scholarly journals The Inconspicuous Relationships between Language Acquisition and Learning

2021 ◽  
Vol 6 (4) ◽  
pp. 61-68
Author(s):  
Mr. V. Heymonth Kumar
Keyword(s):  
Language Acquisition ◽  
Language Learning ◽  
Cognitive Theory ◽  
Cultural Theory ◽  
Research Paper ◽  
Noam Chomsky ◽  
Developmental Theories ◽  
Research Findings ◽  
Classroom Education ◽  
Experimental Findings

This research paper throws light on the inconspicuous relationships between language acquisition and learning. It introduces the meanings of language acquisition and learning based on the researches of Pritz Hutabarat and Imran Hussain. Tools for language acquisition, such as movies, games and social networks, are explained clearly in this research paper followed by the definitions of language acquisition and its characteristics. Tools of language learning, such as classroom education and activities, are explained in detail along with the definitions of language learning and its characteristics. These mentioned parts have the testimonials of Fernandes Arung, Aladdin Assaiqeli, Yolanda A.Rankin, Rachel Gold, Bruce Gooch, Hosni M.El-Dali, Parlingdungan Pardede, Eva Alcon, and Jenny X. Montano-Gonzalez. Behaviourist Theory, The Innateness Theory, Cognitive Theory, The Motherese Theory, and Socio-Cultural Theory are the theories of language development that present in this research paper. To prove these language developmental theories, Entisar Khalifa Aljoundi and Dr. Md. Enamel Hoque’s research findings based on the experimental findings of Edward Thorndike, B.F Skinner, Noam Chomsky, Jean Piaget and Lev Vygotsky are provided with suitable examples. This research paper is aimed to spotlight the two most inconspicuous relationships between language acquisition and learning.

L2 acquisition in childhood, adulthood and old age

2018 ◽  
Vol 1 (2) ◽  
pp. 254-276 ◽  
Author(s):  
David Singleton ◽  
Simone E. Pfenninger
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Second Language Learning ◽  
Empirical Investigation ◽  
L2 Acquisition ◽  
Relevant Research ◽  
Age Factor ◽  
Research Findings

Abstract This article deals with some misunderstandings about the age factor in second language acquisition which result from a reliance on an incomplete interpretation of relevant research findings. It begins with an exploration of the work of Penfield and Lenneberg and goes on to weigh recent evidence for and against the hypothesis of a “critical period” in the context of naturalistic second language acquisition. It then turns to the question of the effects of early instructed second language learning. Finally, it addresses the issue of second language learning in late adulthood, summarizing the results of such empirical investigation as has been undertaken to date on this topic and arguing for more attention to be devoted to this area in the future.

scholarly journals Emotional, Behavioral and Cognitive Engagement in Language Learning: The Experience of the Successful Learners

2021 ◽  
Vol 19 (2) ◽  
pp. 337
Author(s):  
Mister Gidion Maru ◽  
Christin Natalia Pajow
Keyword(s):  
English Language Learners ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Silent Period ◽  
Structured Interview ◽  
British Council ◽  
North Sulawesi ◽  
Research Findings

This study aims at investigating and portraying learners’ engagement with language in the learning process. It further shares the influence of the engagement upon the success of language acquisition. This study is methodologically qualitative. The semi-structured interview is implemented based upon the attempts to elaborate seven main questions and several follow-up questions. The respondents are from Manado, North Sulawesi. They are learners whose score above 500 in TOEFL ITP or equivalence to IELTS above 6.0 as the qualification of successful English language learners. They took the test in different institutions such as the Golden Gate and the British Council. The data are then analyzed and interpreted in triangulation. The research findings showed that the engagement has shaped the success of the learners’ language acquisition. The engagement comes in the forms of emotional, behavioral and cognitive ones. Such engagements take place from the silent period to communicative competence period of acquisition. It is further found out that to ensure the success of language acquisition, the three models of engagement have to be persistently and consistently practiced and developed.

