scholarly journals WHEN AND HOW DO CHILDREN START PRODUCING A LANGUAGE?

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Musliadi Musliadi
Keyword(s):  
Language Acquisition ◽  
Mother Tongue ◽  
First Language ◽  
Five Senses ◽  
Semantic Process

This article discusses how a child speaks his first language. The first language spoken through several phases is called the semantic process, syntax and phonology. Newborn babies get their first language from their mother called mother tongue. In the process, newborn babies need a lot of interaction both inside and outside the environment to obtain language, including using the five senses to find out the meaning of language acquired from the surrounding. As with animals, humans are born equipped with language acquisition devices (LAD) as the natural abilities of babies used to interpret language and learn languages. This is what distinguishes between humans and animals. By using this LAD, humans are able to communicate or respond to language from others.

scholarly journals Przyswajanie języka pierwszego - imitacja czy wrodzony dar? Analiza na podstawie wybranych teorii akwizycji języka ojczystego oraz podstawowych systemów językowych

Adeptus ◽  
2013 ◽  
pp. 6-25
Author(s):  
Katarzyna Włodarska
Keyword(s):  
Language Acquisition ◽  
Physical Mechanism ◽  
Nursery School ◽  
Mother Tongue ◽  
First Language ◽  
English Teacher ◽  
First Language Acquisition ◽  
Human Beings ◽  
Basic Language

First language acquisition – imitation or innate gift? Analysis based on selected theories of first language acquisition and basic language systemsThis article deals with a surprising phenomenon typical only for human beings – first language acquisition. Its aim is to answer the question as stated in the title. The author, an English teacher working in a nursery school, looks for the answer using references to theories connected with this topic, and in addition, takes into consideration the speech of children she is in charge of. In order to demonstrate the sophisticated nature of human language, the author refers to several definitions of this term. She presents the term ‘mother tongue’ and analyses the ways of acquiring its phonetic, phonological, morphological and syntactic systems by children. She also gives numerous examples of the most common mistakes found in their speech, taken from Polish and English languages. Furthermore, three major theories regarding first language acquisition, presenting the approach of Piaget, Chomsky and Skinner to this phenomenon, are described in the article. The author reaches the conclusion that first language acquisition is a mixture of imitation and innate gift. The role of the physical mechanism enabling a human being to produce speech and that of contact with the language of a child’s parents merits emphasizing also. The result of these factors is the possibility of language acquisition.

First-Language Acquisition of Morphology

2019 ◽  
Author(s):  
Dorit Ravid
Keyword(s):  
Language Acquisition ◽  
Structural Information ◽  
Mother Tongue ◽  
First Language ◽  
Literacy Skills ◽  
Language Diversity ◽  
First Language Acquisition ◽  
Cognitive Changes ◽  
Ambient Language ◽  
Adolescents And Adults

First-language acquisition of morphology refers to the process whereby native speakers gain full and automatic command of the inflectional and derivational machinery of their mother tongue. Despite language diversity, evidence shows that morphological acquisition follows a shared path in development in evolving from semantically and structurally simplex and non-productive to more complex and productive. The emergence and consolidation of the central morphological systems in a language typically take place between the ages of two and six years, while mature command of all systems and subsystems can take up to 10 more years, and is mediated by the consolidation of literacy skills. Morphological learning in both inflection and derivation is always interwoven with lexical growth, and derivational acquisition is highly dependent on the development of a large and coherent lexicon. Three critical factors platform the acquisition of morphology. One factor is the input patterns in the ambient language, including various types of frequency. Input provides the context for children to pay attention to morphological markers as meaningful cues to caregivers’ intentions in interactive sociopragmatic settings of joint attention. A second factor is language typology, given that languages differ in the amount of word-internal information they package in words. The “typological impact” in morphology directs children to the ways pertinent conceptual and structural information is encoded in morphological structures. It is thus responsible for great differences among languages in the timing and pace of learning morphological categories such as passive verbs. Finally, development itself is a central mechanism that drives morphological acquisition from emergence to productivity in three senses: as the filtering device that enables the break into the morphological system, in providing the span of time necessary for the consolidation of morphological systems in children, and in hosting the cognitive changes that usher in mature morphological systems in both speech and writing in adolescents and adults.

scholarly journals The Relationship of Indonesian Language Learning with the Environment

2021 ◽  
Author(s):  
Tatik Sri Wahyuni
Keyword(s):  
Language Acquisition ◽  
Social Identity ◽  
Social Development ◽  
Language Learning ◽  
Mother Tongue ◽  
First Language ◽  
Communication Tool ◽  
The Social ◽  
Relationship Of ◽  
The Relationship

Indonesian language learning can be related to the environment, the environment becomes one of the components that influence the learning process. This can be related to language. Language is a communication tool that humans can acquire from birth. Suardi (et al, 2019) said that the mastery of a language by a child begins with the acquisition of the first language which is often called the mother tongue. Dardjowidjojo (in Suardi et al, 2019) says that language acquisition is a language acquisition process that is carried out by children naturally when they learn their mother tongue. The acquisition of the first language is closely related to the social development of children and the formation of social identity. In line with that, Yogatama (in Suardi et al, 2019) says that learning the first language is one of the overall developments of children to become members of asociety.

