Factor In Language Development Research Articles

EKSPLORASI PERKEMBANGAN BAHASA ANAK USIA DINI: ANALISA FAKTOR, INDIKATOR, DAN TAHAPAN PERKEMBANGAN

Language development is one of the many areas of development that needs to be addressed in kindergarten. Language as a systematic and orderly system of pronunciation, ideas and emotions used for speaking, listening, reading and writing to communicate with other people. This research focuses on analysis related to early childhood language development, through the stages of development, the factors that influence children's language development, as well as indicators of children's language development and various theories of language development. The purpose of this research is to analyze matters related to children's normal development, this is because various problems often arise that children experience when they struggle with acquiring good language. The method used in this research is a qualitative method in the form of library research. The results of this research concluded that it is important to understand children's language development because the development of young children goes through 4 stages, namely pre-imgistic, single words, two-word sentences, and short sentences. Language and language development are important aspects of life, related to child development issues, the role of parents and teachers is an important factor in language development, because they must be good at stimulating children's language intelligence.

Eksplorasi Perkembangan Bahasa Anak Usia Dini: Analisa Faktor, Indikator, Dan Tahapan Perkembangan

Language development is one of the many areas of development that needs to be addressed in kindergarten. Language as a systematic and orderly system of pronunciation, ideas and emotions used for speaking, listening, reading and writing to communicate with other people. This research focuses on analysis related to early childhood language development, through the stages of development, the factors that influence children's language development, as well as indicators of children's language development and various theories of language development. The purpose of this research is to analyze matters related to children's normal development, this is because various problems often arise that children experience when they struggle with acquiring good language. The method used in this research is a qualitative method in the form of library research. The results of this research concluded that it is important to understand children's language development because the development of young children goes through 4 stages, namely pre-imgistic, single words, two-word sentences, and short sentences. Language and language development are important aspects of life, related to child development issues, the role of parents and teachers is an important factor in language development, because they must be good at stimulating children's language intelligence.

Infant vocal productions coincide with body movements.

Producing recognizable words is a difficult motor task; a one-syllable word can require the coordination of over 80 muscles. Thus, it is not surprising that the development of word productions in infancy lags considerably behind receptive language and is a known limiting factor in language development. A large literature has focused on the vocal apparatus, its articulators, and language development. There has been limited study of the relations between non-speech motor skills and the quality of early speech productions. Here we present evidence that the spontaneous vocalizations of 9- to 24-month-old infants recruit extraneous, synergistic co-activations of hand and head movements and that the temporal precision of the co-activation of vocal and extraneous muscle groups tightens with age and improved recognizability of speech. These results implicate an interaction between the muscle groups that produce speech and other body movements and provide new empirical pathways for understanding the role of motor development in language acquisition. RESEARCH HIGHLIGHTS: The spontaneous vocalizations of 9- to 24-month-old infants recruit extraneous, synergistic co-activations of hand and head movements. The temporal precision of these hand and head movements during vocal production tighten with age and improved speech recognition. These results implicate an interaction between the muscle groups producing speech with other body movements. These results provide new empirical pathways for understanding the role of motor development in language acquisition.

61 Delayed Language Development in Mexican Toddlers Following Lockdown During COVID-19: The Case of Peer Socialization

Objective:Socialization is a crucial factor in children’s language acquisition. Lack of socialization could affect language development, causing a delay that can be spotted early by identifying neurological soft signs (NSS). This study aimed to compare NSS and language performance between two samples of children (pre and post-pandemic) since the lockdown carried out by Covid-19 restricted socialization in post-pandemic kids.Participants and Methods:Two groups of 30 children (aged 3 to 5 years old, ten children per age group; 50% boys and 50% girls) were assessed with the NSS and language subtest from the SNB-MX battery (Salvador, Tovar, Segura, Armengol & Ledesma, 2019). The first group was selected and evaluated before the covid lockdown; the second group was selected and assessed after the lockdown. Hence the second group of children was less exposed to socialization since schools changed to digital format. We compared the language performance of both groups.Results:Results include the comparison between samples pre and post-pandemic. Post-pandemic children performed lower in language skills. We also found a correlation between the language and NSS.Conclusions:We conclude that socialization is an essential factor in language development. Also, identifying Neurological Soft Signs could help predict language delay. We thank project PAPIIT IN308219 for sponsoring this research.

