Language Acquisition In Early Childhood Research Articles

YouTube Media on Arabic Language Acquisition Early Childhood 4 Years Old

The purpose of this study is to describe the second language acquisition of a child case study conducted through YouTube social media. Children who have not mastered the language can use YouTube media. This research uses qualitative and descriptive methodology. This study concentrates on basic vocabulary, namely nouns or animal names, as well as basic numeralia, namely numbers 1 to 10. The results of this study show that YouTube has a relevant impact on children's second language acquisition. Nonetheless, YouTube media does not absolutely depict the role of humans in language education and learning. The implications of this research can lead to the development of more innovative and effective learning methods to support Arabic language acquisition in early childhood. The utilization of YouTube media can be an inspiration to develop learning strategies that are more interesting and in accordance with the characteristics of child development

The Implementation of Songs in Teaching Listening in Online Learning Environment

Language acquisition in early childhood is crucial for a child's overall cognitive and emotional development. This paper investigates the implementation of songs in English teaching for kindergarten students in an online learning environment. With the increasing prevalence of remote learning, educators face the challenge of engaging young learners in an effective and enjoyable manner. This study aims to explore how the integration of songs can enhance the listening abilities of kindergarten students during online English lessons. The research methodology involves conducting a literature review on the benefits of incorporating songs in language education and an empirical study consisting of online lessons with a group of kindergarten students. The findings indicate that the implementation of songs positively impacts students' listening comprehension, motivation, and overall engagement in the online learning environment. The results also highlight the importance of carefully selecting age-appropriate songs that align with the learning objectives and student interests. Based on the outcomes, this paper offers recommendations for educators on effectively utilizing songs in online English teaching for kindergarten students. The integration of songs in online English teaching for kindergarten students is an effective and enjoyable method to enhance their listening skills, vocabulary acquisition, cultural awareness, and overall engagement in the learning process.

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.

ACQUISITION OF ARABIC AS A SECOND LANGUAGE IN EARLY CHILDREN IN ISLAMIC KINDERGARTEN

It is believed that memorizing the Qur’an would be able to improve the acquisition of a second language, especially Arabic language, particularly for early childhood. This is because children have quite sharp hearing, so they quickly acquire Arabic language as their second language. The language acquisition is done by listening and kinesthetic methods. For this purpose, the study aims to describe the process of acquiring Arabic in early childhood at Daarut Tahfidz lil Athfal Malang. Researchers applied descriptive qualitative research and case study methods. Data obtained by observation and interviews. The results showed that learning activities to memorize the Qur’an can accelerate language acquisition in early childhood who previously had not been able to pronounce sentences perfectly. At the opening and closing of the lesson, the teacher in the class always reminds the mufradât (vocabulary) that has been delivered, so that it will strengthen their memory in Arabic language. The research is expected to provide an overview of the importance of providing Arabic language learning from an early age in order to strengthen Islamic teachings from an early age.

Language Acquisition in Early Childhood

Language Acquisition in Early Childhood

The Influence of Carrie TV Channel Shows on Language Acquisition in Early Childhood

The role of technology media as a stimulant in the industrial era 4.0 has developed rapidly and varied to affect various aspects of life in all circles, including early childhood. One affected aspect of life is language. The influence on the linguistic aspect is felt by children, especially at an early age. This study aims to determine how the influence of digital media broadcasts on Carrie TV’s YouTube channel on language development and acquisition in early childhood. This research utilized the observation method by observing language attitudes in early childhood and recording speech in communication activities. The observation technique was carried out by recording the distribution of words uttered by early childhood. Moreover, a comparison of the spoken vocabulary was made between the children who watched the Carrie TV channel and those who did not watch it. The word distribution recorded was adjusted to the children’s vocabulary skills in general based on their language development stage. The results revealed that childhood who watched the Carrie TV channel possessed more vocabulary than those who did not watch it. The children’s vocabulary could be categorized into basic words, conjunctions, affix words, and word combinations.

Children's Social Information Seeking is Sensitive to Referential Ambiguity.

