Language Abilities Research Articles

INTERVENSI DINI BAHASA DAN BICARA ANAK SPEECH DELAY

Language development is one indicator of the overall development of the achievement of cognitive abilities of children Language and speech delays must be recognized by parents from an early age, so that the management provided can maximize the language and speech capacity of children. This research was conducted to describe strategies for implementing early language and speech interventions. talk to children with speech delay The research method used is a qualitative approach with a case study design. This research was conducted at the Happy Living Tesbatan Amarasi PAUD with a total of five children aged 4 years. Data collection techniques through observation, interviews and documents (diaries, checklist documents instrument for assessing achievement of language and speech development, video of early intervention program activities) Method of data analysis using descriptive analysis with a qualitative approach Based on the results of the discussion it can be concluded that there is an increase in language and speech of children with speech delay after being given early intervention Improved language and speech skills can be proven from the results checklist instrument by marking the achievement of language and speech indicators, namely children are able to answer simple questions, express feelings with adjectives, express wishes and mention familiar words

Factors Influencing the Effect of College Teachers Studying Abroad

This paper discusses the factors that influence the effect of Chinese college teachers studying abroad, and analyzes the effects of language ability, acculturation, social network, tutor guidance, subject correlation and other factors on the income of teachers studying abroad through literature review and empirical research. The results show that the effect of Chinese college teachers studying abroad depends on the complex relationship between many factors, and the influence of different factors on the income of studying abroad is also different.

The gender gap in early language development among children from peri-urban China

In rural China, there exists a gender gap in academic achievement where girls outperform boys, suggesting similar differences in early language development. Moreover, recent research has revealed that children in peri-urban communities have worse language outcomes than children in rural communities. This study examines the impact of gender on early language development in low-SES, peri-urban Chinese communities. Data from 81 children (56.79% boys) aged 18-24 months (Mage = 21.16) living in peri-urban China were collected using two caregiver-reported tests for child language development and ability, and language environment analysis technology for measuring the home language environment. Results show that in peri-urban communities, girls were generally exposed to more adult-child conversations and showed higher counts of vocalizations than did boys; girls scored higher on language development measures than did boys. The implications of these findings on the gender gap and child development are discussed.

How Encephalopathy Impacts Language Ability: A Scoping Review of the Linguistic Abilities of Adults with Developmental and Epileptic Encephalopathy.

Background and Objectives: Developmental and epileptic encephalopathy refers to a group of conditions where patients experience abnormal development due to various causes as well as frequent epileptiform discharges that ultimately contribute, in an independent and additive fashion, to cognitive and linguistic impairments. The language and cognition outcome of these patients in adulthood has been understudied. This paper aims to present a scoping review of linguistic abilities in adults with developmental and epileptic encephalopathy to determine the extent to which language outcomes in adulthood and their relation to cognitive outcomes have been studied. Design: Two online databases were searched and the methodological framework by Arksey & O'Malley (2005) was adopted. Results: Out of the 27 selected studies, only 13 exclusively examined adults, 15 were group studies, 5 were case studies and 7 were case series. A total of 9 out of the 15 group studies provided individual results for adults. Twenty-two studies included a follow-up examination. Twenty-three studies addressed the relationship between language and cognition. The selected studies indicate the presence of language impairments, which are nevertheless differentially manifested in the syndromes under investigation, whereas individual variability is also reported. Aspects of cognition seem to correlate with linguistic abilities. Conclusions: In sum, despite variability in linguistic abilities, language deficits constitute a significant aspect of the clinical profile of many adults with developmental and epileptic encephalopathy, a finding that should be taken into account for the treatment protocols of these individuals.

Childhood language development and alexithymia in adolescence: an 8-year longitudinal study.

Alexithymia (difficulties identifying and describing feelings) predicts increased risks for psychopathology, especially during the transition from childhood to adolescence. However, little is known of the early contributors to alexithymia. The language hypothesis of alexithymia suggests that language deficits play a primary role in predisposing language-impaired groups to developing alexithymia; yet longitudinal data tracking prospective relationship between language function and alexithymia are scarce. Leveraging data from the Surrey Communication and Language in Education cohort (N = 229, mean age at time point 1 = 5.32 years, SD = 0.29, 51.1% female), we investigated the prospective link between childhood language development and alexithymic traits in adolescence. Results indicated that boys with low language function at ages 4-5 years, and those who later met the diagnostic criteria for language disorders at ages 5-6 years, reported elevated alexithymic traits when they reached adolescence. Parent-reported child syntax abilities at ages 5-6 years revealed a dimensional relationship with alexithymic traits, and this was consistent with behavioral assessments on related structural language abilities. Empirically derived language groups and latent language trajectories did not predict alexithymic traits in adolescence. While findings support the language hypothesis of alexithymia, greater specificity of the alexithymia construct in developmental populations is needed to guide clinical interventions.

