Stages Of Language Development Research Articles

The Impact of COVID-19 on ‘Spanish-Speaking’ Children’s Phonological Development

Communication and social interaction have been limited during the COVID-19 pandemic. The aim of this study was to check if 3-, 4-, and 5-year-old children manifest alterations in oral language according to their stage of language development. To carry it out, the Induced Phonological Register developed by Monfort and Juárez was applied to analyze 150 participants (77 boys and 73 girls) with an average age of 4 years and 6 months. Children who experienced the COVID-19 pandemic for an extended period show a delay in the acquisition of some phonemes compared to children who undergo typical phonological development as specified by Laura Bosch (2003) regarding language development for Spanish children. Likewise, they present a higher number of erroneous words and phonemes than expected for their age.

PERSPEKTIF ORANG TUA TERHADAP KEMAMPUAN BACA TULIS ANAK SEBELUM MEMASUKI SEKOLAH DASAR

This research was conducted with the aim of describing the views of parents on children's literacy abilities before entering elementary education. Parents are worried about their children's ability to keep up with school, especially when preparing them to start elementary school (SD). This concern is reflected from various perspectives in society. To change this perspective, support from the government is needed, such as changing the requirements for admitting new students to elementary schools. Thus, it is expected to reduce misunderstandings and high expectations from parents for their children's learning achievements. This study uses a descriptive qualitative approach as the main approach to achieve the research objectives. The necessary data is collected through online observation using a Google form. The results of this study include: (1) parents' views, (2) stages of language development in early childhood, (3) early childhood reading ability, (4) early childhood writing ability, (5) the role of parents in developing interest reading and writing for early childhood, and (6) the obstacles encountered in developing early childhood interest in reading

Temporal patterns of geminate stops in Hungarian 7-year-old children and young adults

The mastery of accurate timing control depends on physiological factors and cognitive skills, which take many years for children to develop. The acquisition of consonant length has been investigated mainly in infants’ early production, and in children’s perception in light of their phonological awareness. The present study aims to gather empirical evidence about geminate production in the later stage of language development, to gain a better understanding of the acquisition of phonological contrasts. The acoustic correlates of length distinction were analysed in Hungarian-speaking 7-year-old children’s and adults’ spontaneous speech. Results confirmed that length categories were better distinguished by closure duration in adults than in children. VOT was unaffected by gemination and produced in an adult-like way at the age of seven. Secondary acoustic cues of the length contrast associated with the relational timing of vowels and consonants showed adult-child differences, which provide information about refining timing skills and emerging phonetic/phonological abilities.

THE USE OF METACOGNITIVE LISTENING STRATEGIES BY ENGLISH LANGUAGE LEARNERS

The aim of this study is to determine the use of metacognitive listening strategies by EFL (English as a foreign language) learners in the Republic of North Macedonia. The participants in the study were two groups of EFL learners at two stages of language development: intermediate and advanced, in order to determine if the use of listening strategies changes with the development of language proficiency. The instrument used in the study is the MALQ questionnaire that investigates five groups of strategies: problem-solving, planning and evaluation, mental translation, person knowledge and directed attention. The results of the study showed that the students reported having a moderate amount of metacognition with an overall mean of 4.18 for high school students and 4.26 for university students. The Directed Attention, Person knowledge and Problem-solving strategies had higher scores and indicated a high level of awareness of these strategies for both groups, while Mental translation and Planning and evaluation showed an average level of awareness. The results provide valuable information to language teachers about the types of metacognitive listening strategies used by language learners so that they can make the necessary adjustments in their teaching methodology and strategy training of their students.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0225/a.php" alt="Hit counter" /></p>

Linguistic Proficiency of Sangam Women Poets' in Kurunthogai

The context of the poem is set as the entry of the far-off days within the language of Agam, Puram. It is a stage of language development. Land has also played a major role in building the background of this system, namely language. Every country became a gem, offering abundance, an endless quality of culture, wealth, and happiness. Great symbols were included in this. One of the main driving forces of the meeting was language. The secondary agent was poetry. Those who walk along these two lines can be called language promoters. These are the creators who poured out the feelings they had in their minds to create their respective ideologies. A great linguistic thought established by such people was declared in ancient times as "Sangam Poetry." Among them were the women poets who spoke in a multifaceted manner, carrying influences beyond their borders. This article examines how Sangam poetry's use of "language" relates to its poets' capacity for expressiveness and how contemporary poetry functions.