Morphological Awareness and Vocabulary Size among Chinese Tertiary ESL Learners in English-Speaking Countries

Morphological awareness is one of the determinant factors in language development, which can facilitate word reading and then facilitate later vocabulary knowledge. This study investigates morphological awareness and vocabulary size of Chinese ESL learners studying in universities in English-speaking countries and seeks to explore the relationship between these two factors. This study contributes to the existing literature on vocabulary development and enhances the understanding of English proficiency of ESL tertiary learners. Two morphological awareness tasks and a three-level Vocabulary Test are given to Chinese students studying in universities in English-speaking countries. The purpose of this study is to answer the following research questions: (1) To what extent international students in the higher education sector are aware of the morphemes?; (2) What is the average English vocabulary size of them ESL students studying in English-speaking countries?; (3)Is there any correlation between morphological awareness and vocabulary level? The result reveals that students have a good understanding of both the Morpheme Identification Test and the Morphological Structure Test. All the students have mastery of academic vocabulary, and some students reach a 5,000-word level vocabulary size. No significant correlation was found between students morphological awareness and their vocabulary level, which might be due to L1 influence, learner differences, and the lack of morphology teaching in the curriculum.

STRATEGI MENSTIMULASI PERKEMBANGAN BAHASA ANAK MELALUI METODE BERCERITA

Language development is the child's ability to process vocabulary, give opinions, and socialise with others. Language development factors are very important for early childhood because using good and correct language can make it easier for children to communicate with others. The purpose of this study was to determine the extent of children's language development through the storytelling method. The problem that occurs is the lack of children's confidence to communicate and interact with the school environment, as well as a lack of understanding related to knowledge in the field of stimulating children. This research uses a qualitative approach where the results are collected through observation, interviews, observations, and documentation. Where the observation step carried out in this study went directly to the field to make direct observations, observing the process of children's language development by telling stories. The results of the research on children's language development at Paud Kumara Cita developed well by using the storytelling method even though there was one child who still could not communicate well.

Left-behind experience and language proficiency predict narrative abilities in the home language of Kam-speaking minority children in China.

Studies have documented that child experiences such as external/environmental factors as well as internal factors jointly affect acquisition outcomes in child language. Thus far, the findings have been heavily skewed toward Indo-European languages and children in the Western, educated, industrialized, rich and democratic (WEIRD) societies. By contrast, this study features an understudied minority language Kam, and a group of so-called left-behind children in China growing up in a unique social-communicative environment. Fifty-five bilingual children aged 5-9 acquiring Kam as home language were assessed using the Multilingual Assessment Instrument for Narratives (LITMUS MAIN). Twenty-three "two parents-left" children (mean age = 6;8, range: 5;0-9;2) remained in rural areas while both parents went to cities for employment, and they were raised by their grandparents. Thirty-two were "one parent-left" peers (mean age = 7;3, range: 5;0-9;3) who also resided in rural areas but were raised by one parent. Oral narrative texts were analysed for macrostructure based on story structure (SS), story complexity (SC) and internal state terms (IS). The study examined whether and how narrative production is predicted by internal factors such as chronological age and linguistic proficiency of a child and an external factor such as left-behind experience. Four measures were scored as outcome measures: SS, SC, IS type, IS token. Four measures were taken as predictors: chronological age, left-behind experience, scores in a lexical production task, and scores in a sentence repetition task tapping expressive morphosyntactic competence. Results showed that left-behind experience consistently predicted all four outcome measures, where the "two parents-left" children scored significantly lower than their "one parent-left" peers. Expressive vocabulary scores predicted three measures: SS, SC, and IS Token. Expressive morphosyntactic scores predicted SS and SC. Age, by contrast, did not predict any outcome measure. These findings suggested that being left-behind by both parents may be a negative prognostic indicator for the development and maintenance of heritage language abilities in ethnic minority children. We further discussed the conceptual significance of what it means for a child to be left-behind, by relating to more basic external factors in language development, including caregiver educational level, and amount of home language and literacy support by the caretakers.

STYLISTIC CHARACTERISTICS IN THE SYNERGETIC OF DECODING THE SEMANTIC VOLUME OF A NOUN (on the material of modern German-language fiction) Drebet

