Theories Of Language Development Research Articles

EKSPLORASI PERKEMBANGAN BAHASA ANAK USIA DINI: ANALISA FAKTOR, INDIKATOR, DAN TAHAPAN PERKEMBANGAN

Language development is one of the many areas of development that needs to be addressed in kindergarten. Language as a systematic and orderly system of pronunciation, ideas and emotions used for speaking, listening, reading and writing to communicate with other people. This research focuses on analysis related to early childhood language development, through the stages of development, the factors that influence children's language development, as well as indicators of children's language development and various theories of language development. The purpose of this research is to analyze matters related to children's normal development, this is because various problems often arise that children experience when they struggle with acquiring good language. The method used in this research is a qualitative method in the form of library research. The results of this research concluded that it is important to understand children's language development because the development of young children goes through 4 stages, namely pre-imgistic, single words, two-word sentences, and short sentences. Language and language development are important aspects of life, related to child development issues, the role of parents and teachers is an important factor in language development, because they must be good at stimulating children's language intelligence.

Eksplorasi Perkembangan Bahasa Anak Usia Dini: Analisa Faktor, Indikator, Dan Tahapan Perkembangan

Language development is one of the many areas of development that needs to be addressed in kindergarten. Language as a systematic and orderly system of pronunciation, ideas and emotions used for speaking, listening, reading and writing to communicate with other people. This research focuses on analysis related to early childhood language development, through the stages of development, the factors that influence children's language development, as well as indicators of children's language development and various theories of language development. The purpose of this research is to analyze matters related to children's normal development, this is because various problems often arise that children experience when they struggle with acquiring good language. The method used in this research is a qualitative method in the form of library research. The results of this research concluded that it is important to understand children's language development because the development of young children goes through 4 stages, namely pre-imgistic, single words, two-word sentences, and short sentences. Language and language development are important aspects of life, related to child development issues, the role of parents and teachers is an important factor in language development, because they must be good at stimulating children's language intelligence.

Wayward associations: When and why people think of similar-sounding words

Words with similar meanings sometimes sound similar, which carries both risks, such as confusion, and rewards, such as ease of comprehension. It has been argued that languages evolve to balance these competing pressures, so words more often overlap in both form and meaning when they are less likely to be confused. By measuring the phonological similarity of responses to English cues in a word association megastudy, we provide evidence of a tendency to activate similar-sounding words in response to words that reside in sparse semantic neighbourhoods and in response to words for abstract concepts. Crucially, we provide evidence that the availability of similar-sounding associates helps people retrieve and represent the meanings of words from sparse neighbourhoods and words for abstract concepts, as measured by reaction time in semantic decisions and by accuracy in recognition memory. We propose that phonological connections compensate for weak semantic connections when representing word meanings, which we discuss in terms of multiplex networks, models of word-meaning access, and theories of language evolution.

Syntactic revision in wh-questions: developmental trajectory and the role of cognitive control

ABSTRACT In our study, we examine children’s and adults’ interpretation of argument wh-questions requiring syntactic revision using a questions-after-stories procedure, leading to three major findings. First, children aged 7–8 years, but not 5–6-year-olds, were found to preferably attach the fronted wh-element to the first available gap, rather than the second, indicating an adultlike incremental parsing strategy of active gap filling. Second, older children show a similar rate of revision as adults, higher than younger children, although a substantial rate of misinterpretations remains. Third, we find a significant link between the rate of revision and cognitive control skills measured with an N-back task. Implications for theories of language development and parsing are discussed.

Language Analytic Ability, Print Exposure, Memory and Comprehension of Complex Syntax by Adult Native Speakers.

