scholarly journals FOSTERING FIRST LANGUAGE SKILLS THROUGH EARLY LISTENING ACTIVITIES: A CASE STUDY ON A PRE-SCHOOL CHILD’S LANGUAGE ACQUISITION

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Irma Wahyuni
Keyword(s):  
Language Development ◽  
Language Skills ◽  
First Language ◽  
Skills Acquisition ◽  
Listening Skills ◽  
Grammatical Structure ◽  
Care Givers ◽  
Listening Skill ◽  
Basic Language

Language skills acquisition in children indicates a remarkable achievement for every parent as the ability of comprehending and producing the language is one of the most important basic skills in human’s development. Approaching the age of five, a normal child’s language development is in a complex-linguistic period where she is able to produce a language with a firm grammatical structure as adults conduct. Interestingly, this happened without a regular and structured grammar learning process. However, some factors play significant roles to activating cognitive systems in children (Wahyuni, 2019) which stimulates their language skills. The most basic language skill in children that is able to be fostered early is listening skill which they have needed and acquired before they reach their first year of age and will be continuously developed during their language development journey. Listening becomes crucial for them as it cognitively creates a comprehensible input before creating outputs for them to producing the language, before they start speaking. Applying an intrinsic case study on a pre-school (near five-year old) child, this qualitative research tries to describe how the process of early listening skill can be trained by parents or care-givers to stimulate children’s language skills acquisition in their first language (L1) skills acquisition. Specifically it sheds some light on how early listening skill foster L1 skill in children. Some suggestions regarding improvement strategies related to establishing early listening skills in children are presented as well as additional implication of this study for future researches.

scholarly journals استراتيجيات تعلُّم مهارة الاستماع لدى دارسي العربيَّة بوصفها لغة ثانية: الدَّارس الماليزيّ نموذجاً / Learning strategies for listening skills among the non-native Arabic Speakers: Malaysian Student Case Study

2016 ◽  
Vol 7 (3) ◽  
Author(s):  
Salih Mahgoub Mohammed El Tinggari ◽  
Zakaria Omar
Keyword(s):  
Learning Strategies ◽  
Language Skills ◽  
The Other ◽  
Basic Skill ◽  
Listening Skills ◽  
Arabic Speakers ◽  
Listening Skill ◽  
Native Arabic Speakers ◽  
Item Item

