scholarly journals "HE USED TO BE A LATE TALKER” : PARENTS’ NARRATION OF A FIVE YEAR OLD CHILD NAMED HASAN

2021 ◽  
Vol 8 (2) ◽  
pp. 81-105
Author(s):  
Emy Sudarwati ◽  
Ary Setya Budhi Ningrum
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Speech Therapy ◽  
Research Subject ◽  
Classroom Activities ◽  
Video Recordings ◽  
Catching Up ◽  
Book Medical ◽  
Late Talker ◽  
Catch Up

Abstract: This narrative inquiry is based on the lived experiences of parents who have a speech delayed child. A child with a language delay must go through in order to appropriately have strong competence in the language learning process. The data were derived from parents’ stories, a speech therapy progress book, medical records, and video recordings of classroom activities. Findings were focused on the thorough process a research subject has undergone to finally survive in catching up his lag of language development compared to the mainstream children of his age. After four years of intensive labor requiring parental involvement and three years of programmed therapy, the research subject achieves improvement milestones that enable him to catch up to conventional children's language development, which he should have completed. More research into the deployment of other linguistic aspects is needed  to provide a clear picture of the development of his language learning.  

Needs Analysis and Teachers' Perceptions: A Study of the English Undergraduate Students

2019 ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Needs Analysis ◽  
Learning Needs ◽  
English Learning ◽  
Visual Aids ◽  
Analysis Model ◽  
Classroom Activities ◽  
Teaching Aids

Needs Analysis in the context of language-learning-teaching is an important process to design a certain course and syllabus. It helps course designers to set objectives, choose content, method of instruction, appropriate teaching aids, and classroom activities for different courses. This paper reports the perceptions of the researchers on the English language learning needs of the English undergraduate students of Shaheed Benazir Bhutto University Sheringal, Pakistan. The data is based on the researchers’ personal experience and first-hand observation of the population as the researchers have been teaching in the target context for about a decade. Furthermore, the researchers have always been in discussion with their students and colleagues about the target students’ English learning needs, preferred learning styles, motivation in learning English, interest, strengths/weaknesses, and attitude toward English learning in the target setting. Learners’ assignments, exam answer sheets, and presentations have also been used is a source of data collection. A needs analysis model proposed by Hutchinson and Waters (1987) has been applied in order to analyze the data. The results show that the students lack well grammatical sentences, have poor spellings, capitalization problems, limited vocabulary, unaware of collocations, poor/slow reading comprehension, and lack of effective presentation skills. Furthermore, most of the students have a lack of involvement in classroom activities and feel shy about speaking the English language. It was reported that the provision of authentic material, interesting activities, suitable audio-visual aids, relevant texts, language labs, and other logistic arrangements can better help them in learning the English language. The findings demonstrate that the students wished to have a learner-centered-course that helps them excel in their academic life and learning the English language.

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

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.

scholarly journals Effects of cancer screening restart strategies after COVID-19 disruption

2021 ◽  
Vol 124 (9) ◽  
pp. 1516-1523
Author(s):  
Lindy M. Kregting ◽  
Sylvia Kaljouw ◽  
Lucie de Jonge ◽  
Erik E. L. Jansen ◽  
Elleke F. P. Peterse ◽  
...  
Keyword(s):  
Colorectal Cancer ◽  
Cancer Screening ◽  
Colorectal Cancer Screening ◽  
Catching Up ◽  
Incidence And Mortality ◽  
Specific Mortality ◽  
Cancer Specific Mortality ◽  
Catch Up ◽  
Microsimulation Models ◽  
The Impact

Abstract Background Many breast, cervical, and colorectal cancer screening programmes were disrupted due to the COVID-19 pandemic. This study aimed to estimate the effects of five restart strategies after the disruption on required screening capacity and cancer burden. Methods Microsimulation models simulated five restart strategies for breast, cervical, and colorectal cancer screening. The models estimated required screening capacity, cancer incidence, and cancer-specific mortality after a disruption of 6 months. The restart strategies varied in whether screens were caught up or not and, if so, immediately or delayed, and whether the upper age limit was increased. Results The disruption in screening programmes without catch-up of missed screens led to an increase of 2.0, 0.3, and 2.5 cancer deaths per 100 000 individuals in 10 years in breast, cervical, and colorectal cancer, respectively. Immediately catching-up missed screens minimised the impact of the disruption but required a surge in screening capacity. Delaying screening, but still offering all screening rounds gave the best balance between required capacity, incidence, and mortality. Conclusions Strategies with the smallest loss in health effects were also the most burdensome for the screening organisations. Which strategy is preferred depends on the organisation and available capacity in a country.

