Phases Of Language Acquisition Research Articles

Acquisition of Arabic Students with Hybrid and Receptive Learning Models

This study aimed to analyze the ability to acquire Arabic as a second language for students of the Islamic Economics and Business Faculty at IAIN Ponorogo through hybrid and sensory learning activities. This research is qualitative with a case study type. The research population totaled 176 students, with a sample of 20 students. The sampling technique was done by non-probability sampling with the snowball sampling method because the samples were taken based on the needs of this study. The research data is in the form of pronunciation of vocabulary sounds, Arabic spelling of letters, verbs, and nouns, the ability to understand the material being listened to, and the ability to read Arabic texts for FEBI IAIN Ponorogo students in odd semesters of 2022/2023 academic year. The student reading source used as research data is the book "Al-'Arabiyyah fī Dirāsah al-Mu'āmalāt." A book taught in the course "Arabic for Economics." Observation, interviews, and documentation carry out data collection techniques. Data analysis techniques with data reduction, data presentation, concluding, and verification. The results of the study show that the acquisition of Arabic as a second language by students of the Islamic Faculty of Economics and Business at IAIN Ponorogo in attending "Arabic for Economics" courses tends to differ from one another. They are entering the pre-production language acquisition phase. That is, they have not mastered many foreign vocabulary. This is due to the educational background taken before they entered university. Another influencing factor is the environment in which students live.

THE RELATIONSHIPS OF PSYCHOLINGUISTICS IN ACQUISITION AND LANGUAGE LEARNING

Through psychology we can learn about how students ' attitudes and behaviors in acquiring and learning languages while through linguistics we can learn about language concepts and structures. At the stage of language acquisition, there are four phases of language acquisition in the child (1) the level of the (starting from age 0 sampai1 years), (2) period of holophrase (starting at the age of 1 to 2 years), (3) The two-word greeting period (starting at 2 to 2 years 6 months) (4) The starting period of grammar (starting at 2 years 6 months – up to 3 years and above). And the four advanced stages are; 1. Sensorimotor stage (birth up to age 2 – 3 years), (2) Pre-operational stage (3 to 6 or 7 years old) (3) concrete operational stage (aged 6/7 years to 11 or 12 years), (4) Formal operational stage (12 years old to adulthood). While language learning is done formally in formal settings, For example language learning in the classroom. It is not important to learn anywhere while not in the classroom as long as the process of learning is directed at the mastery of the rules of the language consciously by educators as well as learners, the process is called learning. During the formal and informal learning process, the psycholinguistic process works to acquire language knowledge through a study. So this interdisciplinary can lead educators to understand the process that happens in every student who is faced with when they are trying to understand and identify the material understanding in language learning presented in the classroom.

From Oracy to Literacy in the Classroom: Implications for Mother Tongue-based Bilingual Education in Cameroon

Observation of early childhood education in Cameroon reveals that children on their first day at school have not acquired sufficient oral competence in their L1. They go to school at the age of two when the language acquisition phase is still in its initial stages. The result is systematic separation of the child from the family. Among educated and working families, this separation becomes almost total and communication significantly reduces between parents and their children who are either under the care of the school mistress or that of the caretaker. This has a serious effect on the development of oral communication competencies as an essential phase in language acquisition and learning. In this paper, I examine oral competence in the classroom as an important phase in the successful development of children’s reading and writing skills. Based on the Cameroonian situation, I argue that efficient mother tongue-based bilingual education must consider oracy as a primary link in overall literacy achievement in the classroom. Oracy is presented to have significant cultural, cognitive and pedagogic implications. Accordingly, programmes for the training of trainers should systematically integrate oral mother tongue teaching at all levels for better and improved levels of sustained literacy skills.

THE PHONOLOGICAL PROCESSES OF METATHESIS WORDS IN A CHILDS’ LANGUAGE ACQUISITION: A CASE STUDY OF A 3-YEAR-OLD CHILD

AbstractMetathesis is one of the unique phenomena among the children during their language acquisition phase. The aim of this study was to examine the phonological process of phenomena metathesis words that happen in a child’s language acquisition especially children with aged three half years. The participant of this research was a 3.5-year-old child. She is researcher’s daughter. The research method used in this research is qualitative method with a case study design was employed in this study. The data were collected through observation, documentation, and daily notes or diary. The results of this research showed that the metathesis phenomena happen in that child was related to ten phonemes. It included pure metathesis in the same syllable phonemes, pure metathesis in the different syllable’s phonemes, metathesis followed by phonemes addition, and metathesis followed by phonemes omission. The study revealed some words containing metathesis that produced by the participant. Six pure metathesis words in the same syllable and six pure metathesis words in the different syllables then followed by addition phonemes involves in two words Keywords: Child, Language Acquisition, Metathesis, Phonemes, Phonological

