Development Of Language Abilities Research Articles

한국어교육학과 언어병리학 그리고 청각학의 학문 간 융합 연구 시론

In order to expand the research area of Korean language pedagogy, this paper attempted to explore convergence research tasks with academic fields that have the commonality of Korean, such as Speech-Language Pathology and auditory studies. Speech-Language pathology is essentially an academic field that seeks ways to solve problems for people who have communication problems. Audiology is also an academic field that focuses on how to overcome communication difficulties using speech sounds based on the perception characteristics of speech sounds. As such, the need for convergence research to solve tasks that are difficult to solve independently in each academic field is great in that they are interested in the nature of Korean and its usage patterns. In the field of Speech-Language Pathology, in order to solve problems related to language development, standards for accurately measuring the degree of language development and treating people with delayed development or disabilities are needed. Although there is a need for convergence research with the Korean Language Pedagogy on how to prepare standards and guide language functions such as reading, writing, speaking, and listening, as well as essential vocabulary and grammar dlements used in everyday life, according to age and school age, such research has not been sufficiently conducted. There is no standard for treating this because it does not clearly present clear standards for language ability development, and it is difficult to present appropriate and effective educational methods in terms of educational methodology. In this regard, it was argued that future research on the development and rehabilitation methods of language development diagnostic tools should be conducted. In the field of Audiology, research related to the development of speech perception test tools is needed. For full communication, it is necessary to develop a tool that can test the communication ability of words, phrases, sentences, and discourse units beyond the stimulation of speech sounds at the phoneme level. Although there are differences in educational methods depending on the subject of education, linguistic pathology, and audiology, the fundamental content of education is very large. In the case of researchers, there may be a tendency to think that Korean language pedagogy has conducted relatively more research related to the characteristics of the Korean language than speech-language pathology and audiology. However, it is necessary to acknowledge that the research results on the nature of the Korean language required by neighboring disciplines are insignificant, and to conduct research to identify the nature and usage patterns of the Korean language through communication and cooperation with neighboring disciplines.

Semantic Language Skills in 2-Year-Old Children: A Case Study of Universal Substantive Acquisition at Kampung Baru

Language acquisition in early childhood is a crucial foundation in individual development as it is a critical period in which children rapidly and naturally learn language and communication. Speaking is a crucial language skill in everyday life. The act of speaking is closely related to language usage, and one example of this is the development of language abilities in 2-year-old children. This study aims to explore the semantic language acquisition in 2-year-old children at Kampung Baru. It is a qualitative descriptive study that focuses on the semantic language of nouns, verbs, and adjectives. This research is presented as an alternative strategy to enhance the intellectual development of children, especially at Kampung Baru, in their understanding of more complex language and communication in the future. The data source is the language used and the gestures by 2-year-old children at Kampung Baru. The data collection method employed in this study is participant observation with a semi-structured interview and complemented by recording, note-taking, and interviews. The researcher observed and recorded conversations of 2-year-old children and noted words related to the research objectives. Additionally, interviews were conducted with families of 2-year-old children at Kampung Baru during two months, specifically regarding nouns, verbs, and adjectives. The research findings indicate that 2-year-old children at Kampung Baru are capable of expressing and acquiring words accurately and in line with their intentions. They can differentiate between spoken words and actions. Furthermore, they demonstrate nonverbal language skills by expressing objects through gestures when referring to nouns, indicating actions when referring to verbs, and displaying attitudes and facial expressions when referring to adjectives.

