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.

Leerlingkenmerken en Taalvaardigheid in Het Turks en Het Nederlands

1990 ◽  
Vol 37 ◽  
pp. 83-91 ◽  
Author(s):  
Geert Driessen ◽  
Kees de Bot
Keyword(s):  
Second Language ◽  
The Netherlands ◽  
Language Proficiency ◽  
Mother Tongue ◽  
First Language ◽  
Migrant Children ◽  
Second Language Proficiency ◽  
Global Factor ◽  
Language Tests ◽  
Proficiency Scores

Evaluation of the effect of mother tongue teaching to migrant children in the Netherlands. Data are presented on first- and second-language proficiency of the Turkish sample (n=368). The aim of the investigation was to find out to what extent learner characteristics influence proficiency scores. It is concluded that the correlation between first and second-language proficiency is particularly low, which does not support Cummins' interdependency hypothesis. Interestingly parents' interest in school is an important global factor. Age on arrival appears to be of little importance for scores on the first-language tests. This suggests that children who have lived in the Netherlands for most of their lives, still show a continued development of their mother tongue.

scholarly journals Lexical Phrases: An Essential Brain-Adaptive Requisite for Second Language Acquisition

2020 ◽  
Vol 12 (3) ◽  
pp. 153
Author(s):  
Nermin Hosny Yusuf
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Proficiency ◽  
First Language ◽  
L2 Acquisition ◽  
Second Language Proficiency ◽  
Lexical Approach ◽  
Lexical Phrases ◽  
Insight Into

In the incessant attempts to overcome second language (L2) acquisition difficulties and to improve second language proficiency, most of the proposed methodological approaches which address this issue place high value on individual vocabulary and grammar of a second language and fall short of integrating lexical phrases/multi-unit expressions into the teaching approaches. This, if does not exacerbate acquisition difficulties, does not by any means improve it. On this view, the ubiquitous interest in lexical phrases gave rise to their investigation in language acquisition. This paper reviews the importance of lexical phrases in language acquisition by providing further insight into their peripheral role in first language and second language acquisition alike. Also, Evidence from neurolinguistic and psycholinguistic studies are provided to account for lexical phrases representation and brain-adaptability. Further, this paper suggests the implementation of lexical phrases, in general, and the Lexical Approach, in particular, in second language acquisition. Finally, further pedagogical implications as well as self-paced ones are proposed. 

scholarly journals Predictors of immigrants’ second-language proficiency: a Dutch study of immigrants with a low level of societal participation and second-language proficiency

2015 ◽  
Vol 2015 (236) ◽  
Author(s):  
Coby van Niejenhuis ◽  
Margaretha P. C. van der Werf ◽  
Sabine Otten
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Mother Tongue ◽  
High Educational Level ◽  
Voluntary Work ◽  
Second Language Proficiency ◽  
Low Level ◽  
Dutch Study ◽  
Gender And Migration ◽  
And Migration

AbstractThis article examines the predictors of second-language proficiency for a group that until now has hardly been investigated: immigrants who rarely participate in the host society and who have a low level of second-language proficiency (sample characteristics are for example: no paid job, low educational and literacy level, high mean age and number of years since migration). In contrast with earlier research, not only self-assessments were used as indicator for second-language proficiency, but also language test scores. Results from a sample of 624 immigrants partly replicate findings from earlier studies: self-assessed second-language proficiency is higher among immigrants who have followed a language course, do voluntary work, have a high educational level, high mother-tongue proficiency, a low migration age, and a large number of years since migration. No links, however, were found between having psychological problems, gender, and migration motive and self-assessed second-language proficiency. Furthermore, some new predictors of self-assessed second-language proficiency were identified, namely similarity in alphabet between mother tongue and second language, daily interactions with natives in the public domain, and speaking the second language at home. For a subsample (N=98) second-language proficiency was also assessed via (objective) lexicon tests. When using scores on this test as dependent variables, only years since migration turned out to be a significant predictor. Though certainly tentative, this finding indicates that different predictors of second-language proficiency may apply depending on how it has been measured.

Language Testing-SLA Research Interfaces

1988 ◽  
Vol 9 ◽  
pp. 193-209 ◽  
Author(s):  
Lyle F. Bachman
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Proficiency ◽  
Applied Linguistics ◽  
Language Testing ◽  
Second Language Proficiency ◽  
Stage Of Development ◽  
Longitudinal View

Language testing [LT] research and second language acquisition [SLA] research are often seen as distinct areas of inquiry in applied linguistics. To oversimplify slightly, SLA research takes a longitudinal view, concerning itself primarily with the description and explanation of how second language proficiency develops, while LT research typically observes a “slice of life”, and attempts to arrive at a more or less static description of language proficiency at a given stage of development.

MANAGING TRANSITION: TEACHER ACCOMMODATION STRATEGIES IN AN ENGLISH SECOND LANGUAGE CLASSROOM

2016 ◽  
Vol 13 (1) ◽  
pp. 50-66
Author(s):  
Blandina Makina
Keyword(s):  
Second Language ◽  
Public Schools ◽  
Language Proficiency ◽  
Intermediate Phase ◽  
Mother Tongue ◽  
First Language ◽  
Home Language ◽  
Learning And Teaching ◽  
Slow Development ◽  
And Function

The South African Language in Education Policy (LiEP) makes provision for learners to be taught in their first language in the first three years of schooling. In accordance with this language policy, in most public schools, learners are taught in their home language in the first three years of school. In grade 4, which is the beginning of the intermediate phase, English - the second language (L2) – becomes the language of learning and teaching (LoLT) across all subjects except the mother tongue. Contrary to expectations, by grade 4, learners in disadvantaged environments have barely developed sufficient reading and writing skills in their home language to make a successful transition and function effectively in the L2. This paper is based on insights from lesson observations and interviews of three Grade 4 teachers of English as a Second Language. It documents the accommodation strategies used to help learners manipulate the language of learning and teaching (LoLT). Findings indicate that the translanguaging processes involved in making English part of the learners’ linguistic repertoire are heavily embedded in the home language, resulting in very slow development of the learners’ language proficiency in English. Recommendations are made on how to enable teachers to assist their learners to bridge this transition gap.

