Language Abilities Research Articles

Research on primary school Chinese teaching under the guidance of core literacy

In the research of primary school Chinese teaching under the guidance of core literacy, it can be seen that the educational circle has an in-depth discussion and research on how to effectively cultivate students' Chinese core literacy. The concept of core literacy emphasizes the students in the language construction and use, thinking development and promotion, aesthetic appreciation and creation, cultural understanding and dissemination of all-round development, this idea requires teachers in the teaching process not only teach basic language knowledge and ability, but also to the students' thinking ability, correct values and individual emotional experience.

Cognitive neuropsychological and neuroanatomic predictors of naturalistic action performance in left hemisphere stroke: a retrospective analysis.

Individuals who have experienced a left hemisphere cerebrovascular accident (LCVA) have been shown to make errors in naturalistic action tasks designed to assess the ability to perform everyday activities such as preparing a cup of coffee. Naturalistic action errors in this population are often attributed to limb apraxia, a common deficit in the representation and performance of object-related actions. However, naturalistic action impairments are also observed in right hemisphere stroke and traumatic brain injury, populations infrequently associated with apraxia, and errors across all these populations are influenced by overall severity. Based on these and other data, an alternative (though not mutually exclusive) account is that naturalistic action errors in LCVA are also a consequence of deficits in general attentional resource availability or allocation. In this study, we conducted a retrospective analysis of data from a large group of 51 individuals with LCVA who had completed a test of naturalistic action, along with a battery of tests assessing praxis, attention allocation and control, reasoning, and language abilities to determine which of these capacities contribute uniquely to naturalistic action impairments. Using a regularized regression method, we found that naturalistic action impairments are predicted by both praxis deficits (hand posture sequencing and gesture recognition), as well as attention allocation and control deficits (orienting and dividing attention), along with language comprehension ability and age. Using support vector regression-lesion symptom mapping (SVR-LSM), we also demonstrated that naturalistic action impairments are associated with lesions to posterior middle temporal gyrus and anterior inferior parietal lobule - regions known to be implicated in praxis; as well the middle frontal gyrus that has been implicated in both praxis and attention allocation and control. Taken together, these findings support the hypothesis that naturalistic action impairments in LCVA are a consequence of apraxia as well as deficits in attention allocation and control.

LanguageScreen: The Development, Validation, and Standardization of an Automated Language Assessment App.

Oral language skills provide a critical foundation for formal education and especially for the development of children's literacy (reading and spelling) skills. It is therefore important for teachers to be able to assess children's language skills, especially if they are concerned about their learning. We report the development and standardization of a mobile app-LanguageScreen-that can be used by education professionals to assess children's language ability. The standardization sample included data from approximately 350,000 children aged 3;06 (years;months) to 8;11 who were screened for receptive and expressive language skills using LanguageScreen. Rasch scaling was used to select items of appropriate difficulty on a single unidimensional scale. LanguageScreen has excellent psychometric properties, including high reliability, good fit to the Rasch model, and minimal differential item functioning across key student groups. Girls outperformed boys, and children with English as an additional language scored less well compared to monolingual English speakers. LanguageScreen provides an easy-to-use, reliable, child-friendly means of identifying children with language difficulties. Its use in schools may serve to raise teachers' awareness of variations in language skills and their importance for educational practice.

THE GLOBAL PREVALENCE AND DIAGNOSIS OF AUTISM SPECTRUM DISORDER (ASD) AMONG YOUNG CHILDREN

Autism Spectrum Disorder (ASD) refers to a group of developmental disorders. Although the global prevalence of ASD is reported to be between 3-6 children per 1000, there is difficulty in comparing the prevalence of ASD across countries because of the variation in methodology, age group of population and the sample size studied. The prevalence of ASD shows an increasing trend and factors attributing to the rise in prevalence include the increase in awareness on the signs and symptoms of ASD, the increase in access to services, the changes in the definition of autism over time and the broadening of the diagnostic criteria. Among the administrative factors also linked to the increase in prevalence were changed in reporting practices and availability of records. Before1990’s diagnosis of ASD was more often after the entrance to the school. Currently, there are diagnostic tools available and the diagnosis can be made among toddlers. However, for those on the milder end of the spectrum with average or above-average language and cognitive abilities, the diagnosis is still made after school entry. Early detection, diagnosis, and intervention are important in promoting better long-term outcomes and as such screening programs need to be in place. Sustainability of the program requires training of primary care providers, the use of specially designed tools for screening and protocols for referral, and a multidisciplinary diagnostic team. This paper shares the Malaysian experience in implementing a screening program since 2011 and the outcomes of the screening program for ASD in primary care.