Specific Features of Operations of Semantic Syntaxing of Separate and Coherent Statements in oral and Written Speech in Younger Schoolchildren with Severe Speech Disorders

The article is devoted to the problem of formation of semantic level of syntaxing in the oral and written speech of younger schoolchildren with severe speech disorders. The purpose of the article is to present the results of the research of the semantic level of the syntactic component of the language ability of younger students with severe speech disorders. For a long time, the essence of the syntactic component of language ability was considered from the position of surface structure. In most cases, existing studies describe the external manifestations of syntactic disorders and do not reveal their mechanisms. At present, the issue of searching for the unformed mechanisms of the syntactic component of language ability has become relevant. According to T. V. Akhutina`s point of view, there are three multi-level syntax operations, that are carried out as an actualization of the frame, the slots of which are filled with the help of operations of selecting elements from the semantic-lexical paradigms of the appropriate level: meaningful, semantic and the level of formal-grammatical structuring (T. V. Akhutina, A. R. Luria, A. A. Leontiev and others). The lack of formation of one of the components prevents from successful making the syntactic component and the language ability in general. The topicality of identifying the features of the formation of the semantic level of syntax of primary school students is due, on the one hand, to the importance of its formation for the development of language ability, and on the other hand, to the insufficient development of the content and methods of speech therapy work in this direction. Errors that indicate the lack of formation of the semantic level of syntax of younger students with severe speech disorders consist in violation of the process of structuring a non-speech situation, the impossibility of calculating its components, which caused errors in the formation of the program of a separate and coherent statement in oral and written speech even at the pre-linguistic stage.

Family Difficulties and Educational Strategies in the Development of Children's Language Ability

Early childhood is the most rapid and critical period of language development, and family plays an important role in children's language development. It is found that in family education, parents have the following problems in promoting children's language ability development: Lack of language education concept; Family language education mode is single; The contents of family language education pay too much attention to the edification of humanistic knowledge; The home language education environment is complex; Home cooperation lacks in-depth exchanges and communication. Based on the above analysis, the family influencing factors of children's language ability development are related to parents' educational background, family structure, and the type of home cooperation. Therefore, the corresponding solutions are put forward: parents should improve their awareness of the characteristics of children's language learning; Use a variety of educational methods to stimulate children's desire to speak; Choose rich and comprehensive language education content; Parents and grandparents work together to create a good language environment; Strengthen home cooperation to jointly promote children's language development.

Parents’ Attitudes about Spending Free Time and Reading Habits of their Children

Nowadays, a child's free time is more often structured after he has completed his duties in kindergarten and school. This structuring is most often organized by the parents themselves, taking into account their own children's preferences and possible shortcomings in compulsory education. Thus, children most often go to sports activities, attend music schools and foreign language schools. On the other hand, parents less often include their children in programs for the development of language abilities in their mother tongue and in the development of reading competences, even though the understanding of the content of many subjects depends on them. This is precisely why the aim of this work is to examine the attitudes of parents regarding the implementation of their children's free time and the reading habits of their family and children. One hundred and twenty parents of primary school-aged children participated in the research, filling out an online questionnaire, and the data were then processed in the SPSS program for statistics. It has been shown that more educated parents structure their children's free time more often and enroll them in foreign language schools and sports programs more often. It was also shown that the choice of leisure activities will depend more on the offer of the environment in which the child grows up than on the preferences of the child himself. It has also been shown that parents do not encourage their children to read books, except for mandatory readings, and that parents who read more will take more care of their children's reading skills.

Gender Characteristics of Individual’s Linguistic Behavior in the Context of Future Translators’ Professional Training

The article seeks to investigate the gender differences of individuals in foreign language learning and reveals the peculiarities of the implementation of linguistic behaviour in the context of a gender role approach in the process of foreign language teaching to future translators. The purpose of the article is to analyze the gender differences in the implementation of future interpreters’ linguistic behavior, to develop and check the program of their foreign language skills development, and to make practical recommendations for improving the professional training, taking into account the gender peculiarities. Methods of research: theoretical, empirical, psychodiagnostic, and testing methods. The study reveals the main gender differences in the teaching of both male and female students, with a focus on the peculiarities of their perception, thinking, and foreign language abilities in general. The program and practical recommendations to foreign language instructors on the foreign language ability development of future interpreters are presented in the article based on a gender approach. The results of the research indicate that gender does affect foreign language learning styles. It has been found that considerable attention should be paid to overcoming the gender gap in the educational achievements of male and female future translators. Therefore, the authors consider it appropriate to teach a foreign language in mixed groups without dividing male and female students into separate subgroups. Doi: 10.28991/ESJ-2022-SIED-014 Full Text: PDF