Disfluência e narratividade: a importância do olhar prosódico sobre a aquisição da linguagem

A presente resenha parte da fala de Ester Scarpa, que versa sobre o papel da prosódia na aquisição da linguagem. A palestrante concebe a prosódia como um espaço privilegiado de interface entre os níveis linguísticos; dessa forma, os fatos prosódicos são vistos como recursos linguísticos na fase de aquisição da linguagem, estágio de recursos léxico-gramatical limitados. Assim, a prosódia se constitui como espaço de engajamento da criança na subjetivação, no discurso e no diálogo, e é também via de organização das formas linguísticas. A fala contempla três principais tópicos: (i) apresentação dos primeiros sistemas entoacionais de duas crianças; (ii) discussão em torno da prosódia e de disfluências; e (iii) primórdios da coesão entoacional e da narratividade. São apresentados dois conjuntos de dados: um referente ao uso da prosódia em narrativas iniciais e outro referente a hesitação e disfluências.

Grammatical Error of EFL Senior High School Learners in Writing: A Review of Language Interference Studies

Considering the importance of English as one of pivotal courses in compulsory education, Indonesian students are liable to error produced during their language acquisition phase. This paper’s aim is to unveil what is the most frequent language interference presents in students’ writing that centered upon grammatical context, along with its correlative factors and the very process of interference, encountered by senior high school learners within their second or foreign language acquisition phase. This was carried through library research, which relies towards other articles from researchers, under the same concerns of language interference, as the main objective. There are 4 researches taken as primary sources that issued or published within the last 5 years. The findings of each studies are assessed in gaining a better insight for this paper’s inquiries. From the analysis, the outcomes proved that the errors mostly occurred were caused by interference came in a form of incorrect use of verb as well as copula ‘be’ omission during sentence composing. Such errors were not solely caused by the entity of language interference alone, yet also compounded by the lack of motivation in using English as a communication medium both inside and outside the classroom activity.

The Idol: A Model for Incorporating Literature in Elt

This paper is aimed at introducing an instructional development model which is
 designed in response to two strong desires i.e. to show the most effective ways of
 incorporating literature in English Language Teaching and to provide a comprehensive
 framework for English teachers to develop literature-based ELT materials. The proposed
 instructional model consists of four distinct phases of development i.e. Input phase
 (Identifying learners’ needs by carrying out a needs analysis), Development phase
 (Using the information on the learners’ needs to select and to organize the literaturebased
 ELT materials), Output Phase (producing the prototypes of literature-based ELT
 materials), Language acquisition Phase (Assessing the effect of the literature-based
 ELT materials on the learners’ language proficiency) which are here abbreviated as
 The IDOL Model. The phases are clearly presented and seem compatible the other
 phases commonly available in the area of instructional materials development in
 today’s English language teaching. Therefore, this model appears to provide useful
 assistance to materials designers and English teachers in developing a well-designed
 literature-based ELT material.

Development of Verb Morphology: From Item-Specificity to Proficient Use

The initial phase of linguistic production by children is char- acterized by rote-learned, lexically restricted forms and con- structions. Only during later phases of language acquisition do they develop flexibility across a paradigm and mix lexical and grammatical material more freely. In the development of verb morphology, a correlation between the use of tense and aspect has been observed in many languages. It has been sug- gested that this leads to an intermediary state of paradigm cat- egorization based on temporal categories. So far the flexibility of individual verbs occurring in different tense-aspect combi- nations has not been examined in detail. Here we evaluate the flexibility of verb use in a large longitudinal corpus of 4 Rus- sian children. We compute the Shannon entropy of verb stems distributed over individual grammatical forms. Results show that children do not pass through a stage of paradigm cate- gorization based on aspecto-temporal categories. After a brief item-specific phase of rote learned forms, they quickly become flexible users of verbs in both aspects.

A Child’s Language Acquisition: The Metathesis Phenomena

Metathesis is one of the unique phenomena among the children during their language acquisition phase. This research aims at investigating the metathesis phenomena happens in a child. The research method used in this research is qualitative method, especially case study. The results of this research show that the metathesis phenomena happen in that child is related to 16 phonemes. It includes pure metathesis in the same syllable phonemes, pure metathesis in the different syllables phonemes, metathesis followed by phonemes addition, metathesis followed by phonemes omission, and metathesis followed by both of them. The findings from this research will be the basis in conducting the following relevant studies.

