improving language skills through task-based practice and Form-Focused Instruction (FFI)

2018 ◽  
Vol 4 (1) ◽  
pp. 9-29
Author(s):  
Valentina Ragni
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Development ◽  
Foreign Language ◽  
Language Learning ◽  
Language Skills ◽  
Foreign Language Learning ◽  
Effective Strategy ◽  
Learning And Teaching ◽  
Theoretical Issues

Abstract Didactic subtitling is a relatively new area of investigation that is undergoing a surge in popularity. By bringing together findings from Audiovisual Translation (AVT), Second Language Acquisition (SLA) and psycholinguistics, some theoretical issues related to the practice of subtitle creation in Foreign Language Learning (FLL) are appraised. The article introduces Task-Based Learning and Teaching (TBLT) and reflects on what didactic subtitling can and cannot offer to TBLT approaches. In a still predominantly communicative era, language researchers are questioning the effectiveness of entirely communicative approaches to FLL. Many support the idea that, if successful learning is to be achieved, some Form-Focused Instruction (FFI) is needed. This article reviews relevant FFI literature, and explores how far active subtitling can provide an effective strategy for focussing on form that leads to communicative language development. In doing so, concepts such as noticing, skill development, interaction, pushed output and consciousness-raising are addressed. It is argued that a combination of task-based and form-focused instruction in the subtitling classroom can have great potential and should be investigated further, both theoretically and empirically.

Referential communication tasks. George Yule. Mahwah, NJ: Erlbuam, 1997. Pp. 125.

1999 ◽  
Vol 20 (3) ◽  
pp. 454-457
Author(s):  
Richard Ricard
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
Language Use ◽  
Historical Context ◽  
Referential Communication ◽  
Walk Away ◽  
L2 Acquisition ◽  
Conversational Skills ◽  
Communication Paradigm ◽  
First Time

George Yule's Referential Communication Tasks explores the utility of the referential communication paradigm for addressing issues in language use and language acquisition. Yule begins this work with an excellent overview and discussion of the historical context of the referential communication paradigm. Yule presents key distinctions and parallels between the referential communication and other approaches to understanding language acquisition in both first (L1) and second language (L2) contexts. Finally, Yule presents a valuable body of resource literature for further research. In general, this monograph is a welcome summary of the referential communication (RC) approach, which has become a little out of date. Yule presents an especially honest appraisal of the usefulness of RC approaches for understanding the development of L2 processes, which he concludes is currently limited to a focus on semantics (e.g., vocabulary) and pragmatics (e.g., conversational skills). While the RC enthusiast will walk away from this reading without the feeling of an enthusiastic endorsement of RC approaches for L2 acquisition research to date, the discussion and contextual explanations are insightful. The author has clearly taken charge of discussing the usefulness of a particular methodology seriously. A major contribution of this work is that, perhaps for the first time, a matrix of referential communication tasks is spelled out in a way which allows for the analysis of various dimensions and for a discussion of the construct as a whole. I found the book readable and interesting. I expect others will find it to be a useful resource as they explore the use of a variety of methodologies for work in language development.

scholarly journals HOW GESTURE PROVIDES A HELPING HAND AND SUPPORTS CHILDREN’S LANGUAGE ACQUISITION

2020 ◽  
Vol 1 (2) ◽  
pp. 63-74
Author(s):  
Ma'rifah Nurmala
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
Language Learning ◽  
Semantic Relations ◽  
The Impact ◽  
Gestural Input ◽  
Do So

Children use gesture to refer to objects before they produce labels for these objects to convey semantic relations between objects before conveying sentences in speech. The gestural input that children receive from their  or teacher shows that they provide models for their children for the types of gestures and gesture to produce, and do so by modifying their gestures to meet the communicative needs of their children. This article aims to discuss what we know about the impact of gestures on memorization of words. This article describes an explanation the form and example why using gesture would help educator and parent in supports children’s language development. More importantly, the gestures that parents and teachers produce, in addition to providing models, help children learn labels for referents and semantic relations between these referents and even predict the extent of children’s vocabularies several years later. The existing research highlights the important role parental even the teacher gestures play in shaping children’s language learning.

scholarly journals IMPACT OF READING ALOUD ON LANGUAGE ACQUISITION OF MULTILINGUAL CHILDREN

2015 ◽  
Vol 4 (1) ◽  
pp. 23-28
Author(s):  
Amina A. Siddiqui ◽  
Hina Fatima Nazir
Keyword(s):  
Language Acquisition ◽  
Language Skills ◽  
First Language ◽  
Reading Aloud ◽  
Speech Development ◽  
Literacy Skills ◽  
Average Increase ◽  
Third Language ◽  
The Impact ◽  
Multiple Languages