scholarly journals PEMERTAHANAN BAHASA DAERAH DI KOTA AMBON: STUDI KASUS BAHASA DAERAH DI NEGERI LAHA SEBAGAI SATU-SATUNYA BAHASA DAERAH DI KOTA AMBON [Local Language Maintenance in the city of Ambon: A Local Language Case Studying in the Laha Village as a Local Language only in the City of Ambon]

TOTOBUANG ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 331-342
Author(s):  
Harlin Turiah
Keyword(s):  
Language Acquisition ◽  
Random Sampling ◽  
Qualitative Method ◽  
Language Use ◽  
Language Maintenance ◽  
Mother Tongue ◽  
First Language ◽  
Local Language ◽  
The City ◽  
Language Mastery

The purpose of this research is to describe local language maintenance in Laha village as the only local language in the City of Ambon. The kind of this research uses quantitative desceiptive. The method of this research is qualitative method where questionnaires were specifically given to 50 respondents that were chosen randomly (random sampling). Beside that, the writer also interviewed some informants and did observation in Laha village and some decent villages in Ambon. The result of this research showed that the condition of local language in Laha village is in danger of extinction. It is shown from local language mastery in society, speakers’ age, first language use, mother tongue, mastery period of local language, and local language acquisition in Laha village. Most speakers of Laha local language can only communicate with little local language of Laha (passive speakers). In terms of age, most of the fluent speakers of local language of Laha are above 50. Those who are under 50 can communicate limitedly, passively understand the language, and even some of them can not communicate using the language at all.   Tujuan penelitian ini adalah untuk mendeskripsikan pemertahanan bahasa daerah yang ada di Negeri Laha  (setingkat desa) sebagai satu-satunya bahasa daerah yang ada di Kota Ambon. Jenis penelitian ini menggunakan deskriptif kuantitatif. Metode dalam penelitian ini adalah metode kuantitatif yang secara spesifik responden diberikan kuesioner atau daftar tanyaan dengan jumlah sampel sebanyak 50 orang yang diambil secara acak (random sampling).  Daftar tanyaan penelitian secara umum meliputi situasi dan kondisi bahasa daerah yang ada di Negeri Laha termasuk pemakai dan pemakaiannya. Hasil penelitian ini menunjukkan bahwa sekarang ini, kondisi bahasa daerah yang ada di Negeri Laha Kota Ambon terancam punah. Hal itu terlihat dari penguasaan bahasa daerah dalam masyarakat, usia penutur, bahasa yang digunakan ketika masa kecil (anak-anak), bahasa pertama yang dipelajari, masa penguasaan bahasa daerah, dan pemerolehan bahasa daerah di Negeri Laha. Kemampuan penguasaan berkomunikasi dalam bahasa daerah di Negeri Laha lebih banyak hanya bisa berkomunikasi secara sedikit-sedikit daripada bisa berkomunikasi secara aktif. Dari segi usia, kebanyakan yang dapat dan lancar berbahasa daerah Laha rata-rata usia di atas 50 tahun. Untuk usia di bawah usia 50 tahun, kebanyakan dapat berkomunikasi secara sedikit-sedikit, bisa memahami (pasif), dan sebagian pula tidak bisa berkomunikasi sama sekali.Abstrak

On the Mutual Effect of L1 and L2 in SLA: A Brief Look at Cook's Multi-competence

2016 ◽  
Vol 7 (2) ◽  
pp. 398 ◽  
Author(s):  
Mojtaba Teimourtash ◽  
Nima Shakouri
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
First Language ◽  
Mutual Effect ◽  
Foreign Language Teaching ◽  
L1 And L2

Considering the notion of multi-competence coined by Cook (1991) calls on the necessity to revisit the stance of first language in foreign language teaching.  The use of mother tongue in second language acquisition (SLA) is widely criticized by many practitioners, notably Krashen (1981). However, more recently Widdowson (2003) also called for an explicitly bilingual approach. The present paper, though arguing for the use of L1 in L2 context, did not ignore the fact that L2 can exert inevitable effects on L1.

Second Language Acquisition and Universal Grammar

1990 ◽  
Vol 12 (2) ◽  
pp. 121-133 ◽  
Author(s):  
Lydia White
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Potential Role ◽  
Mother Tongue ◽  
Universal Grammar ◽  
First Language ◽  
Generative Grammar ◽  
L2 Acquisition

In this article, the motivation for Universal Grammar (UG), as assumed in the principles and parameters framework of generative grammar (Chomsky, 1981a, 1981b), is discussed, particular attention being paid to thelogical problemof first language acquisition. The potential role of UG in second language (L2) acquisition is then considered. Three different positions are reviewed: (a) the claim that UG is not available to L2 learners; (b) the claim that UG is fully available; and (c) the claim that the L2 learner's access to UG is mediated by the mother tongue. This raises the issue of what kind of evidence can be used to decide between these three positions. Recent experimental research which argues for one or another of these positions by investigating the L2 status of the Subjacency Principle is reviewed, and the implications of this research are discussed.