Особенности развития когнитивной регуляции в связи с коммуникативной компетентностью детей-монолингвов и сбалансированных билингвов

Preschool age is the most favorable period for mastering languages due to a number of psychological factors. This is the age of potential children's opportunities, the period of intensive development of language abilities. Therefore, an indispensable pedagogical condition for the development of early bilingualism is the creation of a favorable educational environment for children. The aim of the study is to study the development of cognitive regulation in connection with the communicative competence of balanced bilinguals (Tatar / Russian) and monolinguals (Russian), whose socialization is carried out in different developing subject-spatial environments. The research methodology is based on sociocultural concepts of “environmental” influences on the mental development (Vygotsky, 1999; Bronfenbrenner, 1999). The empirical study involved 60 children aged 5 to 7 years, among them 30 balanced bilinguals socializing in a bilingual (Tatar/Russian) environment, and 30 monolinguals in a Russian-speaking linguistic environment. To diagnose the development of children’s cognitive regulation, children’s subtests of the NEPSY-II neuropsychological battery were used: “Repetition of sentences”, “Memory for construction”, “Inhibition”, “Sorting cards according to a changeable attribute”; communicative competence in communication - the methods of “Pictures” by E.O. Smirnova and E.A. Kalyagina, “Peculiarities of interpersonal relations for children” by G.R. Khuzeeva; level of general intelligence - a children’s version of the Raven Test methodology. Statistical processing of the obtained data was carried out using the non-parametric U-Mann-Whitney test, Spearman correlation analysis. Conclusions and recommendations. It has been established that balanced bilinguals in older preschool age, compared with monolinguals, have advantages in cognitive regulation, in particular, in updating non-verbal information in the linguistic context of the target language (visual working memory), blocking and suppressing irrelevant verbal and non-verbal information (inhibitory control). Bilingual preschoolers are more active in communication, but less prone to leadership and dominance in a peer group, while monolingual children readily take on a leading role in a group with a desire for a high social position in a peer group. Differences in the convergence of indicators in groups of preschoolers were revealed, in particular, in the group of monolingual children, indicators of cognitive regulation are significantly associated with indicators of communicative competence, while in the group of balanced bilinguals they are with indicators of general intelligence as the ability to use mental operations in solving cognitive problems. We assume that the content of the educational program for the older group of monolinguals in the preschool educational institution is focused primarily on social and communicative development, while for bilinguals it is focused on cognitive and speech development.

Working memory ability and second language input learning

In second language learning, reading and listening as language input are important skills that learners should have. There are many factors that affect the development of language ability. Among them, working memory belonging to individual differences has less opportunities to discuss. However, it does have a certain relationship with the cultivation of these two skills. This paper aims to first explain the current situation of these two skill difficulties, and then discuss the impact of working memory on them from different angles. Then, other factors affecting the relationship between working memory and second language reading and listening ability were mentioned. On the basis of these analyses, the relevant measures to improve working memory and other influencing factors leading to the development of these two skills are finally put forward.

JURNAL TEORI BERMAIN DAN PERMAINAN ALAT MUSIK ANAK USIA DINI

The problem of this research was children low language ability development. The objective of this research was to find out the correlation between role playing and children language ability in group B. Research used quantitative correlational methode. This research was conducted in Al-Hidayah kindergarten school in Kalirejo Lampung with population of 81 children. The 30 respondent were taken by using purposive sampling technique. Data were collected by observations and documentations and analyzed by using Spearman’s Rank correlation technique. The result showed that there was a correlation between role playing and children language ability development.