Реализация качественного аспекта времени в русском и английском языках в сопоставительном аспекте

The aim of the study is to identify the form and content of the qualitative aspect of tense in the Russian and English languages taking into account the topological properties of tense and the relationship between the concepts of subjectivity and processuality. The paper identifies the properties of the verb that allow it to express ideas about real time in the form of grammatical abstraction; analyses the semantics of some verb forms of the Russian and English languages at the level of absolute and relative tense as areas of realisation of the qualitative aspect of tense. Scientific novelty lies in the fact that the role of the verb in the functioning of the present, past and future tenses of the Russian and English languages is determined taking into account the manifestation of its subjectivity/processuality, as well as nominativity as an expression of the sociocultural factor in human thinking. The assessment of temporal representations in both languages is presented in a synchronic and a diachronic aspect, which reveals similarities between the two tense systems at a certain stage of language development. As a result, the researcher has been able to determine the features of the temporal system of the Russian and English languages with respect to the fundamental properties of time and taking into account the ratio of verbal subjectivity and processuality.

How infants' utterances grow: A probabilistic account of early language development

Why are children's first utterances short and ungrammatical, with some obvious constructions missing? What determines the lengthening of children's early utterances over time? The literature is replete with references to a one-word, a two-word, and a later multiword stage in language development, but with little empirical evidence, and with little account for how and why utterances grow. To address these questions, we analyze speech samples from 25 children between the ages of 14 and 43 months; we construct distributions of their utterances of lengths one to five by age. Our novel findings are that multiword utterances of different lengths appear early in acquisition and increase together until they reach relatively stable proportions similar to those found in parents' input. To explain such patterns, we develop a probabilistic computational model, VIRTUAL, that posits an interaction between a) varying, increasing resources from various developmental domains and b) target utterance lengths mirroring the input. VIRTUAL successfully accounts for most of the empirical patterns, suggesting a probabilistic and dynamic process that is nonetheless compatible with apparent distinct milestones in development. We provide a new, systematic way of showing how developmental cascade theories could work in language development. Our findings and model also suggest insights into syntactic, semantic, and cognitive development.

Effectiveness of Semantics Feature Analysis on EFL Primary Learners’ Word Awareness

The correlation between the thematic and lexical units is a fundamental stage in language development. Understanding vocabulary from any text and category is essential in school subjects and daily life. Therefore, the current study aims at examining and analyzing the effect of semantic feature analysis (henceforth, SFA) strategy on the word awareness of EFL primary learners. The present study participants are twenty-three learners with language delay (LD), who are learning English as a second language at Da Vinci International School and Smart Kurd Private School, Duhok city, Kurdistan Region of Iraq. Furthermore, to achieve the research aims, a qualitative methodology was used, whereby students were observed, and data was collected through two main tasks, a matrix chart with and without graphical representation. The results showed that students faced fewer difficulties when identifying the physical features of lexical items in both matrixes. By contrast, the participants tended to find location features as the most difficult category. The study has also revealed that SFA with graphic representation is greatly effective in terms of vocabulary learning and retention. Moreover, this study is valuable as it investigated the effectiveness of SFA on primary learners’ word awareness. It contributes largely to children's language development in terms of lexicon enrichment, comprehension, and content retention.