scholarly journals Analysis of Factors Affecting Second Language Acquisition

2017 ◽  
Vol 4 (3) ◽  
pp. 158-164
Author(s):  
Priya Adwani ◽  
Sanjay Shrivastava
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Mother Tongue ◽  
First Language ◽  
Factors Affecting ◽  
Entire Process ◽  
Five Factors

The purport of this paper is to provide an overview of five factors affecting second language acquisition (SLA). The factors include vocabulary, grammar, and interference of mother tongue (L1), self-efficacy and motivation. These factors are vital to research for the process of acquiring second language. Language is composed of vocabulary words which are synchronized by grammar affected by first language .Self efficacy is a consequential component of social cognitive and this entire process of second language acquisition is possible by the factor of motivation. Motivation is additionally a consequential contributor to language achievement in terms of linguistic outcomes.Study of these factors synthesize in the process of acquiring second language resulting with possible suggestions.Int. J. Soc. Sc. Manage. Vol. 4, Issue-3: 158-164

scholarly journals Pemerolehan Bahasa Pada Anak Berkebutuhan Khusus Di SLB Martapura OKU Timur

2020 ◽  
Vol 3 (2) ◽  
pp. 185
Author(s):  
Sugiarti Sugiarti ◽  
Herni Fitriani
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
Cognitive Abilities ◽  
Mother Tongue ◽  
First Language ◽  
Normal Children ◽  
Mentally Disabled ◽  
Brain Functions ◽  
Intellectual Capacity ◽  
Mentally Retarded Children

Language acquisition or language acquisition is a process that takes place in the brain of a child when he gets his first language or mother tongue which means acquisition of language regarding his first language. Normal human brain functions and speech tools can certainly speak well. Similarly, mentally disabled children also need language to communicate or to voice their hearts to others. However, the intellectual capacity of mentally retarded children who are below the average makes them difficult to obtain language and they often experience interference in language. Language is very important for everyone to master. With language, humans can convey their thoughts and feelings to others and can capture and understand the symbols of others. Language acquisition is closely related to children's cognitive development, therefore language skills (linguistic abilities) will be in accordance with their cognitive abilities, because linguistic abilities are one of the main factors that can influence a child's success in mastering language. But as is well known that autistic children have cognitive barriers that also cause language development is also hampered. These obstacles can be seen from the imbalance of language development with the age of the calendar (cronolicalage). Nevertheless they also have the same rights as normal children to obtain language as a tool to communicate with their environment.

scholarly journals Language Acquisition of English Vocabulary on 5 Years Old Child Through Social Media YouTube

2021 ◽  
Vol 5 (1) ◽  
pp. 38-44
Author(s):  
Hernalia Citra Dewi
Keyword(s):  
Social Media ◽  
Second Language ◽  
Language Acquisition ◽  
Language Proficiency ◽  
Mother Tongue ◽  
First Language ◽  
Communication Tool ◽  
Second Language Proficiency ◽  
The Subject ◽  
Simple Sentences

Language acquisition cannot just be acquired from birth. There is a process and stages in acquiring a language. Language is obtained because of the continuous practice factor. It is possible for someone who already has a mother tongue to have a second language (B2) which is used as a communication tool alongside the first language. Acquisition of a second language can be obtained through the influence of the environment or activities carried out continuously. This study will describe how the effect of viewing on social media YouTube affects the acquisition of a second language for a five years old girl. This research uses qualitative methods with descriptive explanations. The results of this study found that the subject's second language proficiency in English was evident from his understanding of the films and videos she had watched repeatedly. His mastery of a second language can also be seen in the ability of the subject to mention the objects around her, the names of fruits and animals, and to be able to make simple sentences in English.Keywords: Language acquisition, second language, YouTube.

A THOROUGH STUDY ON A CHILD LEARNING HER FIRST LANGUAGE: A Case Study on a Three-Year Old Child

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Suwandi Suwandi
Keyword(s):  
Language Acquisition ◽  
Mother Tongue ◽  
First Language ◽  
Language Needs ◽  
Day By Day ◽  
Child Learning

Abstract ?é?á This paper discusses mainly on?é?á the development of the language acquisition of the three year old child. The object of the study happens to be the writer?óÔé¼Ôäós granddaughter. So he could observe her totally, day by day for three years to see how her?é?á language acquisition developed. He recorded the produced sounds, words and sentences whether they are meaningful or not in order to see how she finally could form?é?á meaningful utterances. The fact that learning a first language needs much energy, time and endless effort; since she was?é?á a baby, the environment (the parents, grandparents, aunts etc) has been trying to stimulate her to talk. The response is astounding; she seems to understand what the adults have been communicating. Gradually, when she is three years old she can produce meaningful words, or utterances that can be understood by the adults and even can be used for communication. ?é?áTherefore, in this paper, the writer will reveal the process of how a child learns her mother tongue and show the progress of the language acquisition starting from the first cry until the ability to produce meaningful utterances. ?é?á

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