Attentional effects on rule extraction and consolidation from speech

Incidental learning plays a crucial role in the initial phases of language acquisition. However the knowledge derived from implicit learning, which is based on prediction-based mechanisms, may become explicit. The role that attention plays in the formation of implicit and explicit knowledge of the learned material is unclear. In the present study, we investigated the role that attention plays in the acquisition of non-adjacent rule learning from speech. In addition, we also tested whether the amount of attention during learning changes the representation of the learned material after a 24h delay containing sleep. For that, we developed an experiment run on two consecutive days consisting on the exposure to an artificial language that contained non-adjacent dependencies (rules) between words whereas different conditions were established to manipulate the amount of attention given to the rules (target and non-target conditions). Furthermore, we used both indirect and direct measures of learning that are more sensitive to implicit and explicit knowledge, respectively. Whereas the indirect measures indicated that learning of the rules occurred regardless of attention, more explicit judgments after learning showed differences in the type of learning reached under the two attention conditions. 24 hours later, indirect measures showed no further improvements during additional language exposure and explicit judgments indicated that only the information more robustly learned in the previous day, was consolidated.

The Perception of Stress Pattern in Young Cochlear Implanted Children: An EEG Study.

Children with sensorineural hearing loss may (re)gain hearing with a cochlear implant—a device that transforms sounds into electric pulses and bypasses the dysfunctioning inner ear by stimulating the auditory nerve directly with an electrode array. Many implanted children master the acquisition of spoken language successfully, yet we still have little knowledge of the actual input they receive with the implant and specifically which language sensitive cues they hear. This would be important however, both for understanding the flexibility of the auditory system when presented with stimuli after a (life-) long phase of deprivation and for planning therapeutic intervention. In rhythmic languages the general stress pattern conveys important information about word boundaries. Infant language acquisition relies on such cues and can be severely hampered when this information is missing, as seen for dyslexic children and children with specific language impairment. Here we ask whether children with a cochlear implant perceive differences in stress patterns during their language acquisition phase and if they do, whether it is present directly following implant stimulation or if and how much time is needed for the auditory system to adapt to the new sensory modality. We performed a longitudinal ERP study, testing in bimonthly intervals the stress pattern perception of 17 young hearing impaired children (age range: 9–50 months; mean: 22 months) during their first 6 months of implant use. An additional session before the implantation served as control baseline. During a session they passively listened to an oddball paradigm featuring the disyllable “baba,” which was stressed either on the first or second syllable (trochaic vs. iambic stress pattern). A group of age-matched normal hearing children participated as controls. Our results show, that within the first 6 months of implant use the implanted children develop a negative mismatch response for iambic but not for trochaic deviants, thus showing the same result as the normal hearing controls. Even congenitally deaf children show the same developing pattern. We therefore conclude (a) that young implanted children have early access to stress pattern information and (b) that they develop ERP responses similar to those of normal hearing children.

A cross-linguistic study of the development of gesture and speech in Zulu and French oral narratives.

The present study reports on a developmental and cross-linguistic study of oral narratives produced by speakers of Zulu (a Bantu language) and French (a Romance language). Specifically, we focus on oral narrative performance as a bimodal (i.e., linguistic and gestural) behaviour during the late language acquisition phase. We analyzed seventy-two oral narratives produced by L1 Zulu and French adults and primary school children aged between five and ten years old. The data were all collected using a narrative retelling task. The results revealed a strong effect of age on discourse performance, confirming that narrative abilities improve with age, irrespective of language. However, the results also showed cross-linguistic differences. Zulu oral narratives were longer, more detailed, and accompanied by more co-speech gestures than the French narratives. The parallel effect of age and language on gestural behaviour is discussed and highlights the importance of studying oral narratives from a multimodal perspective within a cross-linguistic framework.

Exploring some edges: Chunk-and-Pass processing at the very beginning, across representations, and on to action.

We identify three "working edges" for fruitful elaboration of the Chunk-and-Pass proposal: (a) accounting for the earliest phases of language acquisition, (b) explaining diversity in the stability and plasticity of different representational types, and

Differentiation in language and gesture use during early bilingual development of hearing children of Deaf parents

Hearing children of Deaf parents simultaneously acquire sign language and spoken language, which have many structural differences and represent two different modalities. We video-recorded eight children every six months between the ages of 12 and 24 months during three different play sessions: with their Deaf parent, with the Deaf parent and a hearing adult, and with a hearing adult alone. Additionally, we collected data on their vocabulary development in both sign language and spoken language. Children as young as 12 months old accommodated their language use according to the language(s) of their interlocutor(s). Additionally, the children used a manual modality that included gestures more frequently and in a more diverse way when interacting with their Deaf parent than with a hearing person. These findings bring new knowledge about language differentiation and gesture use of bilingual children during the early phases of language acquisition.

