Advances in applied psycholinguistics: v.1: Disorders of first-language development; v.2: Reading, writing, and language learning

1988 ◽  
Vol 26 (01) ◽  
pp. 26-0104-26-0104
Keyword(s):  
Language Development ◽  
Language Learning ◽  
First Language

Language Learning

2012 ◽  
Author(s):  
Amy Paugh
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
Language Learning ◽  
Human Development ◽  
Cognitive Processes ◽  
Cultural Context ◽  
First Language ◽  
The Body ◽  
First Language Acquisition ◽  
Wide Range

The study of language learning is central to understanding how children learn to communicate and become competent members of their communities and social worlds. It is basic to the study of what it means to be human. As such, the body of research on this topic spans multiple disciplines including linguistics, psychology, anthropology, sociology, human development, education, applied linguistics, speech-language pathology, and neuroscience. It entails studies of the acquisition of first and second (third, etc.) languages in monolingual and bi/multilingual contexts, and both typical and atypical language development. Theories and methods used to study this phenomenon vary across academic disciplines. Linguistic and psychological approaches to first-language acquisition have focused more heavily on cognitive processes and development, while research from anthropological and sociolinguistic perspectives tends to examine learning language in its social and cultural context. These differing orientations are reflected in the terms used to refer to the process, for example, language acquisition or language development in linguistic and psychological approaches and language socialization in anthropological approaches. Much research on first-language acquisition has been carried out on English-speaking North American and European populations, but recent years have witnessed increasing analysis of cross-linguistic and cross-cultural data. Studies range in focus, examining theoretical claims or the acquisition of particular linguistic features such as phonology, morphology, syntax, semantics, pragmatics, and discourse. Researchers investigate the influences on language learning and seek to illuminate the relations of language to human development, cognitive processes, and/or culture. Normally developing children worldwide evidence a high degree of similarity in early language learning; thus it has been possible to summarize general developmental sequences. One of the most fundamental points of rigorous debate concerns the degree of influence played by innate genetic predispositions or mechanisms of language (“nature”) versus the role of the social environment and language(s) children are exposed to (“nurture”). Spurred by this and other debates, the field has exploded since the 1960s. The literature is extensive and multidisciplinary, with each area often very specialized. This bibliography covers a wide range of perspectives, including research that falls on all points of the nature-nurture continuum, but focuses primarily on early childhood and confines itself to reviews, primary case studies, and foundational publications on child language learning in each tradition. The article was compiled with research assistance from Divya Ganesan at James Madison University.

First language development: a usage-based perspective on past and current research

2014 ◽  
Vol 41 (S1) ◽  
pp. 48-63 ◽  
Author(s):  
ELENA LIEVEN
Keyword(s):  
Cognitive Development ◽  
Language Development ◽  
Language Learning ◽  
Child Language ◽  
First Language ◽  
Computational Modelling ◽  
Systematic Errors ◽  
The Past ◽  
Language Research ◽  
The Relationship

ABSTRACTI first outline three major developments in child language research over the past forty years: the use of computational modelling to reveal the structure of information in the input; the focus on quantifying productivity and abstraction; and developments in the explanation of systematic errors. Next, I turn to what I consider to be major outstanding issues: how the network of constructions builds up and the relationship between social and cognitive development and language learning. Finally, I briefly consider a number of other areas of importance to a psychologically realistic understanding of children's language development.

scholarly journals How adult second language learning differs from child first language development

1996 ◽  
Vol 19 (4) ◽  
pp. 721-723 ◽  
Author(s):  
Harald Clahsen ◽  
Pieter Muysken
Keyword(s):  
Second Language ◽  
Language Development ◽  
Language Learning ◽  
Second Language Learning ◽  
First Language ◽  
Alternative View ◽  
L2 Acquisition ◽  
Target Article ◽  
Theoretical Developments

AbstractWe argue that the model developed in Epstein et al.'s target article does not explain differences between child first language (LI) acquisition and adult second language (L2) acquisition. We therefore sketch an alternative view, originally developed in Clahsen and Muysken (1989), in the light of new empirical findings and theoretical developments.

