Language Environment Research Articles

Child activity contexts and language environments

Abstract Activity contexts are increasingly recognized as important for the variation observed in the type and quantity of speech heard by children. However, there is little data from children’s everyday experiences to properly study this role. We analyzed the quantity of target child-directed speech (TDS) and other-directed speech (ODS) according to children’s activity contexts. We used Daylong Audio Recordings of American English children aged 6–17 months old from the Bergelson Seedlings corpus. A higher quantity of ODS per minute was observed in Solitary playful and exploratory activity contexts, while a higher quantity of TDS per minute was observed in Social activity contexts in comparison to other activity contexts. However, the interindividual variation found needs to be further explored. These results highlight the link between the language environment and activity contexts, and their importance for understanding child language development.

The macrostructure of narratives produced by children acquiring Finnish Sign Language.

This article investigates the narrative skills of children acquiring Finnish Sign Language (FinSL). Producing a narrative requires vocabulary, the ability to form sentences, and cognitive skills to construct actions in a logical order for the recipient to understand the story. Research has shown that narrative skills are an excellent way of observing a child's language skills, for they reflect both grammatical language skills and the ability to use the language in situationally appropriate ways. This study was conducted using the FinSL Narrative Skills Production Test assessment to observe how narrative skills develop in children between the ages of 4 and 11 who acquire FinSL in their natural language environments. The results show that the narrative skills of children acquiring FinSL develop following the same guidelines found in other signed and spoken languages. Narrative structure and content increase with age.

A 5-year longitudinal study of bilinguals’ vocabulary growth and the role of the prekindergarten home language and literacy environments.

A 5-year longitudinal study of bilinguals’ vocabulary growth and the role of the prekindergarten home language and literacy environments.

Profiles of home language environment in Head Start classrooms: Patterns and associated developmental skills for Spanish-English dual language learners

This study utilized nationally representative data from Head Start programs (FACES 2014) to identify profiles of classrooms based on their practices and environments relevant to Spanish-English dual language learners (DLLs). We then compared DLLs’ development across the identified classroom profiles over the preschool year. Finally, we explored whether the potential effect of classroom profiles on early development varies by DLL status, distinguishing between Bilinguals and Emergent Bilinguals. Latent profile analysis identified three classroom profiles: (a) High home language support with a Spanish-speaking lead teacher (High HL, Spanish LT; 34.2%), (b) High home language support with a non-Spanish-speaking lead teacher (High HL, non-Spanish LT; 26.9%), and (c) Low home language support (Low HL; 38.9%). DLLs in High HL, Spanish LT classrooms presented higher teacher-reported social skills than those in Low HL classrooms. Moderation analyses revealed that Bilinguals in High HL, Spanish LT classrooms presented higher social skills and fewer behavioral problems than those in High HL, non-Spanish LT classrooms, and higher approaches to learning skills than those in Low HL classrooms, as reported by teachers. Children's language and math achievement over a preschool year did not differ across classroom profiles. These findings highlight the importance of strong home language support in classroom environments for enhancing DLLs' social-emotional skills and learning behaviors, particularly for Bilinguals.

Picturebooks Increase the Frequency and Diversity of Emotion Vocabulary in Children’s Language Environments: Modeling Potential Benefits to Emotional Literacy, with Pedagogical Resources

ABSTRACT Research Findings: This study examines the frequency and diversity of emotion vocabulary in children’s picturebooks, as well as its deviation from typical spoken language environments. We analyzed a corpus of 2146 transcripts of individuals reading picturebooks aloud on social media platforms, using an emotion-specific vocabulary list, and two emotion-related word lists: the Valence Aware Dictionary for Sentiment Reasoning (VADER) List, and the NRC Word-Emotion Lexicon Intensity Lists. Models of daily input assess how regular book reading impacts the diversity and quantity of emotion vocabulary in children’s language environments. The findings reveal that emotion vocabulary in children’s picturebooks is more diverse than found in typical samples of child-directed speech and that regular reading substantially increases exposure to emotion vocabulary in the language environment of children beyond their input from child-directed speech alone. The study underscores the significant role of regular picturebook reading in enriching children’s quantity and quality of emotion vocabulary exposure and the opportunities this may provide for emotional literacy development. Practice or Policy: The findings are supplemented with emotion vocabulary wordlists produced by the study and provided here (https://tinyurl.com/4pvcb8b4). These constitute new resources for supporting children’s emotion vocabulary acquisition during early education and development.