Snapshots of Children's Changing Biases During Language Development: Differential Weighting of Perceptual and Linguistic Factors Predicts Noun Age of Acquisition

Word learning is a lifelong activity constrained by cognitive biases that people possess at particular points in development. Age of acquisition (AoA) is a psycholinguistic variable that may prove useful toward gauging the relative weighting of different phonological, semantic, and morphological factors at different phases of language acquisition and development. Our aim here was to evaluate AoA as a statistical tool for taking “snapshots” of cognitive development. We examined a large corpus of English nouns (n = 1,381) with AoA as the outcome variable in three separate multivariate regressions, encompassing different age ranges (early–middle–late). Predictors included perceptual (e.g., imagery), phonological (e.g., phonological neighborhood density), and lexical (e.g., word length) factors. Different combinations of predictors accounted for significant proportions of the variance for different AoA ranges (i.e., early–middle–late). For example, imageability and frequency are stronger predictors of early relative to late word learning. These corpus analyses support a hybrid model of word learning in which multiple perceptual and linguistic factors are differentially weighted over time. This statistical approach may provide independent corroboration of and motivation for experimental studies in language learning and cognitive development.

Striatal degeneration impairs language learning: evidence from Huntington's disease

Although the role of the striatum in language processing is still largely unclear, a number of recent proposals have outlined its specific contribution. Different studies report evidence converging to a picture where the striatum may be involved in those aspects of rule-application requiring non-automatized behaviour. This is the main characteristic of the earliest phases of language acquisition that require the online detection of distant dependencies and the creation of syntactic categories by means of rule learning. Learning of sequences and categorization processes in non-language domains has been known to require striatal recruitment. Thus, we hypothesized that the striatum should play a prominent role in the extraction of rules in learning a language. We studied 13 pre-symptomatic gene-carriers and 22 early stage patients of Huntington's disease (pre-HD), both characterized by a progressive degeneration of the striatum and 21 late stage patients Huntington's disease (18 stage II, two stage III and one stage IV) where cortical degeneration accompanies striatal degeneration. When presented with a simplified artificial language where words and rules could be extracted, early stage Huntington's disease patients (stage I) were impaired in the learning test, demonstrating a greater impairment in rule than word learning compared to the 20 age- and education-matched controls. Huntington's disease patients at later stages were impaired both on word and rule learning. While spared in their overall performance, gene-carriers having learned a set of abstract artificial language rules were then impaired in the transfer of those rules to similar artificial language structures. The correlation analyses among several neuropsychological tests assessing executive function showed that rule learning correlated with tests requiring working memory and attentional control, while word learning correlated with a test involving episodic memory. These learning impairments significantly correlated with the bicaudate ratio. The overall results support striatal involvement in rule extraction from speech and suggest that language acquisition requires several aspects of memory and executive functions for word and rule learning.

Is speech learning ‘gated’ by the social brain?

I advance the hypothesis that the earliest phases of language acquisition -- the developmental transition from an initial universal state of language processing to one that is language-specific -- requires social interaction. Relating human language learning to a broader set of neurobiological cases of communicative development, I argue that the social brain 'gates' the computational mechanisms involved in human language learning.

Language Disorder in a Child with Early Left Thalamic Lesion

In this paper we present the case of a child with early left thalamic vascular damage who subsequently developed a language disorder. At 3 years and 8 months, her language was poor and unintelligible and showed phonetic, phonological and morpho-syntactic disorders. She did not exhibit any signs of mental retardation. After specific speech therapy, she improved in all linguistic skills. Given the lack of reports on thalamic lesions in children, this paper describes the effect of a thalamic injury in the earliest phases of language acquisition in a child who showed consistent phonological disorders. This case seems to confirm early hemispheric specialisation and the importance of a timely therapy.

Simulation/Gaming and the Acquisition of Communicative Competence in Another Language

For more than three decades, researchers and practitioners in the field of English as a foreign language have faced the issue of communicative competence as a goal in language acquisition and how to reach this goal. In this article, the authors address the issue from the point of view of a theoretical and practical meshing of simulation and gaming methodology with theories of foreign language acquisition, including task-based learning, interaction, and comprehensible input, showing how simulation and gaming can be used in those phases of language acquisition in which formal instruction has proved less ineffectual. The objective of this article is to describe the close relationship between the acquisition of foreign language competence and its components and experiential learning through simulation and gaming, with specific reference to two experiments in this area.

Acquisition of intensifiers versus reflexive pronouns

The ultimate goal of the study is to examine the acquisition of intensifiers in English and German. In this paper an overview of the first results regarding four L1 English-speaking children will be given. Contrary to previous claims in the literature (e.g. Thomas 1990), it will be argued that intensifiers are used by children in early phases of language acquisition. Intensifiers play an important role in early phases of language acquisition since they can be used to express the wish either to be included or excluded in a certain action and thus contribute to structuring a central aspect of the child's discourse.