Objective Language acquisition accounts for comprehension, interpretation, and expression of all languages in the child’s repertoire. An experimental study consisting of multilingual children between 3:6 and 4:2 demonstrated the impact of reading aloud on language acquisition of L3 in the first six years of life. Children in the study spoke Pushto as first language (L1), Urdu as second language (L2). English was introduced to them as third language (L3), on joining a local school. The proficiency and correlation between the acquisition of L3 via reading out loud and its impact over a period of time on linguistic skills to be assessed, and to obtain data for the effectiveness of the activity to enhance language acquisition of an individual exposed to multiple languages. Method Two experimental groups consisting of three children each were instructed by two speech-language therapists and one group was excluded of targeted stimulus. A monthly assessment was completed for the six month duration of the study to determine change in receptive and expressive language skills in L3. Conclusion All children showed an average increase of 16 vocabulary words in L3. Moreover, study revealed an increase in structure and complexity of utterances. The study revealed a strong correlation between linguistic exposure through reading aloud to children and their overall language development. The study reflects that multilingualism enhances overall language and speech development and simultaneously aids in literacy skills.

Quotations, Imitations, and Generalizations. Factual and Methodological Analyses

1979 ◽  
Vol 2 (1) ◽  
pp. 43-72 ◽  
Author(s):  
Ernst L. Moerk ◽  
Claudia Moerk
Keyword(s):  
Language Acquisition ◽  
Methodological Problem ◽  
Time Intervals ◽  
Generalized Imitation ◽  
Syntactic Development ◽  
Picture Story ◽  
Conversational Interactions ◽  
Definition Of ◽  
The Impact

Methodological and factual analyses are presented of children's use of imitative speech as a strategy in language acquisition. A new definition encompassing a greater variety of imitative speech is chosen and the manner in which model utterances are employed and restructured is followed over brief and longer time intervals. Speech samples of one girl between the ages of 20 and 32 months were recorded and related to the input she obtained in conversational interactions and through picture-story books. The impact of these two sources upon vocabulary, morphological, and syntactic development is described. Broad and profound effects of model-speech are demonstrated in all three domains of language. These impacts often become visible only after considerable intervals and can appear in extensively restructured utterances. Based upon the methodological complexities that were encountered in the present study and in the literature, four methodological problem areas are analyzed: pertaining to the definition of imitation, to the child's use of it, to the investigator's interpretation of its effects, and to the contrast between abstracting or 'generalized imitation' versus direct copying.

scholarly journals Improving children’s language skills through online learning during covid-19 pandemic

2021 ◽  
Vol 3 (2) ◽  
pp. 124
Author(s):  
Robingatin Robingatin ◽  
Wildan Saugi ◽  
Susan Susan
Keyword(s):  
Online Learning ◽  
Language Development ◽  
Language Skills ◽  
Qualitative Approach ◽  
Learning Activities ◽  
Language Skill ◽  
Speech Delay ◽  
Preschool Students ◽  
Skill Improvement ◽  
Children's Development

The present study was done to find out the children’s language skill improvement in online learning during Covid-19 pandemic at TK IT Bunga Harapan. In order to maintain children’s language development amid the pandemic, online learning was implemented. Qualitative approach was applied. We involved 12 preschool students as the participants of the study. The data were collected through observation, interview, and documentation. Children’s language skill improvement in TK Bunga Harapan was proven by the decrease in number of students suffering from speech delay, from 4 students (25%) to 1 student (6.25%) out of 12 students. This improvement was noticed after teachers conducted online learning activities that provided children with experience to make videos stimulating them to communicate and speak. With regard to the assessment, teachers used anecdotal notes by observing the children’s development through videos they made.

scholarly journals FOSTERING FIRST LANGUAGE SKILLS THROUGH EARLY LISTENING ACTIVITIES: A CASE STUDY ON A PRE-SCHOOL CHILD’S LANGUAGE ACQUISITION

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Irma Wahyuni
Keyword(s):  
Language Development ◽  
Language Skills ◽  
First Language ◽  
Skills Acquisition ◽  
Listening Skills ◽  
Grammatical Structure ◽  
Care Givers ◽  
Listening Skill ◽  
Basic Language

Language skills acquisition in children indicates a remarkable achievement for every parent as the ability of comprehending and producing the language is one of the most important basic skills in human’s development. Approaching the age of five, a normal child’s language development is in a complex-linguistic period where she is able to produce a language with a firm grammatical structure as adults conduct. Interestingly, this happened without a regular and structured grammar learning process. However, some factors play significant roles to activating cognitive systems in children (Wahyuni, 2019) which stimulates their language skills. The most basic language skill in children that is able to be fostered early is listening skill which they have needed and acquired before they reach their first year of age and will be continuously developed during their language development journey. Listening becomes crucial for them as it cognitively creates a comprehensible input before creating outputs for them to producing the language, before they start speaking. Applying an intrinsic case study on a pre-school (near five-year old) child, this qualitative research tries to describe how the process of early listening skill can be trained by parents or care-givers to stimulate children’s language skills acquisition in their first language (L1) skills acquisition. Specifically it sheds some light on how early listening skill foster L1 skill in children. Some suggestions regarding improvement strategies related to establishing early listening skills in children are presented as well as additional implication of this study for future researches.

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