Strategies to support language development in neonatal intensive care unit: a narrative review.

Despite neonatal intensive care advancements and quality improvements, preterm infants often experience delays in speech and language development during early childhood. The etiological pathway of language delays is multifactorial, including younger gestational age at birth, male sex, pregnancy complications including gestational diabetes mellitus and preeclampsia, organic pathology from neonatal morbidities, environmental factors of the neonatal intensive care unit (NICU) and prolonged hospitalization, home environment including socioeconomic status and parental education, and parent-infant interactions. As early language experiences and environments are crucial for the development of language processing, strategies to support language development should be implemented from the NICU onward. This study aimed to summarize evidence-based strategies for language development through an extensive review of nutrition, NICU environment, language and sound exposure, developmental care interventions, and family-centered care. Promoting breastfeeding, increasing parent-infant interactions in a single-family room setting, nurturing the language environment via parental book reading and language interventions, and parent-integrated interventions in the NICU could potentially enhance language development among preterm infants. These supportive strategies can be integrated through family-centered care, which recognizes parents as primary caregivers and collaborative partners.

The use of Language ENvironment Analysis in autism research: A systematic review.

In research, language ability has historically been measured using structured tasks in laboratory settings. In recent years, there has been a growing emphasis on the need to instead capture language ability in an individual's natural setting (i.e. through social interaction or in their home). Considering natural language may be particularly important for the autistic population, as an autistic child's language ability can be very different depending on the setting. One common tool for capturing natural language is the LENA recording system, which takes audio recordings over long periods of time and provides estimates of children's and caregivers' speech. The purpose of this systematic review is to summarize the use of LENA in autism research, to highlight the strengths and limitations of the system as identified by researchers, and to provide recommendations for future research and clinical use. We identified 42 autism studies that used LENA in a variety of ways and settings. Most studies used LENA within the guidelines put forth by its creators, and it was most commonly used to understand speech or speech development for autistic children. LENA is a useful tool for clinicians and caregivers to gain some insights into child speech, but those considering using it should be aware of concerns about its accuracy and limitations about the information it provides. In this review, we supplement the official LENA guidelines with specific suggestions for use with the autistic population.

Использование мультимодальных текстов для развития навыков говорения на русском языке у китайских студентов

Introduction. In the context of the development of cooperation between Russia and China, the importance of communication as a means of interethnic, intercultural and interpersonal communication is increasing. The search and creation of didactic tools for the more successful development of Chinese students' speaking skills in Russian, which are communicatively significant and difficult to master, are urgent tasks. The purpose of this article is to describe the extralinguistic causes of difficulties in developing the Russian speaking skills of Chinese students and to reveal the linguodidactic potential of multimodal texts for teaching speaking in Russian. Research methods include theoretical analysis, pedagogical observation and generalization of pedagogical experience. Results. The authors of the article identify as extralinguistic reasons for difficulties in developing skills among Chinese students: the isolation of textbooks from modern communication practice, a limited number of classroom hours, the written form of passing exams in Russian at Chinese universities, excessive dependence of students on translation programs and low motivation to speak. The authors conclude that the use of multimodal texts motivate students to speak in Russian by mobilizing various channels of information, topical issues, background information about Russian culture and creating a more relaxed and natural atmosphere in the classroom. Scientific novelty. The linguodidactic potential of using multimodal texts for the development of speaking skills is revealed. Practical significance. The use of multimodal texts will help the teacher to improve the level of Russian speaking skills of Chinese students, especially in the absence of a language environment.