Contextualized, Multicomponent Language Instruction: From Theory to Randomized Controlled Trial.

Clinicians address a wide range of oral language skills when working with school-age students with language and literacy difficulties (LLDs). Therefore, there is a critical need for carefully designed, rigorously tested, multicomponent contextualized language interventions (CLIs) that have a high likelihood of successful implementation and measurable academic impacts. This clinical focus article summarizes the development and testing of a CLI entitled Supporting Knowledge in Language and Literacy (SKILL), which is a supplementary narrative intervention program for elementary school-age children. Our aims are to (a) to review the foundational theoretical models that are the foundation of SKILL; (b) describe the iterative process used to develop the phases, lessons, procedures, materials, and progress monitoring tool; (c) summarize recent findings of the randomized controlled trial that was conducted to test its efficacy; and (d) discuss factors that may contribute to successful implementation of multicomponent language interventions. A total of 357 students in Grades 1-4 with LLDs were randomized to a treatment group or to a business-as-usual control group. The treatment group received the SKILL curriculum in small groups during 30-min lessons by trained speech-language pathologists, teachers, and special educators. Students who received SKILL significantly outperformed those who did not on oral and written measures of storytelling and comprehension immediately after treatment and after 5-months at follow-up. Gains were similar among students with different levels of language ability (at-risk, language impaired) and language status (monolingual, bilingual) at pretest. There is growing support for the use of multicomponent CLIs to bring about educationally relevant outcomes for students with LLDs. The authors present this review of how SKILL was designed, manualized, and rigorously tested by a team of researchers and practitioners with the hope that this approach will serve as a springboard for the development of future multicomponent CLIs that may meaningfully improve communicative and educational outcomes for students with LLDs.

PRACTICAL STRATEGIES TO BUILD CONFIDENCE IN SPEAKING ARABIC

Speaking skills are productive language abilities to express thoughts, ideas and feelings verbally. The aim of this research is to develop and present practical strategies that can build courage in speaking Arabic with confidence. This research uses a library study method by collecting several relevant reference sources and then analyzing and compiling them systematically so that readers can easily digest and understand the contents of the article. The results obtained from the research are several ways or strategies to grow courage in speaking Arabic, such as overcoming fear and doubt, building a strong basic foundation, practicing every day, not being afraid to make mistakes, utilizing existing technology, and applying appropriate learning methods. varies.

A longitudinal test of Mexican-origin teen mothers' cultural characteristics and children's Spanish vocabulary via mothers' Spanish language use.

The present study examined whether teen mothers' adaptive cultural characteristics (i.e., familism values, language competency pressures, and involvement in Mexican culture and U.S. mainstream culture) when children were 3 years old (i.e., Wave 4; W4) informed mothers' Spanish language use with their children when children were 4 years old (W5) and, in turn, children's subsequent Spanish receptive vocabulary when children were 5 years old (W6). The present study included 204 Mexican-origin children (58% male) and their mothers who entered parenthood during adolescence (M = 16.24, SD = .99 at W1). Five mediational processes were significant, such that mothers' higher familism values (i.e., emphasizing family support and obligations), Spanish competency pressure (i.e., stress associated with Spanish language competency), and involvement in U.S. mainstream culture at W4 were associated with mothers' lower Spanish language use with children at W5 and, in turn, children's lower levels of Spanish receptive vocabulary at W6. Mothers' greater involvement in Mexican culture and English competency pressure (i.e., stress associated with English language competency) at W4 were associated with mothers' greater Spanish language use with children at W5 and, in turn, children's greater Spanish receptive vocabulary at W6. Additionally, mothers' greater involvement in U.S. mainstream culture at W4 was directly associated with children's lower Spanish language abilities at W6. Findings highlight the importance of the family context in Mexican-origin children's Spanish language skills over time. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Study on Symbol Selection Ability According to AAC Symbol Types for Patients with Dementia of Alzheimer’s Type