A Diachronic Study of Code-Switching Patterns in the Language of a Third Culture Filipino Kid in Korea

Code-switching has been of immense interest in bilingualism for decades, and most previous studies present different code-switching functions in the language of bilinguals. However, a diachronic exploration of code-switching patterns in young polyglots’ production is a road less ventured. The present study follows the three-year language development of a Filipino third culture kid (living in a culture other than their parents’) in Korea from when he was 5;5 to 8;5 years old. Discourse analyses and hours of ethnographic observation through audio/video recordings expose a substantial shift of code-switching patterns across the three stages of language development. Significant changes can be observed explicitly in code-switching as referential function, addressee specification, and cross-cultural solidarity. The current investigation proposes that there is a diachronic change in the patterns of code-switching when a child’s new language develops, and the results resonate with the argument that code-switching is used for increasingly sophisticated purposes to manifest multicompetence, behavior transformation, and identity change when a certain level of communicative fluency is reached. Finally, the study provides useful insights toward a cross-cultural understanding of the dynamic interplay of code-switching and multicultural kids’ language in a pluralistic community.

ДІЄСЛІВНІ НЕОЛЕКСЕМИ ІНДИВІДУАЛЬНО-АВТОРСЬКОГО ХАРАКТЕРУ В МОВІ ГАЗЕТ КІНЦЯ ХХ СТОЛІТТЯ: СЕМАНТИЧНИЙ ТА СЛОВОТВІРНИЙ АСПЕКТИ

The aim of the article is to study the semantic and word-forming features of verbal neolexems of individual author’s in the newspaper language of the late twentieth century. Newspapers of this period may contain neolexems, because the Ukrainian language was at a new stage of its development, Ukraine’s independence. This affected the emergence of new words, as the press daily informed about news in various spheres of life and reflects reality entirely, in dialectical development and has unbounded opportunities to replenish the language vocabulary. To achieve the goal we should solve the following issues: to identify verbal neolexems in the newspaper text of the analyzed period; to explore the means of word formation of individual-authorial verb forms; analyze the meaning of neolexems, pay attention to the semantic features of new words. This goal requires the use of appropriate research methods: structural, the internal organization of language is analyzed, where the elements are related to a certain system of relations; descriptive, it gives the opportunity to consider the features of the neolexems semantics; method of contextual analysis, the functioning of neolexemes is examined in context and their functions, stylistics and context are identified. Verb neolexems of individual author’s are much less represented compared to other parts of speech. These are words that have a peculiar semantic nature and functional and stylistic purpose. They were found to belong to the non-systemic speech phenomena, which illustrate the ways and forms of language development of a particular period, reflect the interrelation between language and speech, and update the word-forming and figurative possibilities of the Ukrainian language. Neolexems demonstrate a violation of grammatical, word-forming, semantic norms, which is due to a certain guideline – to be a source of expressiveness. Neolexems of the studied period preserve the semantics of the corresponding formation bases, but thanks to prefixes and suffixes they transform meanings, expand associations and increase the semantic volume of expression. They attract with their original interrelation between the traditional content of the word and the new semantic form. Such formations enrich the semantics of the sentence, expand the associative connections with other lexemes, consequently the context acquires a unique meaning, which enhances the expressiveness of the whole utterance. Authorial verbs, adjectives and adverbs are always expressive and original. They create not only a vivid verbal image, but also have high informativeness due to their structural features. The subject of the study will constantly need further research, as neolexems are associated with changes in language. In addition, due to the analysis of word-forming possibilities of individual-author elements it will be possible to draw conclusions about productive and non-productive ways of word formation at different stages of language development.

USING GESTURES: INTENTIONAL TEACHING GESTURES AS AN L2 FACILITATIVE TOOL

Gestures used for classroom pedagogical purposes, or Intentional Teaching Gestures (ITG), are often used in second language (L2) programs, however, little is known of their impact on L2 learning. This study of students’ use of ITG was carried out to address the impact of ITG on L2 learning in a primary school context. The research approach combined a naturalistic inquiry in a case study school with mixed methods to investigate students’ use of ITG and patterns of use. This article examines the data relating to students’ use of ITG in two oral language tasks. Findings reveal that more students used ITG when orally telling a narrative that had been introduced to them with ITG and when viewing ITG. Students used ITG to demonstrate meaning and to support language retrieval and ITG use often preceded oral production. The findings highlight the cognitive role of ITG in language recall and as the primary mode of communicating meaning when there is a gesture-word mismatch. Learners’ use of ITG provide insights into their stage of language development and their language gaps and are useful as a diagnostic tool for teachers. The findings contribute practical understandings towards language teaching pedagogy and practice.

