scholarly journals The Philosophy of Language Acquisition in Stephen Krashen's Theory based Multiple Intelligences Classroom

2021 ◽  
Vol 3 (01) ◽  
pp. 1
Author(s):  
Suci Ramadhanti Febriani ◽  
Wildana Wargadinata ◽  
Zainul Arifin
Keyword(s):  
Language Acquisition ◽  
Data Collection ◽  
Classroom Management ◽  
Language Learning ◽  
Multiple Intelligences ◽  
Philosophy Of Language ◽  
Acquisition Process ◽  
Qualitative Research Design ◽  
Philosophical Background ◽  
Language Environment

Language acquisition and language learning among scientists tend to be different. This is based on the fact that the language acquisition process is supported unconsciously and is limited to a certain time. Meanwhile, the language learning process can be done consciously and is not limited by time. Through these two arguments, according to Stephen Krashen the acquisition process has certain characteristics. He believes that language acquisition can be obtained in adults. Based on this information, the researcher wants to describe and analyze the philosophy that encourages Stephen Krashen to develop a theory of language acquisition through classroom management based on Multiple Intelligences. This study used a qualitative research design with a case study method at SD Plus Al-Kaustar Malang, Indonesia. Data collection included observation, interview and documentation study through an analysis technique consisting of three steps; data collection, reduction and conclusion. The results showed that the philosophical background built in the theory of Stephen Krashen based on Multiple Intelligences is a empiricism philosopgy. This is known through the process of language acquisition which is formed through an adequate language environment carried out by the sensory experiences of students with the help of their cognitive thinking processes. These findings indicate that language acquisition can be done through a good environmental design even though it has passed the age limit for first language acquisition.

Imitations, interactions, and language acquisition

1983 ◽  
Vol 10 (3) ◽  
pp. 589-603 ◽  
Author(s):  
Elizabeth Lotz Stine ◽  
John Neil Bohannon
Keyword(s):  
Language Acquisition ◽  
Spontaneous Speech ◽  
Acquisition Process ◽  
Spontaneous Production ◽  
The Social ◽  
Single Child ◽  
Language Environment ◽  
Children's Speech

ABSTRACTThe precise function of imitation in children's speech is still debated. Two hypotheses have been offered that focus on either the progressive nature of imitation to aid in the language acquisition process or the social, conversational role played by imitation in discourse. Support for these positions was sought in the imitations within the speech of a single child at ages 2; 8 and 3; 0. Evidence is presented for both roles of imitation in language acquisition. First, imitation aids in limiting the complexity (MLU) of the language environment. The effects of imitation in this role are compared and contrasted to the effects of the child's productions of what? Also, forms may appear in imitation prior to their appearance in spontaneous speech. A model is proposed in which imitation and what?-responses are overlapping phases of language acquisition which occur prior to spontaneous production of a given form.

scholarly journals Methodological Considerations in Data Collection for Language Learning in a Study Abroad Context

1969 ◽  
Vol 4 (1) ◽  
pp. 1-30 ◽  
Author(s):  
Thom Huebner
Keyword(s):  
Language Acquisition ◽  
Data Collection ◽  
Study Abroad ◽  
Language Learning ◽  
Methods And Techniques ◽  
Methodological Considerations

The purpose of this paper is to outline a series of factors that together provide a framework for looking at study abroad and to outline some research approaches, methods and techniques appropriate for examining the language acquisition aspects of this experience.

Towards an Empirical Model of Language Acquisition

1979 ◽  
Vol 9 (1-2) ◽  
pp. 1-7
Author(s):  
J. Vorster
Keyword(s):  
Language Acquisition ◽  
Language Learning ◽  
Generative Grammar ◽  
Black Box ◽  
Primary Language ◽  
New School ◽  
Ambient Language ◽  
Acquisition Device ◽  
Theory Of Language ◽  
Language Environment

Recent research in primary language acquisition can be subdivided into two schools. Under the influence of the highly mentalistic theory of language known as Transformational Generative Grammar, an innate language acquisition device was postulated, and the first school tried to establish what the structure of this device might be on the evidence of its output, i.e. early child grammars. Subsequently a new school arose which concentrated on mothers' speech to young children, providing empirical evidence against the nativist view that primary language acquisition occurs more or less independently of the ambient language environment. In the present article a language acquisition ‘device’ is suggested which differs in essential respects from the nativist-transformationalist model. Instead of an innately endowed ‘black box’ in the head of the child, the ‘device’ is seen as a two-way transmitting and receiving system existing between, and jointly operated by, the language learning child and society.

scholarly journals Learning Style in Language Learning Classroom

2020 ◽  
Vol 1 (1) ◽  
pp. 53
Author(s):  
Fitri Devi Enjelina Silitonga ◽  
Sri Menty Pinem ◽  
Lovita Simbolon ◽  
Laura Maloni Lingga ◽  
Erikson Saragih
Keyword(s):  
Middle School ◽  
Language Acquisition ◽  
Data Collection ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Learning Difficulties ◽  
It Impacts ◽  
Perceptual Modalities ◽  
Processing Information