Objectives: This study aimed to establish evidence for effective (Augmentative and Alternative Communication) AAC intervention approaches for patients with dementia of Alzheimer’s type (DAT) by examining whether the severity of dementia and the symbol type used in AAC tools affect symbol selection. Additionally, we aimed to investigate the relationship between symbol selection ability and language and cognitive abilities. Methods: Twenty-one normal elderly individuals, 17 patients diagnosed with mild DAT, and 20 patients with moderate to severe DAT were recruited. A symbol selection task was conducted using the Augmentative and Alternative Communication Symbol Assessment Tool (AAC-SAT). Participants selected target symbols on the screen consisting of graphic symbols, photos, and written words in response to auditory prompts given by the examiner. Data from the tasks were statistically analyzed for accuracy and response time, and correlation analyses were conducted for cognitive and language abilities. Results: The moderate to severe DAT group showed significantly lower accuracy and longer response times in symbol selection compared to the mild DAT group and normal elderly group. Upon examining each group separately, both mild and moderate to severe DAT groups showed no symbol type that was advantageous for symbol selection. However, the rapid response to photos observed in mild DAT group disappeared in the moderate to severe DAT group. Additionally, the symbol selection ability of DAT patients significantly deteriorated as language and cognitive abilities declined. Conclusion: Appropriate symbol types for AAC aimed at facilitating effective communication considering the language and cognitive abilities of DAT patients were suggested, and the findings of this study were compared with the claims made by previous research.

그림책과 연계한 신체표현활동이 유아발달에 미치는 효과

The purpose of this study was to develop body expression activities in connection with picture books and to examine the effects of these activities on children's motor skills, language skills, and drawing representation skills. For this study, exercise ability, language ability, and drawing representation ability were measured in 48 children aged 5 years old (experimental group: 24 and comparative group: 24) of kindergarten A located in K City. As the measurement tools, the infant exercise ability scale, the syntactic meaning comprehension test tool, and the drawing representation ability scale were used. A total of 12 experimental treatments were performed 3 times a week over 4 weeks. The experimental group conducted picture book-linked physical expression activities, and the comparative group conducted picture book-linked drawing activities. As a result of the study, it was found that picture book-linked physical expression activities effectively cultivate children's motor skills, language skills, and drawing representation skills.

The Impact of Early Intervention on Posture Control and Language Abilities in 3-Year-Old Children With Developmental Delay: A Case Study

The Impact of Early Intervention on Posture Control and Language Abilities in 3-Year-Old Children With Developmental Delay: A Case Study

Fostering Creative Problem-Solving Abilities in Chinese Language and Literature Majors

This paper discusses the importance and necessity of fostering creative problem-solving abilities among Chinese language and literature majors. Traditional teaching methods such as lecturing have limitations in cultivating students' creative problem-solving abilities, lacking open-minded thinking training and interdisciplinary practices. The evolution of Chinese language and literature education from emphasizing language rhetoric to literary history is analyzed for its impact on student capability development. To effectively enhance students' creative thinking and practical problem-solving skills, the recommendation is to introduce diversified methods and interdisciplinary training in teaching, enabling students to flexibly apply literary knowledge to address real-world issues. This reform not only contributes to cultivating well-rounded professionals in the field of literature but also provides crucial support for societal and literary research advancement.

Effects of Errorless Learning-based Semantic Feature Analysis Treatment on Naming and Cognitive Abilities for Individuals with Alzheimer’s Disease

Objectives: Alzheimer’s Disease (AD) patients characteristically show a decline in various cognitive functions, including memory and language skills. Additionally, naming deficits are evident from the early stages of dementia in AD patients. This study aimed to consider these characteristics of AD patients and develop a semantic feature analysis based on errorless learning. The effect of this naming treatment on the language and cognitive abilities of AD patients was examined, with participants divided into treatment group and control groups. Methods: Ten patients with early to severe AD were divided into a treatment group and a control group. The noun list was individualized for each participant, and to prevent the production of errors, the researcher provided the names and semantic features of the nouns, which the AD patients then learned. Results: The treatment group showed statistically significant improvements in naming trained nouns, semantically related non-treatment nouns, and semantically unrelated non-treatment nouns. The control group did not show statistically significant improvements in overall noun naming. In the treatment group, the performance in the Controlled Oral Word Association Test (COWAT), specifically in naming animals, significantly increased post-treatment compared to pretreatment. In contrast, the control group showed a significant decrease in digit span test performance post-treatment compared to pre-treatment. Conclusion: A semantic feature analysis based on errorless learning was effective in improving naming performance in AD patients. It also had a positive impact on the enhancement and maintenance of performance in language and cognitive tests.