ملخص البحث: يعتبر الاتصال الشفوي (الكلام) الوسيلة الفاعلة في بلورة الفكرة الكامنة لدى الفرد، وإخراجها بصورة صوتية تمثل تلك الفكرة تمثيلاً واضحاً، وإيصالها إلى الطرف الآخر –المستمع-دون لبس أو غموض، ويرى الباحث أن الطلبة غير العرب عند التّحدث باللغة العربية يتعثرون على الرغم من تخصصهم في تعلُّمِها بوصفها لغة ثانية. تهدف هذه الدراسة إلى معرفة أسباب إحجام الطلبة عن التحدث باللغة العربية، ومن ثَمَّ إبراز بعض الاستراتيجيات التي استخدمها الباحث في تعليم مهارة الاتصال الشفوي لطلبة بكالوريوس التربية، تخصص تعليم لغة عربية بوصفها لغة ثانية على مدى الخمس السنوات الماضية بالجامعة الإسلامية العالمية بماليزيا. توصلت الدراسة إلى أن تعليم وتعلم اللغة العربية خارج موطنها يعتريه كثير من العقبات تتمثل في البيئة المحيطة بالدارس، والمناهج والمقررات، والوسائل المعينة اللازمة، وينبغي أن يخصص وقت لممارسة الكلام باللغة العربية داخل الصفوف الدراسية، وإتاحة الفرصة لكل طالب أو طالبة في التعبير الشفوي، مع التشجيع الكامل من المعلم، ويتم تصحيح الخطأ بطريقة محفزة، وترصد لهم مكافآت ولو رمزية، تعزيزاً لدفعهم للكلام، وكسر حاجز الخوف والخجل، وإكسابهم الجسارة والجرأة والثقة، على أن يكون الوقت المخصص للكلام إلزاميا لجميع الطلبة دارسي اللغة العربية، ولكل المقررات المتعلقة باللغة.   الكلمات المفتاحية: السَّمع –  الاستماع – مواصفات -  الفروق –  الاستراتيجيات.   Abstract: This paper intends to discuss through descriptive analytical field study the student strategies in overcoming the problems of learning listening skills. Data was gathered from 184 students through the questionnaire of 25 items. The analysis revealed that the students used moderately the strategies according to the Oxford taxonomy. The most frequent strategies – in sequence – were compensatory, cognitive, meta-cognitive, mnemonic, social and affective. Difference in employing the strategies among the groups and items was also observed. The skills groups used more of the strategies comparing with the LQ4000 group although that the latter had better mastery of the language. Listening skill is a basic skill that is regarded as a key to the other language skills.   Keyword: Hearing – Listening- Descriptions – Differences – Strategies.   Abstrak: Kertas ini bertujuan untuk membicarakan melalui kaedah perincian deskriptif  lapangan, strategi pelajar dalam mengatasi permasalahan pembelajaran kemahiran mendengar. Data dikumpul daripada 184 pelajar melalui borang soal selidik yang mengandungi 25 soalan. Analisa maklum balas menyerlahkan penggunaan pelajar secara sederhana mengikut taksonomi Oxford. Strategi yang paling kerap – mengikut turutan- ialah penggantian, pemikiran, meta kognitif, memori, sosial dan emosi. Perbezaan dalam menggunakan strategi dalam kalangan kumpulan-kumpulan dan item-item juga diperhatikan. Kumpulan yang dalam tahap mempelajari kemahiran bahasa menggunakan lebih banyak strategi jika dibandingkan dengan dengan kumpulan LQ4000 walaupun kumpulan terdahulu lebih menguasai bahasa Arab. Kemahiran mendengar dianggap sebagai kemahiran utama kepada kemahiran lain. . Kata kunci: Pendengaran – Mendengar – Perincian – Perbezaan – Strategi. 

The Effect of Lesson Study on Listening Ability of Group B Students at At-Tauhid Palembang Early Childhood

2021 ◽  
Vol 1 (2) ◽  
pp. 17-22
Author(s):  
Hasti Yus Tina ◽  
Sri Sumarni ◽  
Syafdaningsih Syafdaningsih
Keyword(s):  
Lesson Study ◽  
Language Skills ◽  
Sampling Technique ◽  
Listening Skills ◽  
Case Study Design ◽  
A Value ◽  
Listening Skill ◽  
Listening Ability ◽  
Group B

Listening skills are the basic skills for developing children's language skills. The listening ability of children at Paud At-Tauhid Palembang is still low. This can be seen at the time the learning took place some children did not pay attention to the teacher because they were more absorbed in playing and chatting with their friends, and when the teacher asked questions there were only a few children who could answer the questions. Researchers used lesson study with the stages, namely plan do see redesign to improve children's listening skills. This research aims to identify the effect of lesson study on the listening skill of children in Paud At-Tauhid Palembang, covering 3 indicators, namely (1) listening attentively, (2) answering simple questions, (3) reiterating the words heard. It is pre-experimental research with one case study design. The sample was selected using a purposive sampling technique with consideration of the low listening skill of children in class B1. This research involved a total of 20 samples of 9 boys and 11 girls. The data were collected using an observation sheet. The sheet displayed test scores and then they were converted to a value. The treatment was conducted for 3 meetings and each meeting was observed. The collected data were processed by calculating the average listening skill of the children. Based on the result of the t-test, it showed t – count values of 3.78 and t-table values of 1.72 meaning that H0 is rejected and Ha is accepted. Based on this result, it can be concluded that the lesson study provides significant effects on the listening skill of children.

scholarly journals Conversation in language development and use: An Introduction

2010 ◽  
Vol 30 (3-4) ◽  
pp. 241-249 ◽  
Author(s):  
Edy Veneziano
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
Language Skills ◽  
Editorial Introduction ◽  
Special Issue ◽  
Conversational Skills ◽  
Basic Language ◽  
Conversational Interactions ◽  
The Impact ◽  
Children's Development

This editorial introduction summarizes the background to, and contents of, a special issue devoted to children’s development of conversational skills and their relation to language acquisition and use. The centrality of conversation to language development is well recognized and this introduction identifies two key approaches to research: the impact of conversational processes on language acquisition itself, and the ways in which basic language skills are put to use in conversational interactions. The articles included in this issue were organized according to these themes and are outlined accordingly.