Nativist theories of language development assume that all native speakers of a particular language ultimately converge on (more or less) the same grammar, and argue that this is only possible because they are born with a genetic blueprint for language. However, a number of recent studies have found that there are, in fact, considerable individual differences in adult native speakers' grammatical attainment. In this study, we examine some possible reasons for these differences. We examine both learner internal cognitive factors (implicit and explicit memory for sequences, non-verbal working memory, and language analytic ability) as well as an experiential factor (print exposure). In contrast to many earlier studies which focused on the temporal aspects of language processing, we are interested in the extent to which individuals are able to use grammatical cues to extract meaning from complex sentences. To minimize the effect of performance factors, sentences remained on screen while participants responded to comprehension questions (thus easing working memory load) and participants were given as much time as they needed to respond. Our findings revealed large effects of language analytic ability and print exposure, and a much smaller effect of implicit learning. While the effect of implicit learning fits in well with current theories of language acquisition and processing, the first two findings do not. The strong relationship between print exposure and comprehension suggests that the ability to process complex syntax may depend on a particular type of language experience which is not available to all speakers. Finally, the effect of language analytic ability challenges the wide-held conviction that the ability to identify and explicitly reason about linguistic patterns is only relevant in adult second language learning.

THE EVOLUTION OF TEMPORAL AND SPATIAL LANGUAGE: A DIACHRONIC ANALYSIS ACROSS CULTURES AND EPOCHS

The perception and expression of time and space in human language has long captivated researchers across multiple disciplines. This study delves into the diachronic evolution of temporal and spatial language, examining the shifts and development patterns in various languages throughout different time periods and cultural contexts. By analyzing linguistic corpora representing diverse languages, epochs, and genres, the research investigates the impact of historical, cultural, and environmental factors on the evolution of temporal and spatial expressions. Through quantitative and qualitative analysis of grammatical structures, lexicon, and metaphors, this study highlights significant patterns and changes in human understanding and communication of time and space. The findings offer insights into the dynamic nature of linguistic evolution and suggest implications for theories of language development, cognitive processes, and the intricate relationship between language and human experience. Through an examination of linguistic artifacts, texts, and historical records, this study uncovers the intricate trajectory of how societies have linguistically represented temporal and spatial dimensions. By identifying patterns of change and continuity, the research highlights the interplay between linguistic structures, cognitive capacities, and cultural contexts. The findings illuminate the dynamic processes that have contributed to the shaping of temporal and spatial language, ultimately deepening our understanding of the complex relationship between language, cognition, and cultural evolution. This work offers valuable insights into the mechanisms that underlie linguistic change and provides a broader perspective on the ways in which humans have grappled with conceptualizing time and space throughout history.

Media Strategies and the Growth of Kiswahili among Journalism Students in Kenyan Universities

Purpose: This research traces the influence of strategies employed by the Kenyan media in their strive to realize the growth of Swahili language among the youth, specifically, university students studying journalism in Kenyan universities. The fundamental concerns that were on focus here were; debates, competitions and rewards, use of experts, number of programs, program frequency and program placement and the way they have been used to improve Swahili language.
 Methodology: The study used mixed method design to obtain qualitative and quantitative data. It targeted University students sampled from 4 public Universities in Nairobi County. A sample size of 327 students was used. Focus group discussions involving 32 FGDs participants were also involved. Four Swahili experts were interviewed to get expert opinion. Multi-stage sampling design was used to select the sample for the survey. This sampling technique was appropriate because the study sample was selected in stages using stratified random sampling and simple random sampling technique. Purposive sampling was used to collect qualitative data. The tools used to collect data were questionnaire for quantitative data, interview schedule for key informants and interview guide for focus group discussions. These were to help to assess the effect of the strategies employed by the media organizations in connection with airing Swahili programmes and if these strategies influence the growth of Kiswahili. The study triangulated quantitative and qualitative data to give results shared in this paper. Data was then analyzed using SPSS (version 20) statistical program and presented using inferential statistics, descriptive, correlation regression and ANOVA analysis.
 Findings: The study revealed that the strategies employed by the media indeed have significant effect on the growth of Kiswahili among the youth. For instance, majority of the respondents agreed that Swahili competition programs in media have made them develop positive attitude toward Kiswahili. Additionally, a majority of the respondents agreed that when experts are used in presenting Swahili programmes it makes them use correct grammar. The study also noted that respondents agreed that an increase in number of discussion programs in Swahili have improved their Swahili vocabulary.
 Unique Contribution to Theory, Practice and Policy: Media as an agent of language growth is known to employ certain strategies that play a big role in changing the youths’ attitude towards Kiswahili language. Social learning theory, Behaviorist Theory of Language Development and Cultivation theory informed this study. Evidence from media programmes indicated that much has been done by both television and radio in form of strategies that have played a big role in promoting the language. These strategies are linked to the debates, rewards a well as the challenges that face the language growth. The study thus revealed that the strategies employed by the media indeed have significant effect on the growth of Kiswahili among the youth.