Implications for the Organization and Operation of Liberal Arts Curriculum by the Difference in Educational Consumers' Perception of the Identity and Content of Liberal Arts Education

The purpose of this study is to examine whether there are differences in the perception of the importance of liberal arts education by role and content for each educational consumer and to derive implications for how to reflect these differences in the organization and operation of the liberal arts curriculum. To achieve this, basic statistical analyses and one-way ANOVA were conducted on survey data collected from 1,720 students, faculty, graduates, and industry representatives in Busan, Korea. The results confirmed differences in perception among each educational consumer regarding which role of general education is considered more important. In particular, students perceived all roles of general education except for ‘complementing major education’ as less important compared to other consumer groups. Clear differences were also observed in the importance attributed to specific content areas by each group. While Faculty and industry representatives perceived the importance of humanities most highly, students and graduates prioritized employment-related areas such as practical skills, IT utilization skills, and foreign language abilities. Moreover, they perceived the importance of humanities and social sciences, which correspond to the traditional liberal arts and education areas, as less significant. Based on this difference in perception of the educational consumer groups, four implications for practitioners to consider in the process of development and implementation of liberal arts education were proposed.

Academic Adaptation of Chinese Postgraduate Students in Malaysia

In recent years, there has been a notable rise in the number of Chinese applicants seeking admission to Malaysian tertiary education institutions, particularly for postgraduate programmes. This trend can be attributed to the favourable policies implemented by the Malaysian government. For Chinese students themselves, the prior task of studying abroad is to achieve their educational goals, which is challenging for them to study in an unfamiliar educational context. This study aims to explore Chinese postgraduate students’ academic adaptation to Malaysian research-oriented universities that provide qualified postgraduate programmes. Using qualitative methods, the study conducted semi-structured interviews with 15 Chinese postgraduate students studying in five Malaysian public universities. Thematic analysis was adopted to analyse the data collected. The study’s findings unveiled the various factors affecting Chinese postgraduate students’ academic adaptation throughout their postgraduate tenure, encompassing language ability, supervisor-supervisee relationship, pedagogic differences, academic support and emotional support. In addition, the study also highlighted the strategies that Chinese postgraduate students employed to embrace these challenges. The implications of the findings are expected to help Chinese postgraduate students develop effective strategies and programs to facilitate their academic adaptation in Malaysia. Further to this, these findings can offer recommendations to higher education institutions on how to collaborate effectively with Chinese students. Keywords: Academic adaptation, Chinese postgraduate students, Malaysian universities, challenges, strategies.

THE VERBALIZATION OF EMOTIONS IN ENGLISH PHRASEOLOGICAL UNITS

The article is devoted to the study of emotive phraseological units of the modern English language, which reveal universal properties of human language ability, culturally determined differences in its organization and functioning, reflection in language of correlations between emotions and the psychophysiological state of the human body. The article analyzes the peculiarities of the semantics of emotive phraseological units, defines the somatic component in the composition of phraseological units that denote human emotions. Various models of negative and positive emotional actions, which are objectified in phraseological units, are identified, verbal and non-verbal means of expressing emotions in phraseological units are considered. The results of the semantic analysis are given, which testify to the universality and reveal the specific features of the verbalization of emotions in the English-speaking culture. The research material contains English idioms denoting negative and positive human emotions, selected by the method of continuous sampling from monolingual English dictionaries.

Do Linguistic Factors Impact Phonological Awareness in L2? A Study of Phonological Awareness of English by Adult Saudi Learners

The study explores the impact of certain linguistic factors on phonological awareness ability in the second language. This study examines the effect of three linguistic factors on Saudi university students’ L2 phonological awareness: the linguistic environment (single vs. clustered), the linguistic affiliation of the phoneme (novel vs. non-novel), and the phonological representation of the lexical item that contains the target phoneme (real-word vs. non-word). The linguistic factors that are examined and controlled in this study represented essential differences between the participants’ L1 and L2, hence highlighting the effect of L1-L2 distance. The participants were 48 university students majoring in English language. Two phonological awareness tasks were administered, a phoneme deletion task and a phonological judgement task, to test phonological awareness at the phonemic and phonotactic levels. The results showed that the linguistic environment of the phoneme had a significant impact on the participants’ L2 phonological awareness. The linguistic affiliation of the target phoneme was another linguistic factor that affected the participants’ L2 phonological awareness. Their perception of novel L2 phonemes was considerably poorer than non-novel phonemes. This result confirms the validity of the linguistic affiliation hypothesis in explaining phonemic awareness in L2. Additionally, the results revealed that the quality of the phonological representation plays a significant role in the participants’ performance on the phonological awareness tasks in L2 and that the lexical status of the item affected this underlying phonological representation. The findings of this study offer theoretical and practical implications for the acquisition and teaching of a second language.

