scholarly journals Lexical and morphological development: A case study of Malay English bilingual first language acquisition

2021 ◽  
Vol 25 (1) ◽  
pp. 29-61
Author(s):  
Rabiah Tul Adawiyah Mohamed Salleh ◽  
Bruno Di Biase ◽  
Satomi Kawaguchi
Keyword(s):  
Language Acquisition ◽  
First Language ◽  
Morphological Development ◽  
First Language Acquisition ◽  
Early Language ◽  
Grammatical Development ◽  
Longitudinal Investigation ◽  
English Bilingual ◽  
The Family

Abstract Many first language acquisition (FLA) studies have found a strong correlation between lexical and grammatical development in early language acquisition. For bilingual first language acquisition (BFLA), the development of grammar is also found to be correlated with the size of the lexicon in each language. This case study investigates how a Malay-English bilingual child developed the lexicon and grammar in each of her languages and considers possible evidence of interaction between the languages during acquisition. The study also aims to show that the predominant linguistic environment to which the child was alternatively exposed might have played an important role in her lexical and grammatical development. Thus, the study presents two sets of data: (a) a 12-month longitudinal investigation when the child was 2;10 up till 3;10 in Australia and (b) a one-off elicitation session at age 4;8 when the family was in Malaysia. The findings show that not only the emergence of grammar is linked to the lexical size of the developing languages, but that other variables, mainly the linguistic environment and the bilingual language mode, also influenced the child’s language productions.

scholarly journals Individual Differences in First Language Acquisition

2020 ◽  
Vol 6 (1) ◽  
pp. 319-340
Author(s):  
Evan Kidd ◽  
Seamus Donnelly
Keyword(s):  
Individual Differences ◽  
Language Acquisition ◽  
Speech Processing ◽  
First Language ◽  
Past Research ◽  
First Language Acquisition ◽  
Grammatical Development ◽  
Linguistic System ◽  
Tightly Coupled ◽  
Developmental Dynamics

Humans vary in almost every dimension imaginable, and language is no exception. In this article, we review the past research that has focused on individual differences (IDs) in first language acquisition. We first consider how different theoretical traditions in language acquisition treat IDs, and we argue that a focus on IDs is important given its potential to reveal the developmental dynamics and architectural constraints of the linguistic system. We then review IDs research that has examined variation in children's linguistic input, early speech perception, and vocabulary and grammatical development. In each case, we observe systematic and meaningful variation, such that variation in one domain (e.g., early auditory and speech processing) has meaningful developmental consequences for development in higher-order domains (e.g., vocabulary). The research suggests a high degree of integration across the linguistic system, in which development across multiple linguistic domains is tightly coupled.

Subject realization in the syntactic development of a bilingual child

2000 ◽  
Vol 3 (3) ◽  
pp. 173-191 ◽  
Author(s):  
Maria Juan-Garau ◽  
Carmen Pérez-Vidal
Keyword(s):  
Language Acquisition ◽  
Word Order ◽  
First Language ◽  
The Other ◽  
Major Influence ◽  
Dependent Manner ◽  
First Language Acquisition ◽  
Null Subject ◽  
Syntactic Development

The present article reports on the findings of a case study of bilingual first language acquisition in Catalan and English. It first presents a general overview of a child's syntactic development from the age of 1;3 to 4;2 and then focuses on the question of subject realization in the two contrasting languages he is acquiring simultaneously. In this case, Catalan is a null subject language in opposition to the overt subject properties of English. Such data allow us to provide evidence on a key issue in bilingual acquisition research: the question of language separation in the early stages of acquisition. The data available suggest the absence of any major influence of one language on the other. In other words, our subject seems to be acquiring word order patterns which are different in the two adult systems in a language-dependent manner from the beginning of his production in both languages.

scholarly journals FIRST LANGUAGE ACQUISITION OF A THREE YEARS OLD CHILD: AN ANALYSIS OF PHONOLOGICAL COMPONENT (A CASE STUDY)

2018 ◽  
Vol 4 (2) ◽  
pp. 150-154
Author(s):  
Hilma Safitri ◽  
M. Nur Hakim
Keyword(s):  
Language Acquisition ◽  
Qualitative Method ◽  
First Language ◽  
First Language Acquisition ◽  
Human Beings ◽  
Semantics And Pragmatics ◽  
Biological Development ◽  
Consonant Sounds ◽  
Do So