Young Learners

2018 ◽  
pp. 58-75
Author(s):  
Joanna Rodiki Petrides
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Learning Theories ◽  
Foreign Language Learners ◽  
Research Findings ◽  
Definition Of

This chapter refers to a very complex factor that is of primary importance in language learning theories: motivation. It aims—through a brief analysis of existing theories and research findings on motivation, its impact on foreign language learning, and second language acquisition—to provide a definition of this complicated term, to explain how motivation can affect foreign language learners, and how young foreign language learners can be motivated to learn a foreign or additional language effectively and become competent users of it. To manage to provide a clear description of how motivation affects young language learners, it is necessary to refer to the theories that analyze foreign language learning or language acquisition and then relate them to the theories on motivation. Different types of motivation are described, including intrinsic, extrinsic, integrative, and instrumental, as well as motivation in the language classroom.

Language Development and Fragile X Syndrome

2011 ◽  
Vol 18 (3) ◽  
pp. 87-97 ◽  
Author(s):  
Leonard Abbeduto ◽  
Audra Sterling
Keyword(s):  
Intellectual Disability ◽  
Clinical Practice ◽  
Language Acquisition ◽  
Language Development ◽  
Learning Environment ◽  
Language Learning ◽  
Fragile X Syndrome ◽  
Fragile X ◽  
Behavioral Profile ◽  
Research Findings

Fragile X syndrome (FXS) is the leading inherited cause of intellectual disability, with a behavioral profile of relative cognitive strengths and weaknesses, as well as a heightened probability of various forms of psychopathology. In this article, the authors review the language strengths and areas of challenge in children with FXS, as well as consider the contributions of the language learning environment to language acquisition. This article concludes with considerations of research findings to clinical practice.

scholarly journals Ta'lim Maharah al-Kalaam Fi Dhu'i al-Nazhariyat al-Ijtima'iyyah al-Tsaqafiyah Li Vygotsky

2019 ◽  
Vol 3 (2) ◽  
pp. 261
Author(s):  
Abdul Muid ◽  
M. Fathor Rohman
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Learning Process ◽  
Cultural Theory ◽  
Learning Theories ◽  
Library Research ◽  
Skills Learning ◽  
Effective Contribution ◽  
Speaking Skills

Learning Arabic through one of the theories of second language acquisition has a positive and effective contribution in achieving supported skills. Vygotsky's socio-cultural theory is one of the theories of language acquisition that has great urgency in supporting one's abilities. This theory emphasizes that learning is not only an individual process but also as a social interaction process under the supervision and guidance of teachers. Vygotsky's sociocultural theory is one of the language learning theories recommended by linguists and psycholinguistics to be applied in the learning process especially in speaking skills learning. The aims are to improve the proficiency and accuracy of students who have different background knowledge in using Arabic. This study aims to find out how the process of speaking skills learning based on Vygotsky's socio-cultural theory and the steps and its application in the speaking skills learning process. This study uses a library approach or library research where data sources are taken from the theories in the literature. This study has contributed to the ease of a teacher to develop learning theories that will be applied in the learning process, especially speaking skills.Keywords: Speaking skills, Vygotskys Socio-Cultural Theory

Tahap Keupayaan Kognitif Bacaan Dalam Pembelajaran Bahasa Melayu Kanak-Kanak Pemulihan Khas

Sains Insani ◽  
2017 ◽  
Vol 2 (2) ◽  
pp. 81-87
Author(s):  
Nurul Haniza Samsudin ◽  
Puteri Roslina Abdul Wahid ◽  
Salinah Ja’afar ◽  
Mohammad Tawfik Yaakub
Keyword(s):  
Qualitative Methods ◽  
Language Learning ◽  
Cognitive Ability ◽  
Reading Fluency ◽  
Remedial Education ◽  
Cognitive Skill ◽  
Ability Level ◽  
Letter Sounds ◽  
Research Findings ◽  
Quantitative And Qualitative Methods