The Role of Effective Communication in Leadership: A Comparative Analysis of English Language Skills and Management Strategies

Communication is central to leadership and determines how organizations function and how employees are motivated. Therefore, this research paper aims at comparing English language ability, and management skills, and other elements of leadership. This paper undertakes a qualitative approach wherein the authors review literature and numerous case studies from diverse industries to explore the role of English language proficiency in facilitating leaders to articulate a vision, mobilise people and get things done. At the same time, the paper considers how different managerial approaches, including transformational and transactional leadership, depend on communication to be executed. High English language proficiency improves the message clarity and interpersonal communication, but it is the ability to find and implement effective management approaches that promotes creativity, teamwork, and effectiveness when working in a global environment. The present study demonstrates the co-dependency of language skills and strategic management for the accomplishment of organizational goals and aims.

A Survey of Robot Intelligence with Large Language Models

Since the emergence of ChatGPT, research on large language models (LLMs) has actively progressed across various fields. LLMs, pre-trained on vast text datasets, have exhibited exceptional abilities in understanding natural language and planning tasks. These abilities of LLMs are promising in robotics. In general, traditional supervised learning-based robot intelligence systems have a significant lack of adaptability to dynamically changing environments. However, LLMs help a robot intelligence system to improve its generalization ability in dynamic and complex real-world environments. Indeed, findings from ongoing robotics studies indicate that LLMs can significantly improve robots’ behavior planning and execution capabilities. Additionally, vision-language models (VLMs), trained on extensive visual and linguistic data for the vision question answering (VQA) problem, excel at integrating computer vision with natural language processing. VLMs can comprehend visual contexts and execute actions through natural language. They also provide descriptions of scenes in natural language. Several studies have explored the enhancement of robot intelligence using multimodal data, including object recognition and description by VLMs, along with the execution of language-driven commands integrated with visual information. This review paper thoroughly investigates how foundation models such as LLMs and VLMs have been employed to boost robot intelligence. For clarity, the research areas are categorized into five topics: reward design in reinforcement learning, low-level control, high-level planning, manipulation, and scene understanding. This review also summarizes studies that show how foundation models, such as the Eureka model for automating reward function design in reinforcement learning, RT-2 for integrating visual data, language, and robot actions in vision-language-action models, and AutoRT for generating feasible tasks and executing robot behavior policies via LLMs, have improved robot intelligence.

The effects of implementing blended learning in college English education: an impact on students and teachers using blended learning to develop language proficiency

ABSTRACT A combination of traditional learning and online learning is termed blended learning, which is also known as hybrid learning. A detailed investigation of how blended learning impacts college English teachers and students can enhance teaching and learning. This strategy helps students learn English by practicing speaking, listening, reading, and writing, which are crucial language abilities. This study aims to examine the variables that impact the integration of blended learning in college-level English teaching classrooms. 185 educators and 190 students from various institutions conducted an online survey to collect the necessary data for the research. The questionnaire was distributed to teachers and students from various educational institutions who were chosen at random. The data was analyzed using SPSS. The research found that blended learning adoption relies on institution, instructor, and learner preparation. The research also highlighted the benefits of blended learning and its implementation in education. The introduction of blended learning in the education sector has several obstacles, which were also discussed. The study suggests conducting future research on the challenges that impede the implementation of blended learning for a deeper evaluation.

다문화 일반아동 및 언어발달지연아동의 정서행동적 특성과 언어능력 간 관계

This study examined the effects of emotional behavioral strengths (pro-social behavior), which are positive factors that can influence the effective communication of multicultural children, and difficulties (emotional symptoms, hyperactivity, conduct problems, peer problems) on language ability. Correlation analysis, regression analysis were conducted based on the data collected for multicultural children aged 4 to 7. As a result, there was a positive correlation between receptive language and pro-social behavior in the typically developing children, but the relationship between emotional behavioral factors and language was not significant in the children with language delayed group. It was confirmed that the pro-social behavior had a significant effect on the language ability of the group experiencing normal language development in multicultural children.

Functional brain alterations in COVID-19 patients using resting-state fMRI: a systematic review.