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 Secretarial Students’ Preferences of Learning Materials

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Wawan Hendrawan
Keyword(s):  
Learning Outcomes ◽  
Language Skills ◽  
Learning Goals ◽  
Learning Material ◽  
Learning Materials ◽  
Listening Skill ◽  
Materials Used ◽  
Audio Video ◽  
Learning English

Successful learning outcomes are determined by the best learning materials forging the students’ profiles after graduation. To this end, it is imperative for lecturers or teachers conducting a study in accordance to the issue of learning materials. This research is not the exception. It tries to investigate the students’ preferences of the learning materials used. This study is performed inside the language laboratory in one academy of secretary located in the heart of Bandung City, West Java, Indonesia. There are thirty seven students, all of them are women, from two different classes participating in this study. They are fourth semester students taking the English listening skill course which followed by them for sixteen sessions. This study uses a mix method as its approach with case study as its design. The instrument of data collection is questionnaire. The data taken from this study is analysed quantitatively and qualitatively. The results demonstrate that first audio-video becomes the most preferred form of learning material. By this, it brings its own implication like learning is more real, motivating and enjoyable. Second, the use of different forms of learning material would harvest various end goals. Third, for secretaries, the goal of learning English is the proficiency of using the four language skills. Finally, this research opens the way to the understanding of the preferences of students while learning English listening skill course in an academy of secretary. Keywords: secretary, learning materials, learning goals

CHILDREN LANGUAGE ACQUISITION PROCESS

2020 ◽  
Vol 10 (2) ◽  
pp. 157
Author(s):  
Loli Safitri
Keyword(s):  
Qualitative Research ◽  
Language Acquisition ◽  
Language Development ◽  
First Language ◽  
Video Recording ◽  
Real Life ◽  
The Subject ◽  
The One ◽  
The Right

This research discusses a case study of children in acquiring their first language at age 18 months old in Bukittinggi. The process deals with some stages namely cooing, babbling, holophrastic, the two-word stage, telegraphic stage, and multiword stage. The purpose of this study is focused on how the children learn the language in the real life. To find out the answer of the problem in this research, the researcher uses the related theories, they are Lyons (1981), Varshney (2003), Chomsky (2009), Bolinger (2002), Gleason (1998), Steinberg (2003), Fromkin (1983), Bolinger (2002) and Steinberg (2003). This research is conducted with descriptive qualitative research where the subject and object is taken from the children at age 18 months old in Bukittinggi. The researcher takes the observed baby named Azka as the subject and gets the data by observation and video recording. After the data had been collected, the researcher finds out that Azka was 18 months old baby who was in holophrastic functions: the one-word utterances stage of language development. Finally, parents’ role is important to develop the children language. The parents should build interaction with their child to know their child’s language development. Besides that, the researcher suggests the parents to say the right pronunciation to the children.

The LAFEC Experience for Language Skills Acquisition

2011 ◽  
pp. 497-508
Author(s):  
Heli Simon ◽  
Päivö Laine ◽  
Ann Seppänen ◽  
Ana Barata ◽  
Carlos Vaz de Carvalho
Keyword(s):  
Higher Education ◽  
Web Sites ◽  
Language Skills ◽  
European Countries ◽  
Learning Approach ◽  
Skills Acquisition ◽  
Student Centered ◽  
Basic Language ◽  
E Learning ◽  
Learning Language

This chapter presents the tutoring methodology adopted in an e-learning language course for students in vocational training and higher education as well as staff from small and medium-sized enterprises (SME) in various European countries. The course concerns the acquisition of basic language skills essential to develop effective e-commerce Web sites in several languages. It is based on a student-centered, peer-learning approach that promotes collaboration between students and tutors. It also includes a set of new tools, such as an electronic ontology-based dictionary that allows new forms of putting theory into practice. The chapter presents results from an initial implementation with students from four European countries and China.