Research on College English Classroom Teaching Model Based on Adaptive Genetic Algorithm

While college English teaching is steadily changing from static knowledge transfer to dynamic language ability development, classroom activities centered on language application are becoming more and more important in cultivating students' language application ability. In recent years, education has been paid more and more attention, the scale of university education has gradually expanded, the professional categories have become more and more complete, the curriculum has become larger and larger, and the number of students has grown by leaps and bounds. The teaching resources (teachers, classrooms, teaching equipment, etc.) and the workload of English teachers are increasing. In order to effectively improve the efficiency of college English teaching, the paper proposes to apply genetic algorithms to the actual English course scheduling problem in colleges, taking into account all the various hardware and software constraints and the expected course scheduling goals, so as to provide a clear and concise solution to the course scheduling problem plan (parallel search for optimal scheduling) and the design and coding structure of each genetic operator. Furthermore, this study creates a genetic algorithm-based English social platform and examines the design aspects of dynamic teaching models and classroom activities of college English students in the context of this paper.

SINTAKSIČKA SVESNOST KOD DECE SA RAZVOJNIM JEZIČKIM POREMEĆAJEM: IMPLIKACIJE ZA ŠKOLSKU PRAKSU

Research on the comprehension and production of syntactic units in children with developmental language disorders indicates the presence of various deficits. Given the insufficient research on syntactic abilities in this group of children in the Serbian- speaking area, the aim of the research is to determine the characteristics of syntactic aware- ness in children with developmental language disorder and consider the implications that are significant for school practice. The sample consisted of 240 children aged five to seven and a half, divided into two groups, i.e. children with developmental language disorders and children with typical development. The syntactic awareness test was carried out using the CELF-4 battery of language assessment tests. The obtained results showed that children with a developmental language disorder show significantly more deficits in comprehension and expression of syntactic units com- pared to children with typical development. In addition to mandatory treatment of language disorders, children with developmental language disorders need additional encouragement in styding at a younger school age. Specific characteristics of teacher’s speech in the school environment have been identified as stimulating for the development of language abilities in this group of children. Emphasis is placed on the need for teachers to use strategies that support the development and use of syntactic abilities in this group of children. These strategies can be used in more or less structured ways, according to children’s level of de- velopment, abilities and needs.

A Study on the Application of Teacher Feedback Language in Middle School English Class

Teacher feedback language has a very significant impact on students' learning. Appropriate feedback language will promote students' learning motivation, arouse students' interest in learning, and have a positive role in promoting students' language ability development. However, in middle school English classrooms, many teachers do not pay attention to the role of feedback language, ignore the positive feedback to students or lack the application skills of feedback and students do not participate in classroom communication, and lose interest in English. This article proposes corresponding improvement measures in response to the current problems in the application of teacher feedback in middle school English classrooms.

An Ethnography on the Experience of Language Ability Improvement of Refugees Resettled in Korea

The Korean government piloted the resettlement refugee system in 2015. Since then, seven groups of refugees, mainly from Myanmar, have resettled in Korea. They have been diligently studying the Korean language, having understood the importance of language ability in their former asylum countries. This study explores the experience of resettlement refugees’ language ability enhancement process. The participants of this study are fifteen adult refugees whom the Korean government invited as resettlement refugees. They belong to the fourth group, the first to resettle in Gimpo, unlike the earlier three groups relocated to another town. The ethnography was adopted as a research method, and two cultural themes were discovered: accepting reality and attempting breakthrough. Through the process of language ability development, they have experienced accepting the reality, such as different learning speed, need for help, social isolation, and discrimination. After recognizing the reality, they pursued the breakthrough by positive thinking and strengthening their motivation. The findings of this study indicate several factors that hinder the resettlement refugees’ language ability enhancement. Therefore, this study provides implications for supporting their improvement of language ability and aspiration for independent living.

The Role of Teacher-Student Relatedness and Teachers' Engagement on Students' Engagement in EFL Classrooms.

Relationships in language contexts or interactions between teachers and learners might play an eminent role in EFL learners' language ability development. The current review brings to the fore an overview of teacher-student relationships and factors that contribute to this interaction. It has been revealed that EFL teachers' and learners' expectations, beliefs, personality, knowledge, and the language teaching context all play a role in creating an adequate relationship among teachers and learners. This overview suggests several practical tasks to develop a positive relationship between teachers and learners in EFL classrooms.