Pragmatics of L2 gestures in beginners’ classes of Italian

This article examines the responses that two groups of beginners of Italian in Canada (n=30) and in Italy (n=30) contributed to a multimodal exercise, where six culturally-based Italian gestures were presented alone and in combination with mini-dialogues. The main goal of this study was to encourage Italian L2 pedagogy to become more oriented towards the teaching of the pragmatics of body movements occurring during interactions. This work advocates that it is important to promote awareness of the pragmatic roles of the body from the early stages of language development to better prepare L2 learners in the recognition of the nonverbal contents communicated in a target language. One of the main results of this study suggests that combining target gestures with speech is a necessary pedagogical approach to enable the understanding of the semantics and the pragmatics of multimodal messages in L2 communication.

The Protocol for the Analysis of Aided Language Samples in Spanish: A Tutorial

Purpose: The purpose of this tutorial is to describe a tool and a procedure to support the collection and qualitative manual analysis of aided language samples in Spanish. Method: The Protocol for the Analysis of Aided Language Samples in Spanish (PAALSS) was developed from the present knowledge of Spanish language acquisition, and established procedures for the analysis of aided language samples. A draft version of PAALSS was distributed among 476 augmentative and alternative communication (AAC) service providers in Argentina, Chile, Costa Rica, Mexico, and the United States, who provided feedback on their usability and applicability. The clinical application of PAALSS is illustrated through the analysis of three different language samples of an 8-year-old child who uses aided AAC. Results: The use of PAALSS allowed the child’s educational team to document the child’s strengths and to set therapy goals to address her needs, such as increasing the length of her utterances and other structures essential for grammaticalization including articles, adjectives, adverbs, diminutives, morphemes for gender and number, prepositions, and personal pronouns. Conclusions: PAALSS can be used to describe the expressive language use of children who use aided AAC in Spanish and are in the early stages of language development. PAALSS can also be used as a guide to set goals for and measure outcomes of language therapy along four domains of expressive language including vocabulary, morphology, grammatical complexity, and syntax. Supplemental Material: https://doi.org/10.23641/asha.19233237

EVOLUTION OF STRUCTURAL CONCEPTUAL SIGNS OF THE CROWN IN THE XX–XXI CENTURIES

The purpose of the article is to describe the conceptual signs of the crown borrowed concept of the XX–XXI centuries period.
 Objectives of the article: 1. Determine the list of conceptual signs of the crown concept in a time period; 2. To correlate the motivating signs and conceptual signs of the period XVII–XIX of this concept with the highlighted conceptual ones of the new period.
 The relevance of the work lies in understanding the role of borrowed concepts that have entered Russian linguoculture at different stages of language development.
 The research material. Eleven explanatory dictionaries of the Russian language of the period of the XX–XXI centuries became the material of the research.
 The main research methods include descriptive, conceptual, interpretive, component analysis of dictionary definitions.
 Analysis of dictionary entries of the XX–XXI period centuries made it possible to identify 55 conceptual signs of the crown concept: ‘theotokos’, ‘crown’, ‘wreath’, ‘upper part / surface’, ‘sovereign person’, ‘power’, ‘outer part of the atmosphere of a celestial body (Sun / Earth)’, ‘outer part of a cluster of low stellar density’, ‘higher clergy’, ‘head’, ‘(newest) state / country’, ‘state’, ‘sovereign / empress: reigning persons’, ‘dignity (county, baronial, princely, noble)’, ‘precious’, ‘women’s headband’, ‘title (world champion)’, ‘sign’, ‘for merit’, ‘toothed hoop / tiara / hat’, ‘image’, ‘imperial’, ‘(state) treasury’, ‘rim (arched at the crown)’, ‘designation’, ‘of gold’, ‘of metal’, ‘of silver’, ‘royal’, ‘kingdom’, ‘edge’, ‘crown’, ‘monarch’, ‘monarchical / royal’, ‘on coats of arms / orders’, ‘award’, ‘worn on top’, ‘(visible light) halo (around the sun during an eclipse)’, ‘with precious stones’, ‘with carving’, ‘victory (in sport)’, ‘ruler’, ‘government’, ‘object’, ‘affiliation’, ‘regalia’, ‘symbol’, ‘constellation (Northern crown and Southern crown)’, ‘inflorescence in the form of a crown’, ‘dress’, ‘pattern’, ‘decoration’, ‘royal’, ‘kingdom’, ‘ceremony / wedding to the kingdom’. All motivating signs have passed into the category of conceptual ones, i.e. retained their relevance during the XX–XXI centuries. The conceptual signs of the crown symbolic concept of the XX–XXI centuries period are combined into 13 blocks: 1. Headdress (6 signs); 2. Dignity / title (12 signs); 3. Substance of manufacture (3 signs); 4. Form (4 signs); 5. State (7 signs); 6. Ornament (1 sign); 7. Value (1 sign); 8. Ruler (7 signs); 9. Award (2 signs); 10. Decoration (4 signs); 11. Successor of the Great Mother Goddess (1 sign); 12. Plant (2 signs); 13. Astronomical phenomenon (4 signs).

