Gotowe bibliografie tematyczne / Child second language aquisition

Gotowa bibliografia na temat „Child second language aquisition”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 31 stycznia 2023

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Artykuły w czasopismach na temat "Child second language aquisition"

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Purnama, Syahfitri. "Second Language Aquisition and The Development through Nature-Nurture". JETL (Journal Of Education, Teaching and Learning) 2, nr 2 (31.10.2017): 164. http://dx.doi.org/10.26737/jetl.v2i2.280.

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<p>There are some factors regarding which aspect of second language acquisition is affected by individual learner factors, age, learning style. aptitude, motivation, and personality.<strong> </strong>This research is about English language acquisition of fourth-year child by nature and nurture. The child acquired her second language acquisition at home and also in one of the courses in Jakarta. She schooled by her parents in order to be able to speak English well as a target language for her future time. The purpose of this paper is to see and examine individual learner difference especially in using English as a second language. This study is a library research and retrieved data collected, recorded, transcribed, and analyzed descriptively. The results can be concluded: the child is able to communicate well and also able to construct simple sentences, complex sentences, sentence statement, phrase questions, and explain something when her teacher asks her at school. She is able to communicate by making a simple sentence or compound sentence in well-form (two clauses or three clauses), even though she still not focus to use the past tense form and sometimes she forgets to put bound morpheme -s in third person singular but she can use turn-taking in her utterances. It is a very long process since the child does the second language acquisition. The family and teacher should participate and assist the child, the proven child can learn the first and the second language at the same time.</p>
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Beliaevskaya, E. G. "COGNITIVE LINGUISTICS IN SECOND LANGUAGE AQUISITION". MGIMO Review of International Relations, nr 5(32) (28.10.2013): 76–83. http://dx.doi.org/10.24833/2071-8160-2013-5-32-76-83.

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The paper sets out to prove that the influence of the learner’s first/second language on the acquisition and use of other languages may be minimized, and ultimately eliminated, if the process of language teaching and language learning centers on the conceptual structures underlying the semantics of language units. Such conceptual structures (the conceptual inner form) shaping the peculiarities of the mode of expression characteristic of the given language community determine the choice of words in the process of communication and word combinability; if applied in second language teaching and learning they help avoid subconscious translation from the learner’s first language into a second/third, thus bringing down the interfering effects.
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Omar, Tawfiq. "Culture and Second Language Aquisition: Arabic Language as a Model". European Scientific Journal, ESJ 13, nr 2 (31.01.2017): 159. http://dx.doi.org/10.19044/esj.2017.v13n2p159.

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This study is an examination of the role and impact of culture and culture literacy on second language acquisition. It will adopt the qualitative approach, using multiple case study design, interviews and observation, to generate somehow rich descriptions of the role of culture on second language acquisition. The study used a sample of the international students studying Arabic at the Language Center at The University of Jordan. Multiple methods of data collection over a period of four months were used. The researcher collected data through in-depth interviews and nonparticipant observations. The purpose of this study is to examine to which extent culture, with all its elements and components, helps learners of Arabic boost their language and linguistic skills. Living an Arabic culture (the Jordanian culture as an example), enriches learners’ language skills and accelerates their progress due to the direct interaction with the people and their native culture. This will enable them to interact, using the language they acquire, in complex cultural situations raising their self-confidence and encouraging them to use the language more effectively gaining new ways of thinking and widening their linguistic and cultural competence.
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Taekyung Kim i 백경미. "Accentual Phrase Realization in Second Language Aquisition: the Case of Korean-learning Chinese". Urimalgeul: The Korean Language and Literature 68, nr ll (marzec 2016): 93–114. http://dx.doi.org/10.18628/urimal.68..201603.93.

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Lakshmanan, Usha. "Child Second Language Acquisition of Syntax". Studies in Second Language Acquisition 17, nr 3 (wrzesień 1995): 301–29. http://dx.doi.org/10.1017/s0272263100014224.