Acquisition of Pig Latin: a case study

1989 ◽  
Vol 16 (2) ◽  
pp. 365-386 ◽  
Author(s):  
Nelson Cowan
Keyword(s):  
Short Term Memory ◽  
Language Skills ◽  
Ordinary Language ◽  
First Grade ◽  
Short Term ◽  
Function Words ◽  
Term Memory ◽  
Basic Language ◽  
Over Time

ABSTRACTA boy's acquisition of Pig Latin was monitored throughout the year preceding first grade. Abilities underlying this game include the identification of words, deletion of the first syllabic onset (i.e. prevocalic consonants) of each word, blending of this onset and the suffix [e1] onto the word's end, and short-term memory for speech units. Performance improved over time as the underlying abilities developed. Meanwhile, various informative errors were made. Throughout most of the study, onsets that were correctly removed from a word's beginning were often added to its end incorrectly; unstressed function words were repeated intact and not transformed; and the first syllabic onset was overlooked when the syllable was unstressed. Because speech games like this one depend upon basic language skills, they can clarify aspects of ordinary language development.

scholarly journals Basic Language Skills as a Tool for Enhancing Students' Learning: A Case Study of Undergraduates' Perceptions

2018 ◽  
Vol 1 (1) ◽  
pp. 23-32
Author(s):  
Hakim Ali ◽  
Bashir Hussain ◽  
Imtiaz Ahmad Warraich
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Survey Design ◽  
Language Skills ◽  
Public University ◽  
Female Students ◽  
Language Teachers ◽  
Educational Levels ◽  
Basic Language

Four basic and interrelated language skills i.e., listening, reading, writing and speaking have long been used by language teachers as a prerequisite as well as an indispensable part of foreign language teaching. In this context, the key intent of this survey design quantitative study was to examine views of undergraduate students about the extent of efficacy of these basic language skills in enhancing their learning and how students approach and use each of the skills. The data used to reach the conclusions were collected through a 23 item self-developed questionnaire comprising four sub-scales i.e., listening (5 items), reading (9 items), writing (5 items),  and speaking (4 items).  The questionnaire was administered to a sample of 207 male and female students randomly selected from three departments of one public university in Pakistan. Based on the descriptive and inferential analyses of students’ responses, it was concluded that students consider all the four basic language skills as an effective and helpful tool for enhancement of their learning as well as delivery of information. The study finally recommends teaching these skills to students at early educational levels with different methods and approaches to make them more successful and willing learners.

scholarly journals TEACHING CRITICAL LISTENING TO YOUNG LEARNERS IN INDONESIAN EFL CONTEXT

2017 ◽  
Vol 1 (1) ◽  
pp. 41
Author(s):  
Fetty Poerwita Sary
Keyword(s):  
Foreign Language ◽  
Language Skills ◽  
The Other ◽  
Listening Skills ◽  
Reading And Writing ◽  
Childhood Education ◽  
Efl Context ◽  
Young Learners ◽  
Listening Skill ◽  
Level 3

The teaching of English in Indonesia includes four skills�listening, speaking, reading, and writing, and two language components�vocabulary and grammar. Listening is one of the four language skills that have an important role in teaching of English in our country. In the context of early childhood education�including the teaching of English in elementary school�there has been a persistent misconception about how children learn�including learning a foreign language. To ensure success in learning a foreign language, children should have a great deal of exposure to, engagement in, and support for the language they are learning. Therefore, the aims of the study are to know the response of the young learners in learning listening skill through storytelling and whether they can apply the critical listening into the other language skills�speaking, reading, and writing. The subjects in this study are students of level 3 in one of English course in Bandung Indonesia. Their ages are around 9 -12 years old. The data are gathered from activities in the classroom, observation, and interviews. This reseach provides steps of critical listening activities. The results shows 1) the activities are sucessfully help the students to sharpen their listening skill and 2) most of the students can apply the listening skills to the other skills. In the end of this study, the pedagogical implications were provided.Keywords: critical listening, young learners, Indonesian EFL context.

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