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 PROSES PEMEROLEHAN BAHASA: DARI KEMAMPUAN HINGGA KEKURANGMAMPUAN BERBAHASA

2011 ◽  
Vol 3 (1) ◽  
Author(s):  
Rohmani Nur Indah
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Development ◽  
Language Disorder ◽  
Applied Linguistics ◽  
Human Beings ◽  
Second Language Development ◽  
The Relationship

Studies on language acquisition become the pillar of Psycholinguistics as a branch of Applied Linguistics that deals with the relationship between human’s thought and language as well as how human beings comprehend, acquire and develop their language. Language acquisition does not merely involve children’s first or second language development, but also temporer language disorder –which does not belong to permanent language disorder. Deviation on language development to some extent gets little attention from psycholinguists. Most references on psychology of language discuss language disorder in general, whereas the current issues on this area are still rarely found. The following article deciphers what and how language acquisition can be done and cannot be completed.

scholarly journals Understanding the effects of language revitalization workshops using long-format speech environment recordings

2021 ◽  
Vol 6 (1) ◽  
pp. 213
Author(s):  
Julia Nee
Keyword(s):  
Language Acquisition ◽  
Young Children ◽  
Language Use ◽  
Language Skills ◽  
Language Revitalization ◽  
Older Children ◽  
Teaching Language ◽  
Methodological Challenges

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.

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 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.

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.

Betrouwbaarheid Van Spontane Kindertaalanalyses

2010 ◽  
Vol 83 ◽  
pp. 67-77 ◽  
Author(s):  
L. van Severen ◽  
R. van den Berg ◽  
I. Molemans ◽  
Paul Govaerts ◽  
Steven Gillis
Keyword(s):  
Language Acquisition ◽  
Young Children ◽  
Language Development ◽  
Standard Procedure ◽  
Spontaneous Speech ◽  
Speech Data

Consonant inventories are commonly used phonological measures for analysing spontaneous speech data of young children with a normal or disordered language development. However, a standard procedure is lacking. In this study, different consonant inventories are derived following the guidelines of various existing procedures. Consonant inventories have usually been drawn from speech samples varying substantially in size. The size of the consonant inventories, however, is strongly related to the amount of speech data analyzed. Therefore, speech samples of equal sizes across children and across observation sessions should be used, a requirement often neglected in language acquisition studies.

The study of language loss: Models and hypotheses for an emerging discipline

1986 ◽  
Vol 7 (3) ◽  
pp. 193-206 ◽  
Author(s):  
Barbara Alexander Pan ◽  
Jean Berko Gleason
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Young Children ◽  
Language Skills ◽  
Language Loss ◽  
Second Languages ◽  
Loss Models ◽  
Aging Adults ◽  
Developmental Psycholinguistics ◽  
Individual Speaker

The study of language acquisition has enjoyed a robust history in recent years, with the advent of developmental psycholinguistics as a separate field, and with much attention to bilingualism and the acquisition of second languages by both children and adults. The loss of language skills by individual speakers has, by contrast, been a little researched area, with the exception of the field of aphasiology, which has developed roughly parallel with modern psycholinguistics. Typical situations in which language skills may be lost occur when an individual speaker of a language moves to an area where another language is dominant; when an ethnolinguistic minority child enters school and adopts the societal language; when a second language is no longer studied or needed; when a local language drops out of use and its speakers must adopt a more dominant language. As they grow older, young children appear to lose some language-related skills, such as the ability to make fine phonetic discriminations (see Burnham, this issue) and aging adults lose some language skills they once had.

scholarly journals Examination of the Relationship between Demographic Characteristics of the Family and the Language Development of Children

2017 ◽  
Vol 6 (5) ◽  
pp. 168
Author(s):  
Ahmet Akçay
Keyword(s):  
Language Development ◽  
Sampling Method ◽  
Personal Information ◽  
Language Skills ◽  
Educational Background ◽  
Demographic Characteristics ◽  
Demographic Structure ◽  
Purposeful Sampling ◽  
The Family ◽  
The Relationship

The aim of this study is to determine the relationship between the demographic characteristics and the language development of children. In the research, a "Personal Information Form" consisting of 14 items containing information about the demographic structure of the family was used and a "Language Development Checklist" consisting of 25 items that the students are required to possess the language skills in the learning process was used. The sample of the study consists of 147 children who are studying in Ağrı province center determined by purposeful sampling method. Descriptive statistics, t-test and one-way analysis of variance (ANOVA) and Tukey test of multiple comparison tests were used for the analysis of data in the study. As a result of the research, it was determined that there is a direct relationship between the demographic characteristics of the family and the language development of the children. The increase in the level of income and the level of educational background of the parents has influenced the language development of the child; besides, families with democratic attitude have been found to be more successful in terms of children's language development.

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.

The Relationship between Language Skills and Outcomes of the PATHS Curriculum

2008 ◽  
Vol 25 (2) ◽  
pp. 62-77
Author(s):  
Luisa Rossi ◽  
Janet Fletcher ◽  
Robin Harvey
Keyword(s):  
Social Skills ◽  
Language Development ◽  
Western Australia ◽  
Language Skills ◽  
Language Ability ◽  
Significant Trend ◽  
Post Intervention ◽  
Language Difficulties ◽  
Language Measures ◽  
The Relationship

AbstractPrevious research has established a relationship between children's language development and their behaviour. The aim of the present study was to determine whether children's language ability influenced the degree to which their behaviour changed following participation in the PATHS (Promoting Alternative Thinking Strategies) curriculum. Participants were 86 pre-primary children who attended two mainstream schools in regional Western Australia. Analyses of pre- and post-intervention behaviour and language measures found PATHS to be effective for improving the behaviour and social skills of children with language difficulties. Changes in children with better language skills showed a positive but non-significant trend. Although a relationship was found between children's general language skills and their behaviour at pre-intervention, changes observed in behaviour were not accompanied by changes in language skills at post-intervention.

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