A FMEA Optimization Method Based on TODIM and Best Worst Method-Water Filling Theory in Pythagorean Fuzzy Language Environment for Reliability Assessment of Industrial Robot

Abstract In view of the shortcomings of traditional failure modes and effects analysis (FMEA) in risk evaluation language, weight information, risk priority number (RPN), this paper proposes an FMEA optimization method. First, using the Pythagorean fuzzy language as the evaluation language, the hesitation psychology of the evaluator is truly reflected. Then, the best worst method (BWM) is used to calculate the weight of the evaluator, it can reduce the number of pairwise comparison evaluations. Second, water filling theory (WFT) uses mean values instead of extreme values to determine the discreteness of evaluation information, which is more consistent with FMEA. Therefore, WFT is used to calculate the weight of influencing factors. Finally, the tomada de-decisao iterativa multicriterio (TODIM) method is used for compromise calculation to obtain the risk ranking of failure modes. Compared with RPN, TODIM can avoid the situation that the failure mode scores are the same. At the end of the paper, the robustness and superiority of the new method are verified by taking the reliability assessment of reversing system of industrial robots as an example.

A Magyarországon tartózkodó belső ukrajnai menekültek nyelvhasználati szokásai és nyelvi attitűdjei

The armed conflict in eastern Ukraine since 2014 has escalated into the Russo–Ukrainian war that broke out on February 24, 2022, leading millions of Ukrainian citizens to decide about leaving the country and seeking temporary and, in many cases, permanent shelter abroad, including in Hungary. The threat to their existence posed by the military actions, the general mobilisation of men aged 18–60, and the economic downturn have led to a significant increase in the number of Ukrainian citizens leaving their homeland behind. At the same time, it is also important to highlight that the mobilisation law banned men of military age from leaving the country as of February 25, 2022, so that men who left the Eastern Ukraine region have predominantly found temporary shelter in the Western part of the country, including in Transcarpathia. At the same time, many men who were not obliged to mobilise because of a medical condition (e.g., disability) or family status (e.g., having at least three children) and who still had the right to leave the country also decided to go abroad. Their numbers are, of course, negligible compared to the number of women and children, who have left Ukraine. On the basis of the results of an online questionnaire survey conducted among internally displaced Ukrainians currently residing in Hungary, the paper aims to show how the Russian and Ukrainian native speakers of the data, having been exposed to a language environment with which they are completely unfamiliar, have developed language usage strategies and attitudes towards their mother tongue, Hungarian, and the various intermediary languages used during everyday communication. In the first part of the work, the migration processes that developed in the context of the war and the measures taken by the European Union in response to them are presented. The second part provides general information on the distribution of respondents by place of residence in Ukraine and by place of residence in Hungary, as well as other sociological indicators. The next section describes the respondents’ language skills and characteristics. This is followed by a presentation of respondents’ opinions on their attitude towards Hungary, the Hungarian language, learning the Hungarian language, and the possibility of returning to Ukraine. The paper also includes comments from respondents in the form of narrative texts, which help to provide a more balanced picture of the statistics.

The effects of family, culture and sex on linguistic development across 20 languages.

Languages vary in their complexity; caregivers vary in the way they structure their communicative interactions with children; and boys and girls can differ in their language skills. Using a multilevel modelling approach, we explored how these factors influence the path of language acquisition for young children growing up around the world (mean age 2-years 9-months; 56 girls). Across 43 different sites, we analysed 103 mother-child pairs who spoke 3,170,633 utterances, 16,209,659 morphemes, divided across 20 different languages: Afrikaans, Catalan, Cantonese, Danish, Dutch, English, Farsi, French, German, Hebrew, Icelandic, Irish, Italian, Japanese, Mandarin, Norwegian, Portuguese, Spanish, Swedish and Turkish. Using mean length of utterance (MLU) as a measure of language complexity and developmental skill, we found that variation in children's MLU was significantly explained by (a) between-language differences; namely the rate of child MLU growth was attuned to the complexity of their mother tongue, and (b) between-mother differences; namely mothers who used higher MLUs tended to have children with higher MLUs, regardless of which language they were learning and especially in the very young (<2.5 years-old). Controlling for family and language environment, we found no evidence of MLU sex differences in child speech nor in the speech addressed to boys and girls. By modelling language as a multilevel structure with cross-cultural variation, we were able to disentangle those factors that make children's pathway to language different and those that make it alike. RESEARCH HIGHLIGHTS: The speech of 103 mother-child pairs from 20 different languages showed large variation in the path of early language development. Language, family, but not the sex of the child, accounted for a significant proportion of individual differences in child speech, especially in the very young. The rate at which children learned language was attuned to the complexity of their mother tongue, with steeper trajectories for more complex language. Results demonstrate the relative influence of culture, family, and sex in shaping the path of language acquisition for different children.