<p>This article describes the concept of language learning styles in the classroom and the characteristics of students for each of their learning styles in language learning. Where the purpose of this study is to describe their learning styles related to learning styles for language acquisition. There are 3 types of language learning styles described by Tekavcic and Dimovski namely the visual, auditory and touch functions of a person in processing information. The three main types of learning styles are not absolute, of course. Many students learn through various senses. Certain students may be as strong in three perceptual modalities, or in two perceptual modalities from any combination. The method of data collection in this study is observation, the results of this discussion are that we observed grade 9 students of Percut Sei Tuan Middle School very less on how to apply language learning styles they are in front of the class so that it impacts learning difficulties well.</p>

scholarly journals SOUNDS AND PRONUNCIATION (Children's First Language Acquisition Model in the Pragmatic Process)

2019 ◽  
Vol 3 (1) ◽  
pp. 30-36
Author(s):  
Memmy Dwi Jayanti
Keyword(s):  
Qualitative Research ◽  
Language Acquisition ◽  
Data Collection ◽  
First Language ◽  
First Language Acquisition ◽  
Cross Sectional ◽  
Acquisition Process ◽  
Initial Stage ◽  
The Difference

Abstract: The aim of the study was to determine the stages of the linguistic first language acquisition process which emphasized the aspects of sound and pronunciation in children aged two to four years. Research focuses on phonological analysis of sound and pronunciation in a pragmatic perspective. This type of qualitative research uses a cross sectional approach, namely data collection from the age of two to four years at the same time in order to obtain complete and fast data so that it can describe each individual in the process of acquiring his language. The focus of research is all sounds or sounds that are spoken or produced by the child in a pragmatic view, namely when communicating. Sub focus in research is the sound and pronunciation of children according to the theory of Susan M. Gass and Larry Se, at the initial stage the pronunciation of children is not the same as the pronunciation of adults. Some sounds can be distinguished at first such as: the difference between consonants in [ta] and [da]. Even when children start using words that more or less resemble adult words, at least in a sense, there are different pronunciations, namely deletion of syllables (em..bek→goat), elimination of sound (japah→jerapah→giraffe), and simplification process words (fis→fish). The results showed that there was a relationship between the ability of sound produced by children and pragmatic rules according to their age. In the acquisition of languages and stages of linguistic processes with almost the same age there are also differences between children with each other.

scholarly journals The Unifying Theory of Bootstrapping: The Collaboration of Multiple Language Acquisition Mechanisms

2020 ◽  
Vol 2 (4) ◽  
pp. p16
Author(s):  
Zequn Harry Song
Keyword(s):  
Language Acquisition ◽  
Language Learning ◽  
Universal Grammar ◽  
First Language ◽  
First Language Acquisition ◽  
Acquisition Process ◽  
Definitive Evidence ◽  
Syntactic Bootstrapping

Scientists have long been exploring the possibility of Universal Grammar (UG), a linguistic gene that engenders our language acquisition process. What UG may comprise is debated: if semantics is innate, or syntax, or some other linguistic aspects. Moreover, no definitive evidence has surfaced to attest to its existence. Therefore, a first-language acquisition process without the prerequisite of UG is called for. In this paper, we tear apart the incompatibilities among different language acquisition hypotheses and combine them into a theory in which language learning does not require UG. We contend that a unification of the current hypotheses (i.e., pragmatic, prosodic, semantic, and syntactic bootstrapping) is substantial for first-language acquisition, and that scientists should be wary of oversimplifying matters with UG.

Vocabulary Acquisition in First Language: Can This Be Categorized Under Any Universal Developmental Stages?

2016 ◽  
Vol 3 (1) ◽  
pp. 118-130
Author(s):  
Сікдер Шафіназ
Keyword(s):  
Language Acquisition ◽  
Child Development ◽  
Language Learning ◽  
Vocabulary Acquisition ◽  
First Language ◽  
Word Meaning ◽  
First Language Acquisition ◽  
Word Meanings ◽  
Acquisition Process ◽  
Study Results