This study systematically reviews the available evidence on resting-state functional magnetic resonance imaging (rs-fMRI) related to neurological symptoms and cognitive declines in COVID-19 patients. We followed PRISMA guidelines and looked up the PubMed, and Scopus databases for articles search on COVID-19 patients with neurological impairments, and functional connectivity alteration using rs-fMRI technique. Articles published between January 1, 2020, and May 31, 2024, are included in this study. The Quality Assessment Tool for Observational Prospective and Cross-Sectional Studies from the National Heart, Lung, and Blood Institute (NHLBI) was used to assess the quality of papers. A total of 15 articles met the inclusion criteria. The result reveals that the most prevalent neurological impairment associated with COVID-19 was cognitive decline, encompassing issues in attention, memory, processing speed, executive functions, language, and visuospatial ability. The brain connectivity results reveal that two brain areas were functionally altered; the prefrontal cortex and parahippocampus. The functional connectivity mainly increased in the frontal, temporal, and anterior piriform cortex, and reduced in the cerebellum, superior orbitofrontal cortex, and middle temporal gyrus, which also correlated with cognitive decline. The findings of neurological symptoms indicate one study reported a Disorder of Consciousness (DoC), and four studies reported COVID-19 patients with olfactory dysfunction. The present study concludes that COVID-19 can alter brain functional connectivity and offers significant insight into how COVID-19 affects the neuronal foundation of cognitive decline and other neurological impairments.

An Analysis of the Relationships between Reading Abilities and Socio-emotional Behaviors of School-aged Children: The Mediation Effect of Pragmatic Language Abilities

Objectives: School-aged children with poor reading abilities face a variety of challenges in their lives. They may be at risk of having learning difficulties and behavioral or emotional problems in school. The purpose of this study is to analyze the relationships among reading abilities, pragmatic language abilities, and socio-emotional behaviors and the mediation effect of pragmatic language abilities in the relations between reading abilities and socio-emotional behaviors of school-aged children. Methods: The participants in this study are 124 elementary school children (from 2nd to 6th grade). To examine the relationships among reading abilities, pragmatic language abilities, and socio-emotional behaviors, correlations were used. To analyze the mediation effect of pragmatic language abilities in the relations between reading abilities and socio-emotional behaviors, SPSS PROCESS Macro (ver. 3.5) analysis method was used in Model 4. Results: The main findings of this study are as follows. First, reading abilities were significantly correlated with pragmatic language abilities and socio-emotional behaviors. Also, the pragmatic language abilities were significantly correlated with socio-emotional behaviors. Second, pragmatic language abilities mediated the relations between reading abilities and socio-emotional behaviors (emotional difficulties and strengths). Conclusion: The significance of this study lies in verifying that reading abilities and pragmatic language abilities play an important role in alleviating socio-emotional problems and in increasing emotional strengths. These results can be used as important basic data for reading and practical language intervention to reduce emotional difficulties and to increase emotional strengths.

중국인 유학생의 지각된 차별감과 두려움이 대학생활만족에 미치는 영향 : 한국어능력의 조절효과를 중심으로

This study was conducted to confirm the effect of perceived discrimination and fear of Chinese international students studying at Korean universities on college life satisfaction and to verify whether students' Korean language skills have a moderating effect in their relationship. For the study, a survey was conducted on Chinese international students enrolled in Korean universities, and 203 response data collected from students under the age of 24 were analyzed with the SPSS 22.0 statistical program. As the results of the study, first, it was confirmed that both perceived discrimination and fear negatively impacted college life satisfaction among international students. Second, a significant moderating effect of Korean language ability was confirmed in the relationship between perceived discrimination and fear of international students on college life satisfaction. The results of this study suggest that in order to increase the level of satisfaction with college life by Chinese international students, the resolution of perceived discrimination and fear of international students are important factors, and that it is necessary to improve Korean language skills as a way to alleviate the decline in college life satisfaction due to perceived discrimination and fear. Based on this, it was proposed that both Chinese and other international students should enhance their emotional and psychological well-being, along with their Korean language skills, to successfully adapt to Korean society and become healthy members of a multicultural community through increased college life satisfaction.

경기 지역 결혼이주여성 자녀 대상 이중언어교육 프로그램의 효과 및 영향요인

This study investigated the operation status of bilingual education programs for children of married migrant women and examined the factors that promote their participation and the effectiveness in order to seek for implications for future operation. For this purpose, interviews were conducted with 8 married migrant women and 8 children who participated in the Vietnamese and Chinese bilingual education programs operated by a multicultural center in Gyeonggi province. Based on the analysis of interview data, 95 keywords were derived related to the factors that promote their participation in the bilingual education programs and the effect of the program.These keywords were classified into 14 subcategories by classifying them based on similarity of meaning. The analysis shows that the motivation for participating in bilingual education was found to be ‘improvement of family relationship’, ‘career development’, and ‘communication between mother and child’. In the case of children, it was found that their mothers’ recommendations motivated their participation. The effects of the program was found to be ‘improvement of family relationship’, ‘improvement of confidence’, ‘career development’, ‘improvement of foreign language ability’, and ‘improvement of mother-child relationship’. The analysis shows that the effect of the program was promoted by activity-based teaching methods, ‘systematic curriculum’, and ‘supportive learning network’. Based on the analysis results of this study, specific implications for future bilingual education were presented.