The effect of bilingualism on cognitive ability: A test of the level of bilingualism hypothesis

1995 ◽  
Vol 16 (3) ◽  
pp. 293-308 ◽  
Author(s):  
Lorna H. Jarvis ◽  
Joseph H. Danks ◽  
William E. Merriman
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Cognitive Ability ◽  
Language Proficiency ◽  
Cognitive Abilities ◽  
General Intelligence ◽  
Verbal Intelligence ◽  
Mexican Spanish ◽  
Second Language Proficiency

ABSTRACTDoes bilingualism facilitate the development of cognitive abilities, and if so, how? According to the level of bilingualism hypothesis (Diaz, 1983), only in the early stages of second language acquisition does bilingualism foster cognitive ability. This hypothesis was tested on a sample of 3rd and 4th grade Mexican Spanish-English bilinguals with low English proficiency. Knowledge of Spanish and English in phonology, vocabulary, and syntax was measured. Nonverbal general intelligence was assessed with the Raven Colored Progressive Matrices, and verbal intelligence was assessed with a subtest of the Woodcock Language Proficiency Battery. No relationship was found between degree of bilingualism and nonverbal intelligence, contrary to the level of bilingualism hypothesis. The results suggest that the effects of bilingualism on cognitive development are not solely dependent on the level of second language proficiency.

scholarly journals Global Second Language Proficiency Predicts Self-Perceptions of General Sarcasm Use Among Bilingual Adults

2019 ◽  
Vol 38 (4) ◽  
pp. 459-478
Author(s):  
Mehrgol Tiv ◽  
Vincent Rouillard ◽  
Naomi Vingron ◽  
Sabrina Wiebe ◽  
Debra Titone
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
First Language ◽  
Social Contexts ◽  
Communication Style ◽  
Communication Styles ◽  
Language Experience ◽  
Social Functions ◽  
Second Language Proficiency ◽  
Cognitive Changes

Each culture has a distinct set of features that contribute to a unique communication style. For example, bilinguals often balance multiple social contexts and may undergo cognitive changes that consequently support different communication styles. The present work examines how individual differences in bilingual experience affect one form of communication style: sarcastic and indirect language. A diverse sample of largely bilingual adults (first language English) rated their likelihood of using sarcastic and indirect language across different daily settings. They also rated their second language experience. There were two key findings: Bilinguals use sarcasm for similar social functions as do monolinguals (general sarcasm, frustration diffusion, and embarrassment diffusion) and greater global second language proficiency linked to greater usage of general sarcasm in daily life. These results suggest that bilinguals may use sarcasm to achieve various communicative goals and bilingual experience may affect general cognitive capacities that support sarcasm use across real-world contexts.

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.

L2 proficiency predicts inhibitory ability in L1-dominant speakers

2020 ◽  
Vol 24 (5-6) ◽  
pp. 984-998 ◽  
Author(s):  
Nga-Yan Hui ◽  
Mingyu Yuan ◽  
Manson Cheuk-Man Fong ◽  
William Shi-yuan Wang
Keyword(s):  
Second Language ◽  
Multiple Regression ◽  
Language Proficiency ◽  
Stroop Task ◽  
Pearson Correlation ◽  
First Language ◽  
Proficiency Tests ◽  
Second Language Proficiency ◽  
Language Background ◽  
Bilingual Advantage

Aims and Objectives: Bilinguals reportedly perform better in tasks that require the suppression of interference because of the constant practice in linguistic inhibition. However, previous literature was largely based on comparisons of pure monolinguals and balanced bilinguals. Those in between the two extremes were rarely examined. This project aimed at studying whether the population who primarily speak in a first language with a different level of second language proficiency also enjoy bilingual advantage. Methodology: Twelve monolingual and 38 bilingual Hong Kong older adults were recruited to perform the Stroop task and the second language (English) proficiency tests. The subjects were all frequent first language (Cantonese) speakers with various levels of second language proficiency. Data and Analysis: Pearson correlation and multiple regression analyses were used to identify the relationship between inhibition ability (Stroop score) and demographic and language background variables (including proficiency in and frequency of exposure to their second language). Findings: Both correlation and multiple regression analysis showed that the subjects with higher proficiency in a second language performed significantly better in the Stroop task. The results suggested that higher second language proficiency leads to higher difficulty in suppressing it, thus the training of inhibition is more effective. Originality: This study expanded the literature on bilingual advantage from a dichotomous comparison between monolingual and bilingual to the more continuous spectrum of bilinguals with different levels of second language proficiency. This study aimed at showing a fuller picture of bilingualism in the world. Significance/Implications: This study proposed that with high proficiency in a second language, frequent first language speakers could also enjoy cognitive advantages brought by bilingualism. Our study provides further evidence for the bilingual advantage hypothesis.

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