Integrasi Teori Perkembangan Kognitif Jeanpiaget dan Perkembangan Bahasa Vygotsky dalam Pembelajaran: Pemahaman dan Penerapan di Sekolah

Education has an important role in shaping children's development, especially in terms of cognition and language. In the cognitive development literature, Jean Piaget's theory and Lev Vygotsky's theory of language development have become two significant approaches in understanding how children learn, think, and communicate. This article combines these two theories and discusses their application in the context of learning in schools. Jean Piaget's theory of cognitive development emphasizes the stages of intellectual development that play a role in children's understanding of the world. In a learning context, this understanding can help teachers develop a curriculum that is appropriate to students' cognitive development stages. Meanwhile, Vygotsky's theory of language development highlights the role of social interaction and the environment in children's language development. The application of this theory includes a collaborative approach to learning that encourages more effective communication and language interaction in the classroom.

Children build their vocabularies in noisy environments: The necessity of a cross-disciplinary approach to understand word learning.

Research within the language sciences has informed our understanding of how children build vocabulary knowledge especially during early childhood and the early school years. However, to date, our understanding of word learning in children is based primarily on research in quiet laboratory settings. The everyday environments that children inhabit such as schools, homes, and day cares are typically noisy. To better understand vocabulary development, we need to understand the effects of background noise on word learning. To gain this understanding, a cross-disciplinary approach between researchers in the language and hearing sciences in partnership with parents, educators, and clinicians is ideal. Through this approach we can identify characteristics of effective vocabulary instruction that take into account the background noise present in children's learning environments. Furthermore, we can identify characteristics of children who are likely to struggle with learning words in noisy environments. For example, differences in vocabulary knowledge, verbal working memory abilities, and attention skills will likely influence children's ability to learn words in the presence of background noise. These children require effective interventions to support their vocabulary development which subsequently should support their ability to process and learn language in noisy environments. Overall, this cross-disciplinary approach will inform theories of language development and inform educational and intervention practices designed to support children's vocabulary development. This article is categorized under: Psychology > Language Psychology > Learning Psychology > Theory and Methods.

ANALISIS TINDAK TUTUR DIREKTIF PADA DAFTAR PUTAR VIDEO PEMBELAJARAN BAHASA INDONESIA QUIPPER VIDEO

<p>The study of directive speech acts underlies this study. Speech acts used to direct other people or state what the speaker wants are known as directive speech acts. Directive speech acts serve a number of functions, including commands, requests, invitations, advice, criticism, and prohibitions, etc. The objective of this study was to discover and describe numerous types of directive speech acts in Quipper Vidio Indonesian Language Learning videos based on the functions of commands, requests, invitations, advice, criticism, and prohibitions, etc. This study was designed with a qualitative descriptive method which shows where there is evidence of directive speech acts and explaining them based on existing facts in line with the explanation to enable to produce a presentation as it is. The study data collected was obtained from five video sources on YouTube. Based on the results of this study, there are 25 command functions, 6 request functions, 36 invitation functions, 15 advise functions, 0 criticism functions, and 1 prohibition function. The objectives of this study are to improve the theory of language development by studying the form of directive acts in the learning objects to be studied. It is expected that the study will expand readers' perspectives on directive speech acts as well as classifying the functions of directive speech acts in the Quipper Vidio Indonesian Language Learning playlist.</p>

Reimagining Preparation For Teachers Of Designated English Learners

All elementary, secondary, and special education teachers in Massachusetts seeking initial licensure are required to earn a sheltered English immersion (SEI) endorsement. This endorsement is intended to prepare educators to support designated English learners (ELs) in the content areas. However, the course does not reflect current theories of language development or Massachusetts policies about models of second language education. Jennifer Altavilla-Giordano and Emily Blitz explain how they reimagined the course to accomplish three goals: 1) establish a critical stance to SEI instruction, 2) increase the self-efficacy of pre-service teachers, and 3) inspire advocacy on behalf of designated ELs and families.