A Comparative Study on the Similarities and Differences of English Teaching in the Context of British and American Culture

This paper analyzes the similarities and differences in English teaching under the background of British and American culture from three aspects: teaching mode, teaching material content and teaching methods. Based on research, there are obvious differences between British and American cultures, but there are many common points in oral English communication and comprehensive language ability training. At the same time, different cultural backgrounds also make their English classroom teaching methods and grammar rules have obvious differences. Based on this research, oral English can provide more references for English teaching innovation and teaching quality improvement.

Is it up to language? Pragmatic competence in Croatian preschool children with autism and typical development

Objectives The relationship between structural language ability and pragmatics is not fully understood, in either individuals with autism or those with typical development (TD). Despite the well-established understanding that core deficits in autism lie in pragmatics, specific pragmatic behaviours that distinguish autistic children (AC) from their TD peers are not sufficiently described. The aims of this study were as follows: to investigate the differences in language abilities and pragmatic competence between AC and those with TD; to examine the relationship between language comprehension/production and pragmatic competence in both groups; and to identify the items of pragmatic composite that are most discriminative in detecting AC. Methods The participants in this study were preschool-aged children with TD (N = 45; mean age 65.5 months) and AC with average nonverbal IQ scores (N = 32; mean age 72.9 months). Language production and comprehension abilities were assessed using the New Reynell Developmental Language Scales (4th edition), and pragmatic competence was measured using the Children’s Communication Checklist (CCC). Results For all language and pragmatic variables, AC performed worse than those with TD. Pragmatic competencies did not correlate with structural language skills in either group, except for a correlation between language production and coherence in the TD. Finally, certain pragmatic behaviours common to many AC and rarely found in children with TD were identified as potential distinguishing features between the two groups. Conclusions This study underscores the importance of incorporating pragmatic assessments alongside traditional language evaluations and suggests that interventions should target pragmatic competence specifically, especially in preschool AC.

Mood, Anxiety, and Cognitive Alterations in Cancer Patients.

To analyze the cytokine profile in cerebrospinal fluid (CSF), as well as mood, anxiety, and cognition profiles in patients with CC. One hundred and nine individuals were evaluated, 37 controls, 18 CWC, and 54 CC patients. Assessments included BDI, HADS, Digit Span, FAS-verbal, Animals/WMS-R, Matrix Reasoning and Vocabulary (WASI), and QLQ-C30. The CC group exhibited 62.96% depression and probable anxiety/depression, with 75.92% showing attention deficits. The CC and CWC groups demonstrated significant cognitive impairment on the WASI-Vocabulary test (CWC: 13.4 ± 2.2; CC: 15.9 ± 1.1) compared to the control group (Ct: 22.8 ± 1.6; p = 0.0002). In the QLQ-C30 scores, the CC group reported a greater perceived loss of quality of life and health deterioration (score of 17.5 ± 2.6) and lower scores on the Functional Scale (49.8 ± 4.5). The CC group had 18.52% illiteracy, 18.52% incomplete higher education, and 22.22% complete elementary education. The CC group also had lower weight (Ct: 67.8 ± 1.4; CWC: 61.7 ± 3.1; CC: 59.6 ± 1.7; p = 0.0023) and BMI (CC: 21.5 [18.3; 24.8]; Ct: 24.9 [23; 25.8]; p = 0.0021) compared to controls. Cytokines detected in the CSF were MCP-1, VEGF, IL-8, IP-10, and MIP-1β. Higher concentrations of MCP-1 were found in cancer patients (CSC: 571.2 ± 105.8; CC: 399.5 ± 65.9; Ct: 1477 ± 0.1; p < 0.0001), along with lower levels of MIP-1β (CC: 4345 [3060; 7353]) and VEGF (CC: 48.3 ± 2.0; CWC: 49.8 ± 3.8; Ct: 64.8 ± 3.2; p < 0.0001). The level of mental impairment (mood, anxiety, and cognitive deficits) correlated with cancer-associated and cachexia-associated inflammation, weight loss, low BMI, elevated C-reactive protein (CRP), leukocytosis, lymphopenia, anemia, hypoalbuminemia, and low scores on the QLQ-C30 questionnaire (Global Health Status, Functional Scale, Symptom Scale). The CC group exhibited a higher prevalence of depression/anxiety, a stronger correlation between depression and inflammation, and greater cognitive impairment in attention, reasoning, and language, alongside lower average educational attainment. The low concentration of certain cytokines in the CSF combined with elevated systemic CRP in cancer and cachexia, associated with mental disorders, presents a paradox that requires further investigation. Higher concentrations of the cytokine MCP-1 in cancer patient groups indicated a positive correlation with the preservation of language abilities in these patients.