Data-driven prediction of early language delay at Youth Health Care Services in the Netherlands

Abstract Introduction Language development in early childhood significantly impacts future academic success, social interaction, and emotional well-being. This study aimed to develop and evaluate a prediction model using data on developmental milestones and parents’ socio-economic background known at age 2, and translate the results into an interactive digital dashboard and pilot it with Youth Health Care (YHC) professionals and parents. Methods A mixed-method study on retrospective cohort of children attending YHC at age 2, followed up until age 4. Data on language development, gender, parental education, and home language environment were obtained from YHC digital dossiers and linked to parental socio-economic status characteristics, and perinatal outcomes and healthcare costs using a secure remote access environment of Statistics Netherlands. Random forest and logistic regression models were computed with language development at age 4 as an outcome, initially using all available data at age 2 as predictors and then with a restricted model using variables readily available in YHC settings. Models performance was assessed using sensitivity, specificity, and AUC value. Results were visualized through an interactive dashboard and pilot-tested in simulated consultations. Results Among 9,148 children, 13.2% had language development delay at age 4. The full model had an AUC of 0.78, while the restricted model (gender, parental education, language environment, and language development), achieved an AUC of 0.77. YHC professionals and parents recognized the value of individualized, data-driven risk assessment for potential language delay to stimulate the discussion of preventive interventions. Conclusions A good quality prediction model for language development at age 4 can be derived from just a few background characteristics of the child and parents at age 2. The digital dashboard presents a practical approach of integrating prediction model results into daily YHC practice. Key messages • Language development at age of 4 can be predicted as early as age of 2 using just a few background characteristics of child and parents, which presents a window of opportunity for prevention. • The digital dashboard presents a practical approach of integrating prediction model results into preventive care practice.

Performance of ChatGPT in medical licensing examinations in countries worldwide: A systematic review and meta-analysis protocol.

In November 2022, the online artificial intelligence (AI) chatbot ChatGPT was released to the public, and swiftly garnered global attention because of its ability to provide detailed answers to complex queries. In medical field, ChatGPT has shown great potential to be used in medical education and has excelled in many English-language medical licensing examinations. However, due to the variability of medical licensing examinations in different countries, and ChatGPT's particular proficiency in English, the previous literatures showed that ChatGPT is unable to pass medical licensing examinations from non-English-speaking countries or those not administered in English. To the best of our knowledge, this is the first study to review whether ChatGPT can demonstrate consistent accuracy across diverse medical licensing examinations and be used in medical education across countries. In this study protocol, we aimed to analyze and review the differences in performance of ChatGPT in medical exams in various language environments and countries, as well as its potential in medical education. A systematic review and meta-analysis was conducted using PubMed, Web of Science, and Scopus to collect papers testing the performance of ChatGPT in medical licensing examinations. We imported all the collected literatures into Rayyan and screened the literatures based on the selection criteria and exclusion criteria. The risk of bias and quality of included studies was assessed by using Mixed Methods Appraisal Tool (MMAT). Data from included studies was extracted into an Excel spreadsheet. All of the above processes were completed by two reviewers independently. A third reviewer was consulted in cases of disagreement. Finally, we provided both quantitative and qualitative analysis of the findings from the included studies. PROSPERO registration number: CRD42024506687.