We examined children's spontaneous information seeking in response to referential ambiguity. Children ages 2-5 (n=160) identified the referents of familiar and novel labels. We manipulated ambiguity by changing the number of objects present and their familiarity (Experiments 1 and 2), and the availability of referential gaze (Experiment 2). In both experiments, children looked to the face of the experimenter more often while responding, specifically when the referent was ambiguous. In Experiment 2, 3- to 4-year olds also demonstrated sensitivity to graded referential evidence. These results suggest that social information seeking is an active learning behavior that could contribute to language acquisition in early childhood.

Language development and acquisition in early childhood

The paper discussed in detail the process of language development and the process of language acquisition in early childhood. It also gave a brief overview of the theoretical frame of reference of language development. The paper included an in depth explanation of the importance and impact of over-exposure for early second language acquisition and it answered the question of whether language learning could turn into a language acquisition after what Noam Chomsky referred to as the “critical period”. The paper concluded that even after the Chomskian critical period learners who got overexposed to the target language can acquire the language and it can be equivalent to their first language. The paper discussed two major kinds of motivations at play in the process of second language acquisition: (1) Curiosity: A desire to better understand a group of people and their way of life , and (2) Empathy: Upon repeated exposure, one might come to the conclusion that this group of people has a more sensible handle on things, and thus identifies with them.

SECOND LANGUAGE ACQUISITION AND THE CRITICAL PERIOD

Is there a critical period for second language acquisition? When should one begin learning a second language? These are questions that have always been present and they stiil have not become any less controversial or complex. There is not any specific age that could be determined or proclaimed to be the most appropriate. A lot of things must be taken into consideration with spesific emphasis on the goals of the learner. Whether reaching a native -like accent and proficency is the ultimate aim or obtaining a certain level that will enable an everyday communication? Since a great number of experiments and research have shown that both younger and older students can achieve high levels in their second language, a fair atribute and attention should be paid to both theories respectfully.It has been hypothesized that there is a critical period for second language acquisition as well as for first language acquisition. According to this theory there is a time in human development when the brain is predisposed for success in language learning. It is belived that some developmental changes in the brain affect the nature of language acquisition. Therefore, any language learning that occurs after the end of the critical period may not be based on innate biological structures belived to contribute to first language acquisition or second language acquisition in early childhood. The general learning abilites that the older learners depend on, are claimed to be less efective than the innate capacities available to young children. Most studies of the relationship between age of acquisition and second language development have focused on learners’pronounciation. It is frequently observed that most children from immigrant families eventually speak the language of their new community with native –like fluency and accent, while their parents quite often fall behind in this mastery even long after they had been living and working in the new community. Nevertheless, some researches argue that older learners may have one advantage: they appear to be able to learn faster in the early stages of second language learning. Age is one of the characteristics that determine the way in which an individual approaches second language learning. But the opportunities for learning (inside the classroom and outside), the motivation to learn , and individual differences in aptitude for language learning are also important determining factors that affect both rate of learning and eventual susscess in learning. It must be acknowledged that achieving native-like mastery of the second language is neither a realistic nor a neccessarilya desired goal for many second language learners in many educational contexts.

The Influence of Early Temperament on Language Development: The Moderating Role of Maternal Input.

Temperament is an individual aspect that strictly affects infants and children engagement with the environment and it is supposed to play a role in the acquiring of new competences. Several studies focused on the possible influence of temperament in the process of language acquisition in early childhood reporting not consistent findings. Since maternal input is a variable that has been widely associated with infant language development this longitudinal study aimed to explore the role of the quality of maternal input in the temperament-language association. We hypothesized that the longitudinal association between early infant temperament and language production is moderated by the quality of maternal input during the first year of life. Infant temperament at 3 months and maternal linguistic input (lexical diversity and syntactic complexity) during spontaneous mother–infant interactions at 6, 9, and 12 months were assessed. Language competences were evaluated at the end of the second year: language production at 18 months with the CDI and child syntactic complexity at 24 months during spontaneous speech. Results showed significant moderating effects of syntactic complexity and lexical variability of maternal input at 6 and 9 months on the association of duration of orienting abilities and later language production. Infants with greater attentional abilities and with mothers who spoke to them with a more complex and variable input showed the better language outcomes. The association between infant distress to limitations and child language was not moderated by maternal input. No effects were found when considering the temperamental scale smile and laugher. Attentional control temperamental characteristics could help the infant to be more focus on maternal input throughout the first year of life and could consequently facilitate language development. Our findings underlined the necessity to explore infant development considering the interaction between individual and contextual factors.