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Recent advances in linguistic theory within the principles and parameters framework have exerted considerable influence on the field of second language acquisition. SLA researchers working within this framework of syntactic theory have investigated the extent to which developing second language grammars are constrained by principles of Universal Grammar (UG). Much of the UG-based SLA research in the 1980s focused on adult L2 acquisition, but the role of UG principles in child L2 acquisition remained largely unexplored. More recently, however, this state of affairs has begun to change as SLA researchers are becoming more and more interested in child second language syntactic development. In this paper, I review recent and current developments in UG-based child SLA research, and I argue that child SLA has a valuable role to play in enabling us to arrive at a better understanding of the role of biological factors in language acquisition and in strengthening the links between SLA and linguistic theory. Specifically, I discuss the findings of child SLA studies with respect to the following issues: the role of UG parameters in child SLA, the status of functional categories and their projections in child SLA, and the nature of the evidence available to and used by child L2 learners. The overall picture emerging from these studies suggests that child L2 developing grammars are indeed constrained by Universal Grammar. While it is not fully clear at the present time whether the child L2 learners& knowledge is a result of direct access to UG or indirect access to UG (i.e., through the mediation of the L1), the evidence indicates that L1 transfer (at least in certain syntactic domains) cannot be entirely ruled out.
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TAMDJIAT, Kenza, i Amel GASSMI. "THE RELATIONSHIP OF PHYICAL PLANNING WITH IMPROVING LEVEL OF ORAL COMPREHENSION IN CHILDREN WITH DOWN SYNDROME". RIMAK International Journal of Humanities and Social Sciences 4, nr 6 (1.11.2022): 347–59. http://dx.doi.org/10.47832/2717-8293.20.21.

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Orthophonia is a branh of psychology and among the modern disciplines in social sciences, concerned with everything related to language disorders and cognitive problems in children and adults, Among the categories that the orthophonia field takes care of, we find the category of people with Down syndrome, and this category is known for its low abilities in all aspects of language, cognitive, social and communication, which affects it negatively, so it needs to be taken care of at all levels, especially with regard to learning the initial gains that are a base for the growth and development of various aspects of life, and perhaps among the most important basal gains, we find what is known as physical planning, which plays an important role in developing the cognitive and linguistic aspects of the child. So this research came with the aim of knowing the relationship between the aquisition of physical planning and the improvement of the level of oral understanding among children those with Down syndrome, by adopting the descriptive approach, and to achieve the study, paul schilder’s physical planning test was applied to know the child’s ability to name and identify each organ of the dody and its role, and the Elo test in order to measure the level of oral comprhension. on a sample of 10 children (6 males and 4 girls) with Down syndrome, their ages ranged from( 5-8years). After the statistical study and analysis of the results quantitatively and qualitatively, it was found that there is a positive but weak relatioship between the aquisition of physical planning and the level of oral understanding among children with Down syndrome. Keywords: Physical Planning, Oral Comprehension, Down Syndrome
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Pinter, Annamaria. "Child-centred ethics in second language education". Language Teaching for Young Learners 4, nr 1 (17.01.2022): 4–29. http://dx.doi.org/10.1075/ltyl.21019.pin.

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Abstract This article aims to provide an overview of the types of questions and concerns adult researchers working with children in L2 education need to consider when it comes to navigating research ethics. Questions and dilemmas relating to ethical practice in child-focussed research are complex, and will be rooted in political, legal and contextual concerns, and interpretations of what is ethical in any one project will depend on the adult researcher’s convictions about research paradigms, their epistemological stance and their beliefs and priorities in the given situation. This article suggests five main questions to consider when it comes to research with children. All five components are equally important and decisions relating to one component will influence all others in the framework. This paper examines the complexities in more detail, discusses some differences relevant in the two main ‘paradigms’ of child-focussed research and how these principles interact with the constraints and the affordances of the local contexts, the focus of the intended study and the background and personal theories of the adult researcher.
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Babakulova, Dilrabo. "Adult And Child Learning Second Language Differences". American Journal of Applied sciences 03, nr 01 (26.01.2021): 38–44. http://dx.doi.org/10.37547/tajas/volume03issue01-08.