The Relationship Between the Online Learning Prosess in Early Chilhood and the Language Development of Pre School

Language development is a combination of social interaction, emotional development, intellectual ability, and physical and motor development. However, the development of language in each individual child is different depending on neurological abilities and language development which can affect the stages of language development. Thus, this study aims to determine the implementation of online learning during the Covid-19 case study at TKIT Chiara Depok on the development of preschool language and to find out the inhibiting factors for learning during the Covid-19 period at TKIT Chiara Depok. This study uses descriptive analytic by using a cross sectional design. The population in this study were all parents who have preschool children at TKIT Chiara Depok, with a total of 56 respondents, by performing total sampling, collecting data for the online learning process and language development of preschool children using questionnaires and data processing with coding and analysis. data using the Chi-Square correlation statistical test. The results obtained as many as 78.6% have a good learning process using online methods, while the language development of preschool children is good about 80.4%. There is a moderate positive relationship with p-value = 0.000 (p < 0.05) so that there is a relationship between the online learning process and language development. The conclusion in this study is that there is a relationship between the online learning process and the development of preschool language. With this research, the learning process in the online method that is good in its implementation and preparation will improve the development of good language in preschool children.

Speech-language pathologists’ practices in augmentative and alternative communication during early intervention

This survey study examined augmentative and alternative communication (AAC) practices reported by early intervention speech-language pathologists (SLPs) across the United States (N = 376). The study examined (a) types of AAC that SLPs reported using (i.e., sign language, photographs, pictures, symbols, talking switches, and iPad apps or dedicated speech-generating devices); (b) SLPs’ perspectives on the influence of child spoken language ability on AAC recommendations; (c) factors that influenced AAC decision-making within early intervention; and (d) perceived barriers associated with AAC implementation. SLPs reported that they were significantly more likely to introduce all types of AAC to children without spoken language abilities compared to children in later stages of language development. On average, they were most likely to report using or recommending sign language and photographs, and least likely to report using or recommending talking switches or speech-generating devices. Of the options provided, child expressive and receptive language abilities were rated as the most important factors to consider when determining AAC use, followed by cognitive ability, diagnosis, and chronological age. SLPs identified caregiver buy-in and carryover across providers as the most significant barriers to AAC implementation. Recommendations for future research and current AAC practices within early intervention are discussed.