Exploring the impact of the use of ChatGPT on foreign language self-efficacy among Chinese students studying abroad: The mediating role of foreign language enjoyment

Against the backdrop of rapid globalisation, Chinese students studying abroad face increasing challenges in foreign language learning and adapting to foreign language environments. This study surveyed 712 Chinese students studying abroad and used AMOS to examine the logical relationships between the use of ChatGPT, foreign language self-efficacy and foreign language enjoyment, as well as the mediating role of foreign language enjoyment in the use of ChatGPT and foreign language self-efficacy. The results indicated that the use of ChatGPT has a significant positive impact on both the foreign language self-efficacy and foreign language enjoyment of Chinese students studying abroad. Furthermore, foreign language enjoyment also positively influences foreign language self-efficacy. In addition, foreign language enjoyment serves as a mediator between the use of ChatGPT and foreign language self-efficacy. This study reveals the potential value of ChatGPT in helping international students adapt to foreign language environments and thereby improve their language proficiency.

Cross-cultural adaptation and validation of the Chinese version of the Trauma Resiliency Scale (tRS-18)

BackgroundTrauma is a prevalent issue in public health, where individuals who experience physical injuries are also at risk of compromised mental health. Psychological resilience is considered a positive indicator that can predict the prognosis of trauma patients throughout their traumatic experiences. Currently, there is a lack of tools in China for measuring the psychological resilience of trauma patients. The aim of this study was to translate and cross-culturally adapt the Trauma Resiliency Scale (tRS-18) into Chinese and to test its reliability and validity in China.MethodsThe Trauma Resiliency Scale (tRS-18) was translated into a Chinese version suitable for the Chinese language environment using the Brislin translation model. A convenience sampling method was used to select 588 trauma patients as study subjects. Reliability was assessed using Cronbach’s alpha coefficient, 14-day test-retest reliability, and split-half reliability. Validity was examined through the content validity index, structural validity, and convergent validity. Structural validity was specifically evaluated through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA).ResultsThe total variance explained by the single-factor model in the exploratory factor analysis (EFA) of the Chinese version of the tRS-18 was 62.048%, and the factor loading of each item exceeded 0.4. The results of the CFA indicated that the model demonstrated a favorable fit index (X2/df = 1.620; RMSEA = 0.046; SRMR = 0.026; NFI = 0.945; CFI = 0.978; GFI = 0.927; TLI = 0.975; IFI = 0.978). The Cronbach’s alpha coefficient of the reliability index was 0.963, the test-retest reliability was 0.970, and the split-half reliability was 0.964, which were all within the reference value range.ConclusionThe Chinese version of the tRS-18 has good validity and reliability and can be used as an assessment tool for trauma resilience in trauma patients.

AUDIOVISUAL METHOD IN LEARNING FOREIGN LANGUAGES

The article reveals the essence of the audiovisual method of teaching foreign languages. The main methods of learning foreign languages are characterized (grammatical translation, audio-lingual, communicative, immersive, direct, suggestive, neurolinguistic methods). The history of the emergence of the audiovisual method is traced and the contribution of various scientists to its development is analyzed (P. Rivan, R. Lado, R. Riсher). It is noted that the audiovisual method of learning foreign languages is a teaching method based on a combination of auditory (audio) and visual (video) stimuli, i.e. the defining feature of the method is the simultaneous use of sound and image. The importance of the method in the context of further development of multimedia resources is emphasized. The main characteristics of the method are presented: combination of images and sounds, contextual learning, emphasis on listening comprehension and pronunciation, lack of translation, repeated practice. Determined components of the method: listening, watching videos, repetition, perception of context. Advantages and disadvantages of the method are outlined. The advantages of the audiovisual method include: improving perception and memorization, immersive learning, getting closer to the natural language environment, active use of the context, and gradual mastery of the language. The limitations of the audiovisual method are: less emphasis on writing, the need for technical resources, which can make it difficult to use the method in schools or at home. Prospects for further research of the audiovisual method and its potential are indicated, especially in the context of technology development and individualization of education. It was concluded that the audiovisual method is a powerful tool for the initial stage of language learning, but it needs to be supplemented with other methods for comprehensive language acquisition.