A Qualitative Inquiry into the Factors that Influence Deaf Children's Early Sign Language Acquisition among Deaf Children in Ghana

Abstract: The linguistic and cognitive importance of early language exposure for deaf children is well reported in the literature. However, most of such studies have been conducted in industrialized countries with less of such studies conducted in developing and nonindustrialized countries such as Ghana. Therefore, hinged on the social interactionist theory of language development, this study explored the factors that influence early acquisition of sign language among deaf children from a low-resource setting in Ghana. Ten mothers of deaf children from these communities were purposively selected for the study. Data was gathered through observation, focus group discussion, and a face-to-face interview using a semistructured interview guide. The data were subsequently analyzed thematically. Parents' knowledge about their children's deafness, sociocultural beliefs, and the parents' interactions with their deaf children at home were found as core potential factors influencing early acquisition of sign language among deaf children in these low-resourced communities. Based on these findings, appropriate recommendations are made for policy and practice.

Social Media Influenced Lexicons: A Child’s Vocabulary Production in Talk-In Interactions

Social media has become a prominent medium of communication and has been used by all generations, including the youngest members of society. It has emerged as a powerful communication medium that makes interactions rapid, simple, and sensible. Youngsters also use social media to have fun, form and maintain connections, share and discover hobbies, explore identities, and grow familial ties; it is a continuation of their in-person and offline encounters. There is an assumption that with their exposure to modern gadgets, internet connectivity, and various online networking sites, children's daily talk-in interactions are influenced by social media languages. Utilizing a qualitative-descriptive research design, conversation analysis, Vygotsky's theory of language development and an interactionism approach, the purpose of the study is to provide an elaborated academic account of a child’s vocabulary production in casual conversations and list down the emerging social-media-influenced lexicons generated from a child, which were classified according to six-word categories: slang, colloquialism, alphabetism, neologism, loan words, and pseudowords. Findings show that the trends in digital exchanges on social media platforms have prevalent occurrences in a child’s everyday language, where some words and phrases possess critical meanings, as the child’s denotations and social-media connotations have a contrastive nature. As children develop their productive lexical skills using social media, the study highlights Vygotsky’s assertion on the importance of a child’s "more knowledgeable other" in language acquisition, production, and development.

Is It A Good Move To Release Policy Of Making English Language As Optional Subject In Elementary School?

Merdeka Curriculum or in Indonesian Language known as Kurikulum Merdeka is widely considered as the most popular curriculum applied in many educational institutions in Indonesia. In the context of elementary school, Merdeka curriculum places English Language as an optional subject offered to students. In fact, nowadays students as the future generation live in the digitized and network based community where English plays a critical role to help them adapt to the rapid change of technology and science. Consequently, it is crucial to study this government policy in the Merdeka curriculum on the English language subject for elementary students. This study aims to analyze the government policy on placing the English language as an optional subject in elementary school using the theory of language development and the role of English as lingua franca in the 21st century. This study applies a library research method and data are collected from published and unpublished scientific articles, analytical journals, government reports and national scale newspapers that are relevant to the aims of the study.

Child Communication Research and Practice: Collaborative Roles for Behavior Analysts and Speech-Language Pathologists

Young children's social communication is key to their development and well-being. Naturalistic interventions can promote social communication in young children. Anyone concerned about children's social communication—families, professionals, planning teams, referral sources, funders, and policymakers—should understand the complementary roles of behavior analysts (BCBAs) and speech-language pathologists (SLPs), who both utilize naturalistic interventions. Resistance to collaboration may be rooted in broader conversations about differing theories of language development. BCBAs and SLPs likely have similar overarching goals and expectations, but collaboration has been unfortunately rare, due to field-specific training and recommendations. BCBAs and SLPs who adopt a unified theory of practice will place children, families, and educators at the center of all decisions. An interdisciplinary model rooted in research about naturalistic interventions, collaboration, and equitable practices that incorporates feedback from providers and researchers in each field, could address challenges. This model highlights (a) understanding key tenets from each respective field, (b) developing interdisciplinary teams, (c) measuring and evaluating collaborative planning, and (d) promoting mutual respect and equity. Children benefit when professionals collaborate.