The process of language acquisition undergone by each child in the world is more and less similar. This is because language is universal in which it is acquired through all language components namely phonology, semantics, and pragmatics. The component of phonology is more related to human neuro-biology. The process of sound produced is genetic and human biological development is not similar. Hence, the language development of human beings is not exactly the same. This paper explores first language acquisition particularly on the phonological component of a three years old child named Andi. The data is the transcripts of dialog taken from causal chit chats with the participant. A qualitative method is used to analyze the data. The findings reveal that the participant acquired vocal sounds of /a/, /i/, /u/, /o/, /e/ and consonant sounds of /p/, /b/, /m/, /t/ more dominant compared to others. He never produced /k/ consonant, fricative [s] and [j]. However, he produced nasal consonants of [m], [n], and [ɳ]. The participant also substituted omitted a few sounds. This might happen because his speech articulation has not developed well yet or genetic factor does not allow him to do so.

scholarly journals First Language Acquisition, Developmental Errors in Vocabulary: A Case Study of a Four -Year- Old Iranian Child

2020 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Nastaran Sadeghi ◽  
Mohammad Hashamdar
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
Learning Process ◽  
First Language ◽  
First Language Acquisition ◽  
Iranian Child ◽  
Interval Recording ◽  
Do So

This case study aims to discover the process of first language acquisition of a 4–year-old Iranian child. The focus of the research is on developmental errors the child has created in his language development, i.e. the words which are not correct. To do so, the researcher, during four months, observed and recorded the subject's produced strange words. The recording was done by two ways, Interval recording strategy and event sampling.Developmental errors or strange words are part of the learning process. These words are created due to different reasons. The research shows that during four months and in thirty three records, eleven strange words and expressions were produced. These eleven errors were investigated in this study in details. A table was presented by the researcher in which these errors were thoroughly described.

scholarly journals First language acquisition of French grammar (from 10 months to 4 years old) Introduction

2012 ◽  
Vol 22 (1) ◽  
pp. 1-6
Author(s):  
MARTINE SEKALI
Keyword(s):  
Language Acquisition ◽  
Universal Grammar ◽  
First Language ◽  
Psychological Development ◽  
First Language Acquisition ◽  
Grammatical Development ◽  
Parental Input ◽  
Linguistic Input ◽  
French Grammar ◽  
Innate Ability

How do French children acquire the grammatical system of their native language so easily? Many hypotheses have been put forward and experimentally tested to solve this mystery. Generative theories argue that grammar is a universal and innate ability ready to be instantiated after birth. Within this framework, grammatical development is seen as a process whereby universal grammar gradually settles into the language-specific structures of the linguistic input that children receive in the first years of life. In the last decades however, many researchers of child language development have suggested other explanations. Current functional-cognitive research (cf. Langacker, 1988, 2000; Bybee, 1995, 2002; Elman et al., 1996; Tomasello, 2003; Diessel, 2004), proposes a usage-based approach to first language acquisition, where grammar is shaped by usage, and linguistic constructions are taken from parental input and gradually generalised by the child. Usage-based theories thus consider grammatical development as a dynamic process which emerges and evolves, in parallel with cognitive and psychological development, through the use of symbolic patterns which consolidate into grammatical constructions.

Bilingual First Language Acquisition: French and German Grammatical Development

Language ◽  
1996 ◽  
Vol 72 (3) ◽  
pp. 645
Author(s):  
Bernhard Rohrbacher ◽  
Jürgen M. Meisel ◽  
Jurgen M. Meisel
Keyword(s):  
Language Acquisition ◽  
First Language ◽  
First Language Acquisition ◽  
Grammatical Development

Evidence for transfer in bilingual children?

1998 ◽  
Vol 1 (3) ◽  
pp. 177-180 ◽  
Author(s):  
AAFKE HULK ◽  
ELISABETH VAN DER LINDEN
Keyword(s):  
Language Acquisition ◽  
First Language ◽  
Bilingual Children ◽  
First Language Acquisition ◽  
Early Language ◽  
New Approach ◽  
Bilingual Child ◽  
Language Differentiation ◽  
Established Fact ◽  
The Way

The paper by Natascha Müller follows the new way of studying bilingual first language acquisition which has been advocated in the last few years by several researchers (Döpke, 1996, 1997; Gawlitzek-Maiwald & Tracy, 1996; Hulk & Van der Linden, 1996; Hulk, 1997). In this new approach, while it is taken as an established fact that bilingual children are capable of early language differentiation, at the same time a lot of attention is given to cross-linguistic influence as an important characteristic of bilingual first language acquisition. We will discuss the nature of differentiation and transfer here as presented by Müller's paper and the way we see it ourselves. We will illustrate our position with examples from the French-Dutch bilingual child we have been studying for some time.

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