Impact of Caregivers’ Language Input on the Language Output of Bilinguals

Many studies regarding the acquisition of te iru focus on the learner’s language output. There are very few researches that focus on textbooks as the input in language studies. There is a possibility that introducing grammatical items in textbooks tends to lead the learners to misuse te iru. It is necessary to clarify the grammatical items' characteristics in the basic level textbooks as a language input. Especially, in the study abroad, such as in Indonesia, non-textbook sources for Japanese input are limited. Therefore Indonesian Japanese learners mostly depend on textbooks. This research will discuss the introduction of te iru in the basic level textbooks from the input viewpoint. This research examines how te iru is introduced in “Situational Functional Japanese”. The data in this research include the main textbook and the grammatical explanation, from which te iru sentences are collected and classified. In order to identify the general tendency of te iru in textbooks, te ita, te inai and subordinate sentences are also included as data. Each textbook recognizes that five usages are introduced in the explanation of SFJ, but only two usages are written in explaining the usage of te iru. Their usage is resultative and progressive. And, te inai and te ita are also introduced in SFJ. Moreover, if we look at the distribution of the example sentences of te iru in SFJ the example sentences can still be found, some of which show an increase in subsequent chapters.

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College English Writing Instruction for Non-English Majors in Mainland China: The “Output-Driven, Input-Enabled” Hypothesis Perspective

English Language Teaching ◽

10.5539/elt.v10n7p150 ◽

2017 ◽

Vol 10 (7) ◽

pp. 150 ◽

Cited By ~ 1

Author(s):

Junhong Ren

Keyword(s):

Second Language Acquisition ◽

Writing Instruction ◽

Language Learners ◽

Mainland China ◽

Psychological Needs ◽

College English ◽

English Writing ◽

Language Input ◽

English Writing Instruction ◽

Language Output

College English writing instruction has been a prominent research area in EFL field in mainland China. This paper has continued the focus by exploring a seemingly effective way for college English writing instruction in China--teaching writing based on reading on the basis of the “output-driven, input-enabled” hypothesis. This hypothesis places emphasis on the important role that language output plays in second language acquisition. Under this hypothesis, language output is both the driving power and objective of EFL teaching; language input provides with the language learners the language forms and content essential for output tasks. This hypothesis meets language learners’ psychological needs, our social needs and current educational needs. In essence, theoretical considerations on carrying out writing instruction based on this hypothesis are discussed. To construct writing instruction, teachers may teach writing based on reading since reading could provide the learners with meaningful language input, which language learners could take advantage of to accomplish the writing tasks. Requirements for writing instructions in reading classes are then identified and illustrations on how to conduct writing are provided under this new hypothesis.

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Foundations of Language Development in Deaf and Hard-of-Hearing Infants

The Oxford Handbook of Deaf Studies in Learning and Cognition ◽

10.1093/oxfordhb/9780190054045.013.31 ◽

2020 ◽

pp. 19-32

Author(s):

Dani Levine ◽

Daniela Avelar ◽

Roberta Michnick Golinkoff ◽

Kathy Hirsh-Pasek ◽

Derek M. Houston

Keyword(s):

Language Development ◽

Language Learning ◽

Cochlear Implants ◽

Hearing Aids ◽

Hard Of Hearing ◽

Social Processes ◽

Effective Interventions ◽

Hearing Devices ◽

Language Input ◽

Hearing Children

Copious evidence indicates that, even in the first year of life, children’s language development is beginning and is impacted by a wide array of cognitive and social processes. The extent to which these processes are dependent on early language input is a critical concern for most deaf and hard-of-hearing (DHH) children, who, unlike hearing children, are usually not immersed in a language-rich environment until effective interventions, such as hearing aids or cochlear implants, are implemented. Importantly, some cognitive and social processes are not dependent on the early availability of language input and begin to develop before children are fitted for hearing aids or cochlear implants. Interventions involving parent training may be helpful for enhancing social underpinnings of language and for maximizing DHH children’s language learning once effective hearing devices are in place. Similarly, cognitive training for DHH children may also provide benefit to bolster language development.

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Effects of Time-Varying Parent Input on Children’s Language Outcomes Differ for Vocabulary and Syntax

Psychological Science ◽

10.1177/0956797620970559 ◽

2021 ◽

pp. 095679762097055

Author(s):

Catriona Silvey ◽

Özlem Ece Demir-Lira ◽

Susan Goldin-Meadow ◽

Stephen W. Raudenbush

Keyword(s):

Standardized Tests ◽

Child Outcomes ◽

Time Varying ◽

Syntactic Complexity ◽

Language Outcomes ◽

Optimal Sequence ◽

Linguistic Input ◽

Language Input ◽

The Impact ◽

Over Time

Early linguistic input is a powerful predictor of children’s language outcomes. We investigated two novel questions about this relationship: Does the impact of language input vary over time, and does the impact of time-varying language input on child outcomes differ for vocabulary and for syntax? Using methods from epidemiology to account for baseline and time-varying confounding, we predicted 64 children’s outcomes on standardized tests of vocabulary and syntax in kindergarten from their parents’ vocabulary and syntax input when the children were 14 and 30 months old. For vocabulary, children whose parents provided diverse input earlier as well as later in development were predicted to have the highest outcomes. For syntax, children whose parents’ input substantially increased in syntactic complexity over time were predicted to have the highest outcomes. The optimal sequence of parents’ linguistic input for supporting children’s language acquisition thus varies for vocabulary and for syntax.