ANALYSIS OF SCIENTIFIC APPROACHES TO THE DEVELOPMENT OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE

The purpose of this study is to investigate a number of concepts about the development of professional communication abilities in foreign languages for future teachers by comparing and contrasting the many restrictions that may be included in these theories. Canale, Bachman, Vygotskiy, Kramsch, Willis & Willis, Dornyei, Albert Bandura, Edward Deci, and Richard Ryan are some of the writers whose scientific ideas served as the foundation for this study. In the course of the research, a number of different approaches to the development of communication competence will be discussed. These approaches include cognitive, communicative, socio-cultural, project, and integrative approaches. According to the findings, some theories concentrate on certain areas of communication, whilst others take a more comprehensive approach to the subject. According to some theories, certain instructional strategies are prescribed, while others provide general principles for successful communication. Other theories, on the other hand, have certain drawbacks, such as a lack of clear recommendations, a restricted attention to learner motivation and task completion, difficulties in big classes, and the possibility of restrictions in responding to unique learner requirements. Keywords: communicative competence, professional foreign language, scientific techniques, principles, motivation, English language teaching.

Mengembangkan Minat dan Kemampuan Bahasa Inggris Remaja di Lingkungan Bappeda Kota Tebing Tinggi

The problems that children face today are related to learning in pandemic times like these. Children ranging from high school to high school have difficulty learning English. Besides that English is not the everyday language that makes them strangers use it, English is also considered to be a difficult language. It's happening in many places where a lot of parents can't afford or want to enroll their children in English courses, like children in the BAPPEDA High Hill neighborhood. They want to understand and master English because English is an international language. In this practice I as a practitioner helped develop the interest and ability of the English language in teenagers who are in the BAPPEDA neighborhood. The solutions offered in the practical activities of the appropriate intervention program are used in this problem, namely micro intervention by Skidmore (Adi, 2013), case work consisting of stages such as Engagement, Intake and contract, Assessment or Program Planning, Intervention, Evaluation, and Termination. By using Skidmore's method, it's easier to practice solving client problems. The results of this activity aim to make the youth in this BAPPEDA neighborhood more confident, able to compete and not lag behind other teens on English language skills

Inisiasi Klub Literasi Bahasa di SMP Negeri 2 Sukowono Jember

Literacy is one of the indicators of the nation development. Unfortunately, our people’s literacy is still low and needs to be introduced early to the children. SMP Negeri 2 Sukowono, Jember, also faced the same problem. Their students’ literacy and reading interest were still lacking. Besides, there was not any activtity which accomodate students’ interest in literacy. The community service team proposed a solution to make a Language Literacy Club for this problem. The program was conducted through four steps; preliminary study, planning, implementing, and evaluation. After being implemented to the students, it gained positive responses from both students and teachers. The students enjoyed the activity done in the group so much. Moreover, students’ language ability and confidence increased. Therefore, it can be concluded that the existence of Language Literacy Club is beneficial for the students. Next, an active promotion is needed to attract more students to join this club.

The role of speech-language pathologists in supporting theory of mind through literacy-based activities

PurposeThis tutorial discusses the importance of speech-language pathologists (SLPs) supporting individuals with language disorders in their understanding of others’ cognitive and affective states (theory of mind, ToM), with a special consideration given to applying these suggestions with individuals who are neurodivergent. MethodI motivate this tutorial by first reviewing the literature related to ToM and language abilities for various populations of individuals with language difficulties, highlighting the need for explicitly targeting the language-related skills that are thought to underlie ToM for individuals with language disorders. I next present concrete examples of how to support ToM through literacy-based activities. I follow this discussion with a short description of how these activities may be applied with individuals who are neurodivergent through concrete examples, such as how inclusion of neurodivergent characters in storybooks can aid in educating children about understanding others’ perspectives. It further emphasizes the importance of discussing various types of mental and emotional states for individuals who share as well as differ in their neurotypes. ConclusionsLanguage skills are an integral part of ToM abilities. SLPs play an important role in supporting clients’ academic, literacy, and social outcomes and can support important perspective-taking skills through associated language/communication skills. The various skills that fall under the umbrella term ‘theory of mind’ can be appropriately incorporated into intervention and literacy-based tasks in a way that respects differences in neurotype while still building important language and communication skills for clients.