Language Development and Delay in Internationally Adoped Infants and Toddlers

2002 ◽  
Vol 11 (4) ◽  
pp. 333-339 ◽  
Author(s):  
Sharon Glennen
Keyword(s):  
Language Development ◽  
Language Learning ◽  
First Language ◽  
Adopted Children ◽  
Infants And Toddlers ◽  
Adoptive Families ◽  
Internationally Adopted Children ◽  
Developmental Risks ◽  
The Impact ◽  
Internationally Adopted

When children change cultures through adoption, they experience a transition from a birth first language to a new adoptive first language. Because adoptive families rarely speak the birth language, use of that language arrests at the time of adoption and undergoes attrition while the child learns the new adopted language. During this process, internationally adopted children have limited abilities in both languages. This makes it difficult to determine which children require speech and language services, and which will learn the new language spontaneously over time. This article reviews information on arrested language development in bilingual children and applies it to the internationally adopted child. The influence of cross-linguistic patterns of transfer and interference in infants and toddlers is explored, along with the medical and developmental risks associated with children adopted from orphanages. The primary goal of this article is to help professionals understand post-adoption language learning issues affecting internationally adopted children, as well as the impact of preadoption history on those developmental processes.

Progressions of a New Language: Characterizing Explanation Development for Assessment With Young Language Learners

2017 ◽  
Vol 37 ◽  
pp. 241-263 ◽  
Author(s):  
Alison L. Bailey
Keyword(s):  
Language Development ◽  
General Education ◽  
Language Learning ◽  
Language Learners ◽  
Oral Language ◽  
English Language ◽  
First Language ◽  
General Education Teachers ◽  
Grade 5 ◽  
Teachers And Students

ABSTRACTFew studies have detailed the emergence and growth of the oral language and discourse characteristics of school-age students at different grades and across time (Bailey, 2010; Hoff, 2013). Yet general education teachers and English language specialists need well-articulated, preferably empirically derived progressions of language learning to support their students’ oral language development, particularly with those students who are acquiring English as a new or second language. Explanation skills, which encompass the development of many different language and discourse features, were the focus of this study. The language learners whose elicited oral explanations were used to characterize the order of emergence of features were in kindergarten and third grade (5–6 and 8–9 years old). These students were acquiring English in school with predominantly Spanish as their first language. Development of explanations by a cohort of English monolingual or proficient students provides grade-specific comparison language trajectories. The results are placed within the context of a formative assessment framework in order to assist teachers and students in placing explanations at different phases of sophistication on the progressions. This facilitates charting development and identifying with greater specificity which language and discourse features might be effective targets of contingent instruction to promote students’ oral explanation abilities.

Individual differences predict ERP signatures of second language learning of novel grammatical rules

2017 ◽  
Author(s):  
Emily S Nichols ◽  
Marc F Joanisse
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Language Learning ◽  
First Language ◽  
Event Related Potentials ◽  
Grammatical Gender ◽  
Grammatical Rule ◽  
Related Potentials ◽  
And Gender ◽  
Anterior Negativity

We investigated the extent to which second-language (L2) learning is influenced by the similarity of grammatical features in one’s first language (L1). We used event-related potentials to identify neural signatures of a novel grammatical rule - grammatical gender - in L1 English speakers. Of interest was whether individual differences in L2 proficiency and age of acquisition (AoA) influenced these effects. L2 and native speakers of French read French sentences that were grammatically correct, or contained either a grammatical gender or word order violation. Proficiency and AoA predicted Left Anterior Negativity amplitude, with structure violations driving the proficiency effect and gender violations driving the AoA effect. Proficiency, group, and AoA predicted P600 amplitude for gender violations but not structure violations. Different effects of grammatical gender and structure violations indicate that L2 speakers engage novel grammatical processes differently from L1 speakers and that this varies appreciably based on both AoA and proficiency.

FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)

2018 ◽  
Vol 28 (7) ◽  
pp. 2319-2324
Author(s):  
Rina Muka ◽  
Irida Hoti
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Grammatical Knowledge ◽  
Level Of Education ◽  
The Third

The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.

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