The Linguistic Ecologic Analysis of the Error-prone Emergency Prevention and Control Slogans during the COVID-19 Epidemic in China

As a typical form of emergency language service, the emergency prevention and control slogans (EPCS) play an important role in the prevention and control of social emergencies in China. However, due to the characteristics of "emergency", the prevention and control slogans are errorprone, which can cause a negative impact on the language ecology. Based on the theory of linguistic ecology, this paper conducts a thorough analysis of the error-prone slogans during the COVID-19 epidemic in China. First, error-prone slogans can be divided into four categories from the internal language ecological environment: language standardization errors, application appropriateness errors, content adaptability errors, and ethical compliance errors. Second, this paper assesses three aspects of error-prone slogans from external social ecological environment: the degree of errors, the distribution of errors, and the citizens' normative willingness. Finally, the paper puts forward suggestions to prevent language conflict, stop language exclusion, eliminate language dissent and govern the language environment in order to reduce error-prone emergency prevention and control slogans, improve the quality of emergency language services, and build a harmonious ecological environment inside and outside the language.

The Direct Method in Language Teaching: A Literature Review of Its Effectiveness

The Direct Method in language teaching, which emphasizes teaching language through immersion and avoiding the use of the learner’s native language, has been widely used in educational settings for over a century. Its focus on oral communication, everyday vocabulary, and inductive grammar teaching has made it a popular approach. However, debates about its effectiveness compared to more modern teaching methods have persisted, particularly in terms of long-term language acquisition and proficiency. This literature review aims to evaluate the effectiveness of the Direct Method by analyzing studies conducted across various educational contexts. The review examines how this method impacts learners’ speaking, listening, and overall communicative competence. By synthesizing both qualitative and quantitative research, the study provides a comprehensive view of the strengths and limitations of the Direct Method. The findings indicate that while the Direct Method improves oral proficiency and listening skills in the short term, it may not be as effective for developing reading and writing skills. Studies show that the method fosters greater student engagement and motivation but may not adequately address the complexities of advanced grammar and academic language. Furthermore, the method’s effectiveness depends heavily on the teacher’s skill in creating immersive language environments. In conclusion, the Direct Method offers valuable benefits for beginner and intermediate learners, especially in communicative aspects of language. However, it requires supplementation with other approaches to develop comprehensive language proficiency. Future research should explore ways to integrate the Direct Method with more advanced instructional techniques for a balanced approach to language teaching.

Linguistic Diversity and Inclusion: Exploring International Students Attitudes Towards Their Own Accents and Those of Native English Speakers

International students studying in English-speaking countries represent a diverse linguistic background and may exhibit varying degrees of accent, which can influence their self-perception and their perception of others. Accordingly, the paper examines the attitudes of international students toward their own accents and those of native English speakers, with particular emphasis on their adaptation processes in academic and social contexts. In this paper, semi-structured interviews were conducted with undergraduate and postgraduate students from China, with varying levels of English proficiency and length of residence in the UK, which aims to elucidate the nuanced attitudes of international students towards accents and their adaptation strategies. The results show that while many students initially perceived British and American accents as prestigious and attempted to imitate them, as they progressed through the language environment they were more inclined to prioritize effective communication and intelligibility over achieving a perfect native accent. This shift is consistent with existing literature, which emphasizes the importance of prioritizing clarity and mutual understanding. Inclusive language policies that prioritize linguistic diversity and communicative effectiveness, thereby fostering learning environments that are conducive to language acquisition.

A Study on the Influence of Language Environment on English Writing Ability in Universities-Based on the Theory of Second Language Acquisition

Based on the theory of second language acquisition, this study employs a mixed-method approach to investigate the impact of language environment on English writing proficiency in higher education institutions. In the quantitative study, data were collected from 184 students with diverse English language learning backgrounds via the online questionnaire platform "Wenjuanxing" at several universities in China and in-depth interviews were conducted to gain qualitative insights. The findings indicate that the frequency and depth of writing practice, parents' education level, and early exposure to English have a notable impact on English writing ability. Students in the advanced training group demonstrated superior performance due to their increased exposure and practice opportunities, whereas students in the standard study group necessitated more structured instruction and writing practice to enhance their proficiency. The study offers a theoretical foundation and practical guidance for teaching English writing, such as the creation of a rich language environment to facilitate students' English writing abilities.