The article focuses on the interaction of syntagmatic, semantic and paradigmatic factors in the generation of noun content with its stylistic characteristics in the German language according to the linguosynergetic scientific approach, which treats the language as a complex and dynamic system capable of self-organizing and self-regulating by selecting the most optimal and most comfortable elements of speech tools to the language treasury. Methodologically important in the article is the position that the synergetic law of the least effort is the driving factor in language development. In synergetic terms the author of this article draw parallels between the vocabulary as a representative of the linguistic generalization of the structured amount of knowledge of the learned extra-linguistic reality and mental lexicon, which is not an arbitrary accumulation of inputs, but forms a structured hierarchical system of such inputs. If, in synergetic terms, lexical units and their meanings at the language level contain encoded structured information, then in the same way in the thesis the implementation of the word in one of its meanings at the speech level is considered as information decoding. In relation to the noun, the synergetic mechanism of least effort in the process of generating noun-information speech content implies that the human mental lexicon is directed at optimal decoding of the semantic volume of word with his stylistic status. The results of the study were obtained under synergetic-quantitative approach and then extrapolated to the linguosynergetic models of noun name self-organization by the principle of least effort that directs the human mental lexicon to the optimal decoding of the semantic volume of polysemantic or monosemantic nouns in correlation with their stylistic characteristics in German-language fiction. The study describes the build-up and inherent regulation of the polysemic/monosemic nouns semantic model in the synergetic cycle order-chaos-order thus enriching the German linguistics with the topical knowledge about the nouns in the German language.

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Language is a means of communicating a person with others. In language learning, especially arabic the environment has a great influence where language skills for the first time through hearing. Environment is one of the influential external factors in language development. Because the environment is a condition where one can practice language activity, for example conversation, speech, race, and language game.

THE COMPOUND NOUN-NEOLOGISMS AND THE SYNERGETICS OF THEIR SEMANTIC DECODING IN THE GERMAN-LANGUAGE PRESS

The article focuses on the interaction of syntagmatic, semantic and paradigmatic factors in the generation of noun content with the compound noun-neologisms, realized in the German-language press-texts, and their transformed semantic decoding as the main, derived and monosemic nomination according to the linguosynergetic scientific approach. This approach treats the language as a complex and dynamic system capable of self-organizing and self-regulating by selecting the most optimal and most comfortable elements of speech tools to the language treasury. Methodologically important in the article is the position that the synergetic law of the least effort is the driving factor in language development. In synergetic terms the author of this article draw parallels between the vocabulary as a representative of the linguistic generalization of the structured amount of knowledge of the learned extra-linguistic reality and mental lexicon, which is not an arbitrary accumulation of inputs, but forms a structured hierarchical system of such inputs. If, in synergetic terms, lexical units and their meanings at the language level contain encoded structured information, then in the same way in the thesis the implementation of the word in one of its meanings at the speech level is considered as information decoding.
 In relation to the noun, the synergetic mechanism of least effort in the process of generating noun-information speech content implies that the human mental lexicon is directed at decoding the optimal volume of the realized semantic potential of the compound noun-neologisms. Decoding of the noun semantics on the basis of the synergetic-quantitative approach of the research is interpreted as the process for establishing semantic features of the implemented noun nominations. The study gives the possibility to analyze of the synchronic level the results of the self-regulating and formation of the compound noun-neologisms in the synergetic cycle order-chaos-order thus enriching the German linguistics with the topical knowledge about the paradigmatic-syntagmatic models of the German language noun vocabulary. The proposed methodology of the research will serve as a useful aid in the lexicographic practice as well, since the proposed method of the semantic decoding of vocabulary information in the speech context should minimize possible subjectivity in the process of delimiting word meanings, show changes and replenishment of the word-stock, which will help to optimize the compiling of both explanatory and translation dictionaries of the German language.

Hearing me hearing you: Reciprocal effects between child and parent language in autism and typical development

Language development in typically developing children (TD) has traditionally been investigated in relation to environmental factors, while language in children with autism spectrum disorder (ASD) has primarily been related to child-based factors. We employ a longitudinal corpus of 32 preschoolers with ASD and 35 linguistically matched TD peers recorded over 6 visits (ranging between 2 and 5 years of age) to investigate the relative importance of child-based and environmental factors in language development for both populations. We also investigate the reciprocal interaction between children’s response to parents’ input, and parents’ response to children’s production. We report six major findings. (1) Children’s production of word types, tokens, and MLU increased across visits, and were predicted by their Expressive Language (EL) (positively) and diagnosis (negatively) from Visit 1. (2) Parents’ production also increased across visits, and was predicted by their child’s nonverbal cognition (positively) and diagnosis (negatively) from Visit 1. (3) At all visits and across groups, children and parents matched each other in lexical and syntactic production; (4) Parents who produced longer MLUs during a given visit had children who produced more word types and tokens, and had longer MLUs, at the subsequent visit. (5) When both child EL at Visit 1 and parent MLU were included in the model, both contributed significantly to future child language; however, EL accounted for a greater proportion of the variance. (6) Finally, children’s speech significantly predicted parent speech at the next visit. Taken together, these results draw more attention to the importance of child-based factors in the early language development of TD children, and to the importance of parental language factors in the early language development of children with ASD.