ПРОИЗВОДНЫЕ С КОРНЕМ ГРАМОТ- В РУССКОМ ЯЗЫКЕ: ИСТОРИКО-ЛЕКСИКОЛОГИЧЕСКИЙ АСПЕКТ

The article examines the functioning of prefixless lexemes with the root 'gramot-' in the Russian language in synchrony and diachrony, and also the changes in the vocabulary of the language. The work is based on the research of linguists postulating linguistic semantics as a means of comprehending and understanding culture. The root 'gramot-' has suffi-cient semantic and derivational potential in Russian, so it enables us to trace how the semantic space of the members of the root nest has been changing. Word-formation derivatives with the root 'gramot-' are considered as a significant fact of the lexical word family with the dominant 'gramota' (literacy) in the linguistic world picture of a Russian person. The special attitude towards literate people in ancient Russia was the basis for the worldview of the Russian people and the formation of their culture, and determined the norms of behavior and the attitude towards others, which is reflected in the language. This article undertakes a historical and lexicological analysis of the word 'gramota' and its derivatives: the development of the root family with the apex gramot- is examined at different chronological periods. The examination of the vocabulary at different stages of language development has shown that the viability of the root gramot- has not been lost: new units have appeared, fixing realities of a certain time period in the word. The author shows some trends characteristic of modern Russian: fewer derivatives with the root under study and wider combinabil-ity of most derivatives, narrowed meaning of some lexical units, the word 'gramota' and its derivatives are included in the processes of naming. Examples of using the lexemes in question are taken from the national corpus of the Russian language.

Root infinitives in Jamaican Creole

This paper addresses the question of the existence and manifestation of Root Infinitives (RIs) in the acquisition of a creole language, Jamaican Creole (JC). It examines JC children’s omission of progressive and prospective aspectual markers in the clausal map in order to determine if early JC includes a root infinitive (RI) stage. Non-target-consistent bare verb structures in child JC are shown to have distributional properties which have been claimed to be hallmarks of RIs: in particular, they occur in declaratives (and in yes-no questions), but not in wh-questions, and they typically co-occur with null subjects, whereas overt subjects are required in clauses with fully specified aspectual markers. We argue that these properties are expected under a truncation approach (Rizzi 1993/4; De Lisser et al. 2016), rather than other approaches to RI. Additionally, truncation is compared to the “growing trees” approach introduced in Friedmann, Belletti and Rizzi (this volume), according to which learners’ productions start with minimal structures in a bottom up fashion, and then higher zones get added on top of the structure as development proceeds, following the hierarchical organization uncovered by cartographic work. We conclude that these approaches are compatible, and possibly reflect different stages in language development.

Neural dynamics of the motor system during language development

Motor and sensory cortices are traditionally thought to be functionally separate systems. However, many studies have shown their roles in both action and perception to be highly integrated. In particular, this has been observed in regard to speech, where listening to speech sounds elicits neural activity in motor regions of the brain. Two datasets containing magnetoencephalography (MEG) data from 2-, 6-, 7-, and 11-month-old infants were used to investigate the role of the motor system in speech perception throughout various stages of language development. We examined the relationship between activation in auditory sensory and motor regions of the brain with respect to: (1) the development of neural responses with increasing age, and (2) potential differences between speech and nonspeech auditory signals. Results showed that motor regions are activated during speech perception across all ages. At 2 months of age, infants show activity in both motor and motor planning regions in response to speech, but not nonspeech, acoustic stimuli. Our data suggest that infants’ activation of sensory and motor brain regions in response to speech does not require experience producing speech.

CHILDREN LANGUAGE ACQUISITION PROCESS

This research discusses a case study of children in acquiring their first language at age 18 months old in Bukittinggi. The process deals with some stages namely cooing, babbling, holophrastic, the two-word stage, telegraphic stage, and multiword stage. The purpose of this study is focused on how the children learn the language in the real life. To find out the answer of the problem in this research, the researcher uses the related theories, they are Lyons (1981), Varshney (2003), Chomsky (2009), Bolinger (2002), Gleason (1998), Steinberg (2003), Fromkin (1983), Bolinger (2002) and Steinberg (2003). This research is conducted with descriptive qualitative research where the subject and object is taken from the children at age 18 months old in Bukittinggi. The researcher takes the observed baby named Azka as the subject and gets the data by observation and video recording. After the data had been collected, the researcher finds out that Azka was 18 months old baby who was in holophrastic functions: the one-word utterances stage of language development. Finally, parents’ role is important to develop the children language. The parents should build interaction with their child to know their child’s language development. Besides that, the researcher suggests the parents to say the right pronunciation to the children.