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In search of resilient and fragile properties of language

Journal of Child Language ◽

10.1017/s030500091400021x ◽

2014 ◽

Vol 41 (S1) ◽

pp. 64-77 ◽

Cited By ~ 4

Author(s):

SUSAN GOLDIN-MEADOW

Keyword(s):

Young Children ◽

Language Learning ◽

Language Learners ◽

Great Promise ◽

Artificial Language ◽

Fundamental Properties ◽

Linguistic Input ◽

Language Input

ABSTRACTYoung children are skilled language learners. They apply their skills to the language input they receive from their parents and, in this way, derive patterns that are statistically related to their input. But being an excellent statistical learner does not explain why children who are not exposed to usable linguistic input nevertheless communicate using systems containing the fundamental properties of language. Nor does it explain why learners sometimes alter the linguistic input to which they are exposed (input from either a natural or an artificial language). These observations suggest that children are prepared to learn language. Our task now, as it was in 1974, is to figure out what they are prepared with – to identify properties of language that are relatively easy to learn, the resilient properties, as well as properties of language that are more difficult to learn, the fragile properties. The new tools and paradigms for describing and explaining language learning that have been introduced into the field since 1974 offer great promise for accomplishing this task.

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Designing natural language output for the IoT

Proceedings of the 2016 ACM International Joint Conference on Pervasive and Ubiquitous Computing Adjunct - UbiComp '16 ◽

10.1145/2968219.2968553 ◽

2016 ◽

Cited By ~ 1

Author(s):

Jhim Kiel M. Verame ◽

Jacob Kittley-Davies ◽

Enrico Costanza ◽

Kirk Martinez

Keyword(s):

Natural Language ◽

Language Output

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He said, she said: effects of bilingualism on cross-talker word recognition in infancy

Journal of Child Language ◽

10.1017/s0305000917000186 ◽

2017 ◽

Vol 45 (2) ◽

pp. 498-510 ◽

Cited By ~ 1

Author(s):

LEHER SINGH

Keyword(s):

Word Recognition ◽

Word Segmentation ◽

Test Phase ◽

Language Input ◽

Same Gender ◽

Opposite Gender ◽

Talker Variation

AbstractThe purpose of the current study was to examine effects of bilingual language input on infant word segmentation and on talker generalization. In the present study, monolingually and bilingually exposed infants were compared on their abilities to recognize familiarized words in speech and to maintain generalizable representations of familiarized words. Words were first presented in the context of sentences to infants and then presented to infants in isolation during a test phase. During test, words were produced by a talker of the same gender and by a talker of the opposite gender. Results demonstrated that both bilingual and monolingual infants were able to recognize familiarized words to a comparable degree. Moreover, both bilingual and monolingual infants recognized words in spite of talker variation. Results demonstrated robust word recognition and talker generalization in monolingual and bilingual infants at 8 months of age.

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Stealing Cookies in the Twenty-First Century: Measures of Spoken Narrative in Healthy Versus Speakers With Aphasia

American Journal of Speech-Language Pathology ◽

10.1044/2018_ajslp-17-0131 ◽

2019 ◽

Vol 28 (1S) ◽

pp. 321-329 ◽

Cited By ~ 1

Author(s):

Shauna Berube ◽

Jodi Nonnemacher ◽

Cornelia Demsky ◽

Shenly Glenn ◽

Sadhvi Saxena ◽

...

Keyword(s):

Preliminary Data ◽

Primary Progressive Aphasia ◽

Total Content ◽

First Century ◽

Healthy Controls ◽

Progressive Aphasia ◽

Primary Progressive ◽

Link Type ◽

The Future ◽

Language Output

Purpose Our goal was to evaluate an updated version of the “Cookie Theft” picture by obtaining norms based on picture descriptions by healthy controls for total content units (CUs), syllables per CU, and the ratio of left–right CUs. In addition, we aimed to compare these measures from healthy controls to picture descriptions obtained from individuals with poststroke aphasia and primary progressive aphasia (PPA) to assess whether these measures can capture impairments in content and efficiency of communication. Method Using an updated version of this picture, we analyzed descriptions from 50 healthy controls to develop norms for numbers of syllables, total CUs, syllables per CU, and left–right CU. We provide preliminary data from 44 individuals with aphasia (19 with poststroke aphasia and 25 with PPA). Results A total of 96 CUs were established based on the written transcriptions of spoken picture descriptions of the 50 control participants. There was a significant effect of group on total CUs, syllables, syllables per CU, and left–right CUs. The poststroke participants produced significantly fewer total CU and syllables than those with PPA. Each aphasic group produced significantly fewer total CUs, fewer syllables, more syllables per CU, and lower left–right CUs (indicating a right-sided bias) compared to controls. Conclusions Results show that the measures of numbers of syllables, total CUs, syllables per CU, and left–right CUs can distinguish language output of individuals with aphasia from controls and capture impairments in content and efficiency of communication. A limitation of this study is that we evaluated only 44 individuals with aphasia. In the future, we will evaluate other measures, such as CUs per minute, lexical variability, grammaticality, and ratio of nouns to verbs. Supplemental Material https://doi.org/10.23641/asha.7015223

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