This article discusses the reading cognitive ability in Malay Language learning among remedial education children. The cognitive ability among these children was tested based on several reading aspects which include the skills of recognizing or detecting, understanding, and applying as outlined in Bloom’s Taxonomy. This research utilized both the quantitative and qualitative methods in collecting the data. The subjects selected involved eight Standard Three students who were undergoing the remedial class in Puchong, Selangor. The instruments used included both oral and non-oral tests. The research findings indicate that the ability to apply appears to be the most acquired cognitive skill among the subjects (99.58%), followed by the abilities to understand (95.36%), and to remember (95.8%). These findings portray that special remedial children’s cognitive ability level is not only measured from the aspect of reading fluency, but also their abilities in recognizing letters, understanding letter sounds, and applying grammar skills. Keywords: cognitive ability, Malay Language learning, remedial education children ABSTRAK: Makalah ini membicarakan tentang tahap keupayaan kognitif bacaan dalam pembelajaran bahasa Melayu kanak-kanak pemulihan khas. Keupayaan kognitif dalam kalangan kanak-kanak pemulihan khas diuji berdasarkan aspek bacaan, iaitu dengan mengaplikasikan kemahiran mengenal pasti, memahami, dan mengaplikasi seperti yang terdapat dalam Taksonomi Bloom. Kajian ini juga menggunakan kaedah kuantitatif dan kualitatif dalam pengumpulan data. Subjek yang dipilih merupakan lapan orang pelajar darjah tiga yang mengikuti kelas pemulihan khas di Puchong, Selangor. Instrumen yang digunakan ialah ujian lisan dan bukan lisan. Dapatan kajian ini menunjukkan bahawa keupayaan mengaplikasi merupakan keupayaan yang paling dikuasai oleh subjek kajian dalam kemahiran kognitif, iaitu sebanyak 99.58 peratus, diikuti oleh keupayaan memahami 95.36 peratus, dan keupayaan mengingat 95.8 peratus. Dapatan kajian ini menunjukkan bahawa tahap keupayaan kognitif kanak-kanak pemulihan khas bukan hanya diukur daripada kelancaran bacaan sahaja, malah keupayaan mengenal pasti huruf, memahami bunyi huruf, dan mengaplikasi tatabahasa turut diambil kira. Kata kunci: kognitif bacaan, kanak-kanak pemulihan khas, pembelajaran bahasa Melayu

Reading for pleasure : the influence of reading clubs in selected Bahananwa Limpopo primary schools

2020 ◽  
Vol 1 (3) ◽  
pp. 133-155
Author(s):  
Kgomotlokoa Linda Thaba-Nkadimene ◽  
Maletšema Ruth Emsley
Keyword(s):  
South African ◽  
Primary Schools ◽  
Cultural Theory ◽  
Negative Impact ◽  
Positive Influence ◽  
Reading For Pleasure ◽  
Theory Of Reading ◽  
Research Findings ◽  
African Youth ◽  
Reading Clubs

The challenges of reading experienced by learners exerts a negative impact on reading for pleasure, and learners' outcomes. In an attempt to address such reading challenges, Reading Clubs were launched to promote reading for pleasure among South African youth. This study examines the influence of Reading Clubs on learners' attitudes to Reading for Pleasure and the outcomes thereof. The study was informed by the Top-Down Model of Reading and the Cultural Theory of reading for pleasure. Interviews were conducted in five purposively selected schools with five Sparker coaches and five teachers. The research findings reveal a positive influence of Reading Clubs on reading for pleasure and learners' outcomes. This is reflected through improved levels of reading for pleasure. This study ultimately recommends that schools learn from best practices of Reading Clubs, and that government strive to make Reading Clubs a sustainable project.

Language Ideology and Second Language Learning

2008 ◽  
Vol 155 ◽  
pp. 95-115 ◽  
Author(s):  
Theresa McGarry
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Ideology ◽  
Second Language Learning ◽  
Classroom Practices ◽  
Explanatory Power

AbstractThe increasing recognition of the concept language ideology and the corresponding increasing use of the term have not yet been matched by applications in the field of second language acquisition. However, applications of the concept in analysis of actual classroom practices have shown it to have considerable explanatory power. Greater consideration of language ideology in SLA is necessary not only to achieve greater understanding of the role of ideology in various areas but also to show connections between these areas that may yield important generalizations and to impel the application of the concept in areas where it has been neglected by highlighting its uneven treatment.

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