The synergetics of the semantic decoding of the nouns with gender roles in the German-language press

The article focuses on the interaction of syntagmatic, semantic and paradigmatic factors in the generation of noun content with the category of gender in the German language according to the linguosynergetic scientific approach, which treats the language as a complex and dynamic system capable of self-organizing and self-regulating by selecting the most optimal and most comfortable elements of speech tools to the language treasury. Methodologically important in the article is the position that the synergetic law of the least effort is the driving factor in language development. In relation to the noun, the synergetic mechanism of least effort in the process of generating noun-information speech content implies that the human mental lexicon is directed at decoding the optimal volume of the realized semantic potential of monosemic and polysemic word models. The study describes the build-up and inherent regulation of the polysemic/monosemic nouns semantic model in the synergetic cycle order-chaos-order thus enriching the German linguistics with the topical knowledge about the paradigmatic-syntagmatic models of the German language noun vocabulary. The results of the study were obtained under synergetic-quantitative approach and then extrapolated to the linguosynergetic models of noun name self-organization by the principle of least effort that directs the human mental lexicon to the optimal decoding of the actual information-semantic potential of polysemantic or monosemantic nouns in correlation with the grammar category of gender in German-language publicistic texts.

Novel methodology to examine cognitive and experiential factors in language development: combining eye-tracking and LENA technology.

Developmental systems theory posits that development cannot be segmented by influences acting in isolation, but should be studied through a scientific lens that highlights the complex interactions between these forces over time (Overton, 2013a). This poses a unique challenge for developmental psychologists studying complex processes like language development. In this paper, we advocate for the combining of highly sophisticated data collection technologies in an effort to move toward a more systemic approach to studying language development. We investigate the efficiency and appropriateness of combining eye-tracking technology and the LENA (Language Environment Analysis) system, an automated language analysis tool, in an effort to explore the relation between language processing in early development, and external dynamic influences like parent and educator language input in the home and school environments. Eye-tracking allows us to study language processing via eye movement analysis; these eye movements have been linked to both conscious and unconscious cognitive processing, and thus provide one means of evaluating cognitive processes underlying language development that does not require the use of subjective parent reports or checklists. The LENA system, on the other hand, provides automated language output that describes a child’s language-rich environment. In combination, these technologies provide critical information not only about a child’s language processing abilities but also about the complexity of the child’s language environment. Thus, when used in conjunction these technologies allow researchers to explore the nature of interacting systems involved in language development.

Parent–infant interaction and children’s language development

Learning to speak and understand language is a remarkable and important accomplishment of early childhood. Parent–infant interaction in the first three years is critical to this. This is the focus of this review – the first of the whole area. Seven databases were searched and 1750 studies reduced to 60 with good evidence. These 60 were from many disciplines and their methodological quality was variable. There was strong evidence that parental contingency (communication when the intended recipient is fully oriented towards receiving and processing it) and parental efforts in pre-literacy activities are important. There was strong evidence that interventions can be effective. Parental elaboration of language had less strong evidence. The role of gesture and the role of interaction with siblings and peers had the weakest evidence, but even these were quite well supported. Requirements for future research are specified. Parent–infant interaction is already established as a key factor in language development.

The size of expressive lexicon in prematurely born children low- birth- weight with full-term 18 to 36 month’s children: A comparative study

In different scientific texts, premature birth and low birth weight (LBW) are considered as two risk factors for language development. So, information about primary period of language development in these children is important for an early diagnosis of children’s needs during their language development. Diagnosis of linguistic disorders in this group of children can lead to suitable and well-timed interventions. The ultimate goal of this study is surveying the expressive lexicon size in 18 to 36 month-old premature children with LBW and comparing them with their full-term peers. In this retrospective historical survey, expressive lexicon size of 42 premature children with LBW who were 18 to 36 month- old and 42 full-term peers in three age groups of 6 month-old was evaluated by form II of children's Depression Inventory(CDI). The forms were completed individually by mothers. Size of expressive lexicon was compared in the two groups. The difference between the premature children with LBW and normal children statistically was significant. Difference between two groups demonstrated evidence of delays in development size of the lexicon as a component for expressive language development in the premature children with low birth weight. This study shows that expressive lexicon size in premature children with LBW were lower than their full-term matches. But, by increasing the age there was increase in expressive lexicon size in premature children with LBW, similar to their full-term matches. Key words: Size of expressive lexicon, premature, low- birth- weight, full-term, 18 to 36 month’s children.