Analysis of Teacher’s Classroom Discourse in Senior High School English Reading Teaching from Language Ability Development Perspective

The National English Curriculum proposed in 2017 puts forward that the specific goal of senior high school English education is to cultivate and develop students’ key competencies. Language ability is the fundamental element of English key competencies. While students’ language ability development can’t be separated from teachers’ discourse. Its quality and quantity directly exert influence on students, especially in reading class, in which students take language input and language output. Therefore, this thesis attempts to explore the current situation of teachers’ classroom discourse in reading class from teachers’ discourse amount, teachers’ questioning and teachers’ feedback from the perspective of language ability. This study aims to shed lights on the current situation of teachers’ classroom discourse in reading class, and provides feasible suggestions for the teachers to use classroom discourse efficiently, so that it can serve better for reading teaching and students’ language ability cultivation.

Research on the Optimization Strategies of Higher Vocational English Stratification Teaching Mode Based on the Promotion of Students’ Professional Competence and Quality

Under the background of diversified enrollment structure in higher vocational colleges, the traditional level-based English teaching system cannot meet the needs of language ability development and professional quality improvement. In the past two years, we have built a dynamic assessment system based on ITEST platform. Based on a survey of the English proficiency needs of students with different majors, we have reconstructed the overall design of college English curriculum from the following key aspects: the refinement of the graduates’ qualification standards, the reconstruction of the whole college English curriculum system, the refinement of the English teaching and mentoring modes for different level college students, the optimization and adjustment of the level-by-level assessment system, the reconstruction of the teaching and learning quality evaluation and diagnosis system etc. This paper sums up a set of learner centered strategies to optimize the reform of stratification English teaching mode by taking Qingdao Technical College as an example. The reform aims at the improvement of students’ professional ability and quality by optimizing the stratification teaching mode of English in higher vocational colleges. It helps students with different enrollment backgrounds achieve individuation development and comprehensive accomplishment not only in English language skills but also professional qualities.

КЛАСТЕРИЗАЦИЯ СЕМАНТИКИ ПОЛИМЕМАНТОВ КАК СПОСОБ РАЗВИТИЯ ОБРАЗНОГО МЫШЛЕНИЯ

Предметом исследования данной статьи является семантическая организация полисемантов в ментальном лексиконе. В статье рассматривается тема кластеризации семантики многозначных слов. Цель исследования заключается в представлении связи между изучением семантической сети и развитием образного мышления, способствующего совершенствованию языкового навыка. Для работы с лексемами использованы компонентный анализ, кластерный метод организации семантического знания, графо-семантическое моделирование семантики слова для визуализации эпидигматических связей; для развития образного мышления применены объяснительно-иллюстративные методы с целью усвоения и закрепления формирующихся знаний.Результатом исследования послужили следующие выводы: следствием изучения и анализа способов группировки признаков и семантических связей значений полисеманта становится понимание принципов их формирования, что способствует развитию языковой способности; при работе с испытуемыми было показано, что работа с графо-семантическими моделями позволяет структурировать семантические знания и развивает потенциал дальнейшего использования, трактовки и прогнозирования переносных значений; экспериментально был показан прирост семантической сети за счет анализа семантической структуры. Таким образом, значение представляет собой совокупность групп признаков, связанных между собой на основе общей составляющей. Гибкий характер значения не только способствует успешной коммуникации, но и позволяет развивать объем семантической структуры многозначного слова. Лексико-семантический анализ способствует развитию образного мышления за счет формирования понимания природы того, как возникают новые значения.Результаты данного исследования могут быть применены при обучении студентов и аспирантов языковых вузов по направлениям «Лингвистика», «Теория языка».