Utilization of Teaching Language Skills Across the Curriculum for Developing Language Skills to Rich Academic Content in All Subjects

This study is based on the involvement of language skills among the students in academics. Language skills improvement can help individuals manage their communication with others, increasing their confidence level. The objectives have been developed to determine the need for language skill development in the curriculum. High-level negotiations with native languages are managed through academic language improvement. The application of Krashen’s monitor model and Hardlry's theory of language development can help manage the language learning opportunities for students in academics. The use of the secondary research method has helped uncover the importance of using language skills in future development. The qualitative analysis has helped in analyzing the data and finding appropriate results for the study. This study aimed to discover students' creativity in order to maintain language skill development. The inclusion of issues such as lack of interest among the students is affecting the proficiency of the educational system. Moreover, the use of the language skill helps in managing communication, through which the ideas of the students are increased. This aids in the development of critical thinking processes in students in order to improve their skills.

Motion iconicity in prosody

Evidence suggests that human non-verbal speech may be rich in iconicity. Here, we report results from two experiments aimed at testing whether perception of increasing and decliningf0can be iconically mapped onto motion events. We presented a sample of mixed-nationality participants (N= 118) with sets of two videos, where one pictured upward movement and the other downward movement. A disyllabic non-sense word prosodically resynthesized as increasing or declining inf0was presented simultaneously with each video in a pair, and participants were tasked with guessing which of the two videos the word described. Results indicate that prosody is iconically associated with motion, such that motion-prosody congruent pairings were more readily selected than incongruent pairings (p< 0.033). However, the effect observed in our sample was primarily driven by selections of words with decliningf0. A follow-up experiment with native Turkish speaking participants (N= 92) tested for the effect of language-specific metaphor for auditory pitch. Results showed no significant association between prosody and motion. Limitations of the experiment, and some implications for the motor theory of speech perception, and “gestural origins” theories of language evolution, are discussed.

A Review of the Research on the Development and Evolution of Chinese Language in the New Era

The development of language is influenced by various factors including internal ones and external ones due to its social nature. With the in-depth development of globalization, the development of languages in the new era shows many new features, among which the most obvious is that they are more open and interactive. At the same time, it has also attracted much attention of the academic circles, and the theories of language development are abundant. This paper first defines language variation, and mainly combs the relevant achievements of language development research in contemporary from three aspects: language contact, grammaticalization and memetics.

EFEKTIVITAS METODE MENDONGENG UNTUK MENUMBUHKAN MINAT BACA ANAK USIA DINI

The purpose of this study was to find out how effective the storytelling method was to increase early childhood interest in reading. This research is a library research. The description of the data in this study is in the form of a record of all findings regarding the effectiveness of storytelling activities in any research discussion obtained in the literature and sources, also the latest findings regarding increasing early childhood reading interest. The results of this study indicate that the effective storytelling method for increasing interest in reading in early childhood because it is based on the results of the analysis of language development theories and theories of children's brains. Storytelling is a fun activity that can develop children's imagination curiosity. So when children have a high curiosity. Then the child will seek knowledge one of them through reading.

A Developmental Approach to Assessing and Treating Agrammatic Aphasia.

There is mounting evidence that the agrammatism that defines Broca's aphasia can be explained in processing terms. However, the extant approach simply describes agrammatism as disparate deficits in a static, mature system. This tutorial aims to motivate and outline a developmental alternative. This alternative is processability theory (PT), a root-to-apex theory of language development, with its origins in the field of second language acquisition, which can connect the findings of aphasia research. This tutorial critically reviews research on agrammatism as a language deficit, a representational deficit, and a processing phenomenon. Given evidence from research applying PT to language disorders, this tutorial outlines PT's multidimensional architecture of language processing. Using an emergence (onset) criterion, PT predicts fixed developmental stages in word order (syntax) and inflection (morphology) and individual differences in the timing of syntax and morphology. To link PT to agrammatism, this theory's applications to diagnosis and teaching are overviewed, and a case study of five individuals with moderate agrammatism is presented. Analysis showed that all individuals were positioned in the early PT stages and differed in their timing of syntax and morphology consistent with theoretical predictions. Evidence from the case study suggests that, although agrammatism results from neural damage and associated language loss, the processing procedures necessary for relearning remain and can be exploited for recovery. A program of diagnosis and intervention is proposed, and future research directions are discussed. https://doi.org/10.23641/asha.19416488.