This researched based case study has been conducted to investigate the fact that whether first language acquisition process in case of vocabulary (acquiring word meanings) follows some certain sequential stages despite of specific learners and their particular contexts. That is to say, to challenge the existing idea of having universal developmental patterns in case of vocabulary acquisition which tries to bring all the unique learners under one single umbrella, this study was conducted on an individual to observe whether and to what extent the child is following or conforming up to any idealistic standard of acquiring vocabulary. Therefore the study had some pre-determined questions set which was ask to the randomly selected child within an informal context (her play time). Interestingly, the study results which were analyzed both qualitatively and quantifiably with support of secondary literatures revealed that the child is not following any particular patterns of development at a time.  Rather is developing word meanings by following some random sequences. That is to say, she has developed some features of word meanings which she should have acquired in some later stages (after a particular age) according to the claim of many researchers. On the other hand, she has not yet acquired features which she should have acquired already. Therefore it can be concluded that a child’s first language vocabulary acquisition process (especially acquisition of word meanings) cannot be made generalized under some certain or principled patterns or rules. This is because every learning process is unique since every individual learner is unique. References Cruttenden, Alan. (1985). Language in Infancy and Childhood: A Linguistics Introductionto Language Acquisition. Manchester, Manchester University Press. Dodd, H. David & Tomikawa, A. Sandra (1980). Early Word Meanings: Perceptually orFunctionally Based? Child Development, 51 (4), 1103–1109. Retrieved from:http://www.jstor.org/stable/1129550 Mace-Matluck, J. Betty. (1979). Order of Acquisition: Same or Different in First- andSecond-Language Learning? The Reading Teacher, 32 (6), 696–703. Retrieved from:http://www.jstor.org/stable/20194855. Miller, A. George (1978). The Acquisition of Word Meaning. Child Development, 49 (4),999-1004. Retrieved from: http://www.jstor.org/stable/1128739 Ritgerd, B. A. (2014). First Language Acquisition: The Rate and Style of VocabularyGrowth in the First Years. Haskoli Islands, 1–26. Retrieved from:http://skemman.is/stream/get/1946/17417/40471/1/BA_Essay.pdf Scovel, Thomas. (2004). Psycholinguistics (5th ed.). New York, NY: Oxford UniversityPress Smith, D. Michael. (1978). The Acquisition of Word Meaning: An Introduction. ChildDevelopment, 49(4), 950–952. Retrieved from: http://www.jstor.org/stable/11287338. You, Yunjung. (2011). Factors in Vocabulary Acquisition through Reading. ITJ, 8, 43–57Retrieved from: http: //15524-21995-1-PB.pdf

scholarly journals CLASSROOM MANAGEMENT AND ARABIC LEARNING PROCESS BASED ON MULTIPLE INTELLIGENCES IN ELEMENTARY SCHOOL

2019 ◽  
Vol 6 (2) ◽  
pp. 222-237
Author(s):  
Arifka Mahmudi ◽  
Suci Ramadhanti Febriani ◽  
Maidatul Hasanah ◽  
Zakiyah Arifa
Keyword(s):  
Data Collection ◽  
Classroom Management ◽  
Multiple Intelligences ◽  
Learning Process ◽  
School Environment ◽  
Qualitative Approach ◽  
Data Display ◽  
Multiple Intelligences Theory ◽  
Collection Data

This study addressed to explore classroom management and Arabic Learning process based on Multiple intelligences theory implemented by the teacher. The study was a case study with descriptive qualitative approach. The data were collected by interview, documentation, and observation. Then, the data were analyzed with the following steps: data collection, data reduction, data display, verification, and affirmation conclusions. The result of this study revealed that the students were classified based on their intelligences with interview and appropriate test of multiple intelligences done by MIR team. Therefore, Arabic teacher implemented a suitable method in the Arabic learning process for each class based on their needs. Yet, the teacher faced an obstacle when teaching the students with logical-mathematical and interpersonal intelligences. Another data indicated that classroom was not only the class for learning, sometimes the teacher challenged the students to study outdoor, school environment. The school environment and facilities contributed to support learning process and give the students more space to be creative and aware with what they found in the school environment.

scholarly journals PEMEROLEHAN BAHASA PADA MASYARAKAT

2020 ◽  
Author(s):  
Rahayu Prasetyowati
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Learning ◽  
Mother Tongue ◽  
First Language ◽  
Social Resources ◽  
Descriptive Research ◽  
The Social ◽  
The World ◽  
Language Environment

Language as a means of communication with interactions between people has an important role in everyday life. In this case language can be in the form of written, spoken or certain symbols which are taken to convey ideas, communication, information so that others can understand and understand. Humans are social resources, who cannot live alone and need others. With human language that can be accessed and continuously connected with each other. Universal languages, therefore, languages throughout the world are basically the same, which is determined by the variety of languages that is only understood by a group of languages. Learned from humans begins with children learning to compile talking. The language that was first obtained was referred to as mother tongue. The method used is 1) see method and 2) descriptive research method. The results showed that the first language was related to language acquisition, while the second language was related to language learning. Good acquisition of language learning, interrelated where the social environment can not be associated with the success of language acquisition in society.Keywords: language; language acquisition; first language; second language; environment

scholarly journals Community Language Learning – a reappraisal

2019 ◽  
Vol 23 ◽  
pp. 29-44
Author(s):  
Carlos Sosa
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Empirical Research ◽  
Acquisition Process ◽  
Education Movement ◽  
Current Task ◽  
A Current ◽  
Community Language

Community Language Learning is a method developed by Charles Curran during the 1950s at Loyola University. As part of the Confluent Education movement it enjoyed a brief period of vogue until supplanted by the Communicative Approach with its more sophisticated views of language and the language acquisition process. This paper seeks to reappraise the main procedure of Community Language Learning as a learner-centred ‘task’ within a current, task-based approach, drawing on present-day definitions and views of second language acquisition. Based on empirical research using the task, learner attitudes are also explored.

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