The Motion of the Mutable and the Constant: An Analytical Study of the Temporal Rotation in the Poetry of Khaled Al-Faisal

This research is based on the conviction that dialect literature carries a cultural and artistic value that demands attention. Categorizing this literature as “popular” or “colloquial,” has been adopted to distinguish it from formal Arabic-language literature, but this research intentionally stays away from these two names, since their implications detract from the value of popular literature and considers it simple and spontaneous consequently, addressing the commoners, based solely on its use of colloquial dialects in direct expression. Surely, oral circulation does not diminish the ability of language to express, nor does it exclude poetry from acquiring the elements of high literature. One of the best representatives of the innovative leap in Nabati dialect poetry is Prince Khaled Al-Faisal, whose tireless effort to activate the mind, and to expand the circle of knowledge, manages successfully to merge the inherited modes of poetic traditions with the vibrant exploration of new patterns of thinking. This paper studies the concept of time in Khaled Al-Faisal’s poetry and his deep reflections on the meaning of the dynamic changes in the cycles of transformation of history. The relationship with the past is one of consolidation and rooting that anticipates the future and prepares for it: every epoch consists of units that interact in a rotational movement: it does not follow a straight linear system of progress from back to front, but rather tends toward the natural cosmic upward spiral movement, whose successive cycles activate the process of filling and emptying, possessing and abandoning, youthfulness and decaying, living and dying. The importance of researching the poetics of time in Khaled Al-Faisal’s poems lies in the fact that such an approach applies a modern and different critical method which traces the philosophy of time in poetry as a new key to reveal the cognitive system which drives the general pattern of his poetic experience. This reading opens up an intellectual and contemplative horizon for us to deal with the essence of time and its paradoxes as manifested in present existence, past retrieval, and futuristic anticipation, three different movements in time that cannot be isolated from the stability of their continuous sequences.

Comparison and Evaluation of TOEFL iBT and ESOL

As two high-stake standardized tests, Test of English as a Foreign Language (TOEFL iBT) and Trinity College ESOL Skills for Life (ESOL) Level 2 have been internationally recognized and used to demonstrate candidates’ English ability in different skills. Drawing from diverse perspectives, this paper undertakes a comparative evaluation of the speaking sections of these two tests and aims to provide insights into how these exams structure their speaking components, the criteria used for evaluation, and how effectively they measure candidates' English communication skills and practical language abilities. By comparing these aspects, the paper presents the similarities and differences of the speaking assessments of the two testing systems and intends to contribute a deeper understanding within these globally recognized exams to educators, test developers, and candidates alike.

A Practical Study on Lingnan Culture’s Integration into Higher Vocational English Teaching

Taking excellent cultural inheritance as the starting point, further strengthening the design of English teaching in higher vocational colleges is the key to promoting the development of English teaching and cultivating students’ comprehensive quality. Under the background of the new era, English teachers in higher vocational colleges combine the regional characteristics of Lingnan culture with the integration of regional culture and curriculum teaching, which can further strengthen students’ language ability and application ability, and is also conducive to the inheritance and development of Lingnan culture. This paper studies the practice of integrating Lingnan culture into English teaching in higher vocational colleges and puts forward corresponding views.

Research on the Reform and Innovation of Foreign Language Teaching in Art Schools

In the era of globalization, foreign language ability has become increasingly important for artistic talents. The traditional foreign language teaching model has been unable to meet the current social demand for artistic talents’ cross-cultural communication ability. Therefore, art colleges should speed up the reform and innovation of foreign language teaching. This paper first analyzes the existing problems in the current foreign language teaching in art colleges, including single teaching content, outdated teaching methods, lack of practical teaching, and insufficient teachers. Then, the paper puts forward some targeted reform strategies, including improving the teaching content to ensure comprehensive development. including innovative teaching methods to build efficient classrooms, exerting importance on practical teaching and enhancing practical ability, as well as strengthening the teaching staff and improving the teaching level. The purpose of this paper is to provide an effective reference for foreign language teachers in art colleges, effectively improve the cross-cultural communication ability of art talents, and cultivate art talents suitable for the development of the new era.