Application of Internet of Things intelligent image-positioning studio classroom in English teaching

2021 ◽  
pp. 1-11
Author(s):  
Jie Chen ◽  
Yukun Chen ◽  
Jiaxin Lin
Keyword(s):  
Internet Of Things ◽  
Language Learning ◽  
Learning Strategies ◽  
English Teaching ◽  
Classroom Activities ◽  
Post Test ◽  
Studio Classroom ◽  
And Control ◽  
Self Learning ◽  
Intelligent Positioning

The purpose is to minimize color overflow and color patch generation in intelligent images and promote the application of the Internet of Things (IoT) intelligent image-positioning studio classroom in English teaching. Here, the Convolutional Neural Network (CNN) algorithm is introduced to extract and classify features for intelligent images. Then, the extracted features can position images in real-time. Afterward, the performance of the CNN algorithm is verified through training. Subsequently, two classes in senior high school are selected for experiments, and the influences of IoT intelligent image-positioning studio classroom on students’ performance in the experimental class and control class are analyzed and compared. The results show that the introduction of the CNN algorithm can optimize the intelligent image, accelerate the image classification, reduce color overflow, brighten edge color, and reduce color patches, facilitating intelligent image editing and dissemination. The feasibility analysis proves the effectiveness of the IoT intelligent image-positioning studio classroom, which is in line with students’ language learning rules and interests and can involve students in classroom activities and encourage self-learning. Meanwhile, interaction and cooperation can help students master learning strategies efficiently. The experimental class taught with the IoT intelligent positioning studio has made significant progress in academic performance, especially, in the post-test. In short, the CNN algorithm can promote IoT technologies and is feasible in English teaching.

What we have to explain in foreign language learning

1996 ◽  
Vol 19 (4) ◽  
pp. 718-718 ◽  
Author(s):  
Robert Bley-Vroman
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Development ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Theory ◽  
Foreign Language Learning ◽  
Fundamental Difference ◽  
Human Cognition ◽  
Development Theory

AbstractWhile child language development theory must explain invariant “success,” foreign language learning theory must explain variation and lack of success. The fundamental difference hypothesis (FDH) outlines such a theory. Epstein et al. ignore the explanatory burden, mischaracterize the FDH, and underestimate the resources of human cognition. The field of second language acquisition is not divided into camps by views on “access” to UG.

scholarly journals DESIGNING COMMUNITY LANGUAGE LEARNING METHOD BASED CLASSROOM ACTIVITIES USING ELEARNING RESOURCES TO TEACH LISTENING SKILLS AT THE TERTIARY LEVEL

2019 ◽  
Vol 6 (1) ◽  
pp. 1-7
Author(s):  
Sujatha P ◽  
Thippu Sulthan H
Keyword(s):  
Language Learning ◽  
Tertiary Level ◽  
Learning Method ◽  
Listening Skills ◽  
Learning Materials ◽  
Classroom Activities ◽  
Current Scenario ◽  
E Learning ◽  
Community Language

In the current scenario, English plays an inevitable role in all the fields. The learners and teachers of this language understood the need of it and have taken certain steps to learn/teach language effectively using different methods to meet the needs of the society. Only recently, after the outlook of ELT scholars moved towards a blend of methods to suit the unique needs of a particular class and students during the post methods era, This paper is an attempt to design classroom activities based on CLL using E-learning materials to teach listening skills.

scholarly journals Finding the key to successful L2 learning in groups and individuals

2017 ◽  
Vol 7 (1) ◽  
pp. 127-148 ◽  
Author(s):  
Wander Lowie ◽  
Marijn Van Dijk ◽  
Huiping Chan ◽  
Marjolijn Verspoor
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Language Development ◽  
Language Learning ◽  
Second Language Learning ◽  
Large Body ◽  
Individual Characteristics ◽  
Learner Characteristics ◽  
Complex Dynamic ◽  
Over Time

A large body studies into individual differences in second language learning has shown that success in second language learning is strongly affected by a set of relevant learner characteristics ranging from the age of onset to motivation, aptitude, and personality. Most studies have concentrated on a limited number of learner characteristics and have argued for the relative importance of some of these factors. Clearly, some learners are more successful than others, and it is tempting to try to find the factor or combination of factors that can crack the code to success. However, isolating one or several global individual characteristics can only give a partial explanation of success in second language learning. The limitation of this approach is that it only reflects on rather general personality characteristics of learners at one point in time, while both language development and the factors affecting it are instances of complex dynamic processes that develop over time. Factors that have been labelled as “individual differences” as well as the development of proficiency are characterized by nonlinear relationships in the time domain, due to which the rate of success cannot be simply deduced from a combination of factors. Moreover, in complex dynamic systems theory (CDST) literature it has been argued that a generalization about the interaction of variables across individuals is not warranted when we acknowledge that language development is essentially an individual process (Molenaar, 2015). In this paper, the viability of these generalizations is investigated by exploring the L2 development over time for two identical twins in Taiwan who can be expected to be highly similar in all respects, from their environment to their level of English proficiency, to their exposure to English, and to their individual differences. In spite of the striking similarities between these learners, the development of their L2 English over time was very different. Developmental patterns for spoken and written language even showed opposite tendencies. These observations underline the individual nature of the process of second language development.

scholarly journals أثر البيئة في تعلم اللغة

2019 ◽  
Vol 9 (1) ◽  
pp. 110-128
Author(s):  
Ana Achoita
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Language Skills ◽  
Great Influence ◽  
Language Game ◽  
External Factors ◽  
First Time

Language is a means of communicating a person with others. In language learning, especially arabic the environment has a great influence where language skills for the first time through hearing. Environment is one of the influential external factors in language development. Because the environment is a condition where one can practice language activity, for example conversation, speech, race, and language game.

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