Research on Language Ability Assessment Method Based on Computer Contextualization

Language is the main way of human social communication, language ability in people’s life learning and social work has a very important role that is a basic ability one must have as well as be trained from a child. Language is the main tool for people to communicate with each other, it is the carrier of all kinds of information transmission. Language is one of the main ways to inherit culture, which is an important force to promote social progress and development. The cultivation and development of language ability affect everyone’s status and development prospect in society in the future. Therefore, great attention should be paid to the cultivation of language ability. To cultivate and develop language competence, we must first understand the current situation of language mastery and evaluate language competence.

НАВЧАННЯ АНГЛІЙСЬКОЇ МОВИ СТУДЕНТІВ РЕСТОРАННО-ГОТЕЛЬНОЇ СПРАВИ

The article analyzes the modern communicative, interactive and cognitive approaches to teaching a professionally-oriented foreign language at higher educational establishments. The necessity of development of language abilities of students to form a professional foreign communicative competence of future professionals has been proved in the hospitality and restaurant industry. Different approaches to the definition of the interactive teaching have been investigated in the article. On the one hand, interactive teaching is defined as a dialogue learning. Since interactive means the ability to interact or to be in the conversation regime. Interactive teaching is considered firstly as the interaction between the teacher and the student. It has been revealed the peculiar value of the interactive teaching in student’s learning how to work in the team effectively. The article emphasizes that under th conditions of the European Union, it is becoming more important to provide the students with a high level of the students’ awareness, applying with this purpose not only the traditional teaching methods. Applying new effective methods in teaching English to prepare the future specialists in the field of Hospitality and Restaurant Business has become extremely not only important but rather desireable. Among progress methods in the modern academic process, a lot of attention is paid to the interactive methods, bases on the persona-oriented approach to the student, aimed at the development of the creative student’s potential and the ability to think creatively and to respond quickly, improving the communicative skills as well. The article postulates the thought that the interactive methods as the interaction of the teacher and the student in the process of communication and learning solve linguistic and communicative tasks. The article also represents various types of language and communicative competences. The issue of the development of language and communicative competence remains important during the entire academic process as the essential component of the professional training of future specialists in the system of high education in Ukraine. We have studied the content of the terms “competence”, “communicative competence”. There are different approaches to the definition of the characteristics of the communicative competence, its structure. It has been defined that the process of making the communicative competence of the students is necessary to be arranged on the basis of integral communicative and interactive teaching methods according to the content of learning.

Effect of cochlear implantation on language development and assessment of the quality of studies in this field: A systematic review.

Background: Cochlear implantation (CI) is an achievement that facilitates the acquisition of language skills in deaf children throughout the world. The use of this technology has a positive effect on all components of language acquisition (syntax, semantic, pragmatic, etc.). However, this positive impact is influenced by various factors. Understanding the strengths and weaknesses of studies on the development of language abilities can help improve these studies. Consequently, in the future, it will lead to the improvement of language rehabilitation in these children. Limited studies on children with CI in have been done so far. This article summarized the outcomes of scientific articles on the clinical efficacy of CI on Persian speaking children. This study also provided a clear picture of these studies by examining the quality of their methodologies and tools. Methods: Articles indexed in Google Scholar, Web of Science, Medline, Scopus and Iranian databases (Danesh Gostar, Magiran, and SID) were searched using keywords "language," "Cochlear implant", "Persian/ Farsi" in English and Persian languages with "and/or". Original articles investigated on children younger than 13 years old with hearing impairment and CI were included. Results: Five hundred and twenty-three articles were found based on the keywords. Among all of these, 485 were excluded due to the title and the abstract; we selected 38, of which 24 were repeated. Finally, 14 articles remained. We reviewed the articles based on the preferred reporting items for systematic review and meta-analysis (PRISMA) and checklist and Grading of Recommendations, Assessment, Development, and Evaluations (GRADE). Conclusion: Similar to international studies, Persian speaking children with CI have slower language development than their peers with normal hearing, but they are better than their peers who use hearing aids. The results of reviewing on quality of the articles showed that the studies could not meet reasonable quality because of the lack of a standard test in different aspects of Persian language and the absence of patients’ databanks. These results also can be used by other nationalities that recently have started surveys on children with CIs.