Individual Differences in Sequence Learning Ability and Second Language Acquisition in Early Childhood and Adulthood

Language aptitude has been hypothesized as a factor that can compensate for postcritical period effects in language learning capacity. However, previous research has primarily focused on instructed contexts and rarely on acquisition‐rich learning environments where there is a potential for massive amounts of input. In addition, the studies conducted to date have investigated cognitive aptitudes weighted heavily in favor of explicit processes (e.g., language analysis) and have overlooked potential individual differences in implicit cognitive processes. This study examines whether sequence learning ability (one aspect of a cognitive aptitude hypothesized to be relevant for implicit language learning and processing) is involved in early and late second language learners’ morphosyntactic attainment, as measured by two types of structures and tasks. Results revealed that sequence learning ability moderated scores on structures involving grammatical agreement relations in both early and late second language learners.

Early requestive development in consecutive third language learning

While research on early simultaneous bilingual acquisition is well-documented, studies on multiple language acquisition in early childhood are still needed. Existing studies have mainly focused on early simultaneous acquisition of three or more languages). Some attention has already been paid to early pragmatic differentiation and cross-linguistic influence. Nevertheless, the effects of the successive acquisition of two or more languages in early childhood are still under-researched. The main aim of the present study deals with describing pragmatic development of a consecutive bilingual child learning English as a third language. For this purpose, we have particularly focused on the production of Catalan (L1), Spanish (L2) and English (L3) requests through a longitudinal analysis of a one-year period including ages 2.6–3.6. Data were obtained from diary notes and regular recordings of mother–child interaction at home and during short car trips. Results both coincide but also differ from previous research on interlanguage and L1 pragmatics, thus leading to the peculiarities of the young child third language pragmatics.

Second Language Acquisition in Early Childhood

Second Language Acquisition in Early Childhood

Cognitive and symptom profiles in Asperger’s syndrome and high‐functioning autism

Asperger syndrome (AS) and autistic disorder are two subtypes of pervasive developmental disorders (PDD), but there has been considerable debate over whether AS and autistic disorder without mental retardation (IQ > or = 70), called high-functioning autism (HFA), are distinct conditions or not. The aim of the present paper was to clarify this issue through a comparison of cognitive function and autistic symptom profiles. Based on the DSM-IV and ICD-10 definitions of language acquisition, 36 age- and IQ-balanced subjects with AS (mean age, 12.8 years; mean full-scale IQ, 98.3) were compared with 37 subjects with HFA (mean age, 12.6 years; mean full-scale IQ, 94.6) on the Japanese version of the Wechsler Intelligence Scales and the Childhood Autism Rating Scale-Tokyo Version (CARS-TV). Compared with the HFA subjects, the AS subjects scored significantly higher on Verbal IQ, Vocabulary, and Comprehension, but scored significantly lower on Coding. Although the total CARS-TV score did not differ significantly between the two groups, AS subjects scored significantly lower (i.e. less abnormal) on Verbal communication and Non-verbal communication than did the HFA subjects. A history of normal language acquisition in early childhood could predict his/her better verbal ability in mid-childhood or later. Autistic cognitive characteristics shared by both AS and HFA subjects appear to support the validity of the current diagnostic classification of PDD.

Linguistic relevance of duration within the native language determines the accuracy of speech-sound duration processing

As indexed by electrophysiological measures, in native speakers of a language with linguistically significant opposition between short and long phonemes, the pre-attentive detection accuracy of duration changes in speech sounds was tuned in comparison with that in non-speech sounds. This was not observed in advanced second-language users of the same language, suggesting that second-language acquisition does not lead to speech-specific tuning of the duration processing as does native language acquisition in early childhood.

Interaction and Language Acquisition in Early Childhood

This article stresses the need for an approach to language acquisition in early childhood that is not embedded in a transformationalist model. It presents a view of language, self, and other that i...