Characteristics of phonological development as a risk factor for language development in Italian-speaking pre-term children: A longitudinal study

This study analysed the early linguistic development of Italian pre-term children. Samples of spontaneous pre-linguistic and verbal production were recorded at 12 and 18 months of age from two groups of children: 24 pre-term children and 15 full-term children. The Italian version of the MacArthur-Bates Questionnaire was administered at 24 months of age. Comparisons between these two groups reveal differences in many aspects of phonetic and phonological development, such as consonantal inventory at 12 and 18 months of age and syllabic babbling complexity at 18 months of age. Results evidenced that birth weight was related with phonological skills exhibited at 18 months of age, and these skills in turn are related with vocabulary size at 24 months of age. Data are discussed within a theoretical framework that hypothesizes that early phonetic abilities have long-lasting effects on the process of language acquisition.

Defining Bilingualism: Factors Contributing to Variability in Language and Literacy Development of Spanish-English Bilingual Children

Abstract Given the increasing number of children from homes in which a language other than English is the primary language, it is important for speech-language pathologists to understand how bilingualism is defined and the implications of different defining factors for language development and later literacy outcomes. The purpose of this paper is to explore the factors contributing to the differences observed across bilingual language and literacy development. Previous research suggests there are differences in the language and literacy development of bilingual children due to differing ages of exposure to each language and the context in which each language is then used. Implications for assessment and interventions are discussed.

The role of child-directed speech in language acquisition: a case study

This study examines the nature of child-directed speech (CDS) from the perspective of functions [M.A.K. Halliday, Learning how to mean: Explorations in the development of language, Elsevier North-Holland, Inc., New York, 1977] and social interactionist theory. It is argued that previous explanations of CDS, often called motherese or caregiver speech, have either minimalized or neglected the functionalist–interactionist dimension of input in language acquisition. Far from being merely a novel way of describing the language caregivers use with infants, CDS is presented as a crucial catalyst in the complex process of L1 acquisition. At the heart of CDS is negotiation between caregiver(s) and infant. The infant need not always respond with complete or near-complete linguistic units or constituents such as an adult might during a given negotiation, yet the context of the negotiation remains crucial to the infant. As physical maturation increases and the infant begins to produce more adult-like utterances, the negotiation between interlocutors becomes more balanced, syntactically and phonologically, but not necessarily semantically/functionally. This paper presents the results of a case study which specifically examines the utterances or input which family members direct at a Japanese infant during the early part of his language development. The data generated by the subject and his parents provide an interesting glimpse into one of the ways in which infants absorb language. The results of the data analysis show that while the parents of the subject were seen to use roughly equal amounts of language with the child, the distribution of language functions used by the mother was importantly different from that used by the father; therefore, it is suggested that this difference in CDS aids the language development of the infant by providing more interactive negotiation, which is argued to be the crucial factor in language development.

Age and second language acquisition

The idea that there is an age factor in language development has long been — and continues to be — a hotly debated topic. This review begins by briefly revisiting some of the early perspectives on this issue; it goes on to sketch some of the relevant findings which emerged in the three decades following the onset in the late 1960s of serious empirical investigation of the age factor in L2 acquisition; and, finally, in the third section of the survey, it hones in on the results of some more recently published age-related research. The article concludes with a short discussion — in the light of the foregoing — of (a) the degree of absoluteness of the age factor in L2 acquisition; and (b) the notion that there may be not one, but a number, of age-related factors at work.

The long-term course of autistic disorders: update on follow-up studies.

The majority of children with autism show deviance and socially or psychiatrically handicapping conditions throughout life. Only a small proportion of those with classical childhood autism lead independent adult lives. Others, particularly those with 'high-functioning' autism and so-called Asperger syndrome will improve enough to live an independent adult life. The level of mental retardation and other comorbid conditions (such as medical syndromes and other neuropsychiatric disorders, including epilepsy) is important in predicting outcome. An IQ below 50 around school age predicts severe restriction of social and adaptive functioning in adult life. The absence of communicative speech at 5-6 years of age is indicative of a poorer long-term overall outcome. There is a clear co-variation between IQ and level of communication, but probably there is some prognostic factor in language development apart from this. Measures of flexibility and cognitive shifting abilities tend to be good predictors of social outcome in a few studies. There is a continued need for prospective, longitudinal studies of children with autism spectrum disorders, particularly in Asperger syndrome. The role of interventions of various kinds needs to be addressed in such studies.