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Second Language Acquisition (SLA) is one of the debatable topics regarding to speed and effectiveness in adults or children foreign language learning. There have been several researches to solve the issue; however, the results are different and contradicting. In this research two volunteers participated in three staged survey which showed children’s priority in acquiring foreign language in a short period of time.
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Geldard, Clare. "Book Review: Child language development–second edition". Child Language Teaching and Therapy 21, nr 1 (luty 2005): 95. http://dx.doi.org/10.1177/026565900502100107.

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Tomiyama, M. "Child second language attrition: a longitudinal case study". Applied Linguistics 21, nr 3 (1.09.2000): 304–32. http://dx.doi.org/10.1093/applin/21.3.304.

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Rozprawy doktorskie na temat "Child second language aquisition"

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IWASAKI, Junko, i junkoi@student ecu edu au. "The acquisition of Japanese as a second language and Processability Theory: A longitudinal study of a naturalistic child learner". Edith Cowan University. Community Services, Education And Social Sciences: School Of International, Cultural And Community Studies, 2006. http://adt.ecu.edu.au/adt-public/adt-ECU2006.0022.html.

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The aim of this study was to investigate longitudinally how a child learner acquired verbal morpho-syntax in Japanese in a naturalistic second language (L2) context. Specifically the points of emergence for three verbal morpho-syntactic structures, namely verbal inflection, the V-te V structure and the passive/causative structure, were investigated within a framework of Processability Theory (PT) (Pienemann, 1998b). The subsequent development of these structures was also examined. Unlike earlier research about morpheme orders and developmental sequences in language acquisition which was criticised because of its apparent lack of theoretical underpinnings, Pienemann's Processability Theory (PT)(1998b) connects the processability of morpho-syntactic structure to linguistic theories. Pienemann also claims that this theory can be used to explain the acquisition of a wide range of morpho-syntactic structures and that it is typologically plausible and applicable to any language. In recent times PT has been extensively tested in a range of languages acquired as an L2, including German, English and Swedish (Pienemann, 1998b; Pienemann & Hakansson, 1999) and Italian and Japanese (Di Biase & Kawaguchi, 2002). The findings from these studies support this theory.
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Iwasaki, Junko. "The Acquisition of Japanese as a Second Language and Processability Theory: A Longitudinal Study of a Naturalistic Child Learner". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/73.

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The aim of this study was to investigate longitudinally how a child learner acquired verbal morpho-syntax in Japanese in a naturalistic second language (L2) context. Specifically the points of emergence for three verbal morpho-syntactic structures, namely verbal inflection, the V-te V structure and the passive/causative structure, were investigated within a framework of Processability Theory (PT) (Pienemann, 1998b). The subsequent development of these structures was also examined. Unlike earlier research about morpheme orders and developmental sequences in language acquisition which was criticised because of its apparent lack of theoretical underpinnings, Pienemann’s Processability Theory (PT)(1998b) connects the processability of morpho-syntactic structure to linguistic theories. Pienemann also claims that this theory can be used to explain the acquisition of a wide range of morpho-syntactic structures and that it is typologically plausible and applicable to any language. In recent times PT has been extensively tested in a range of languages acquired as an L2, including German, English and Swedish (Pienemann, 1998b; Pienemann & Håkansson, 1999) and Italian and Japanese (Di Biase & Kawaguchi, 2002). The findings from these studies support this theory. Following the acquisition criteria proposed by Pienemann (1998b), the current study analyses the points of emergence of verbal morpho-syntactic structures by a seven year old Australian boy who was acquiring Japanese as a second language (JSL) naturalistically. Data were collected through audio taping approximately 90 minute interactions between the child and other Japanese speakers at each of the 26 sessions over a one-year and nine month period. The task-based elicitation method was used to create as spontaneous interaction as possible between the child and his interlocutors.
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Chan, Cecilia Yuet Hung. "The aquisition of restrictive relative clauses by Chinese L1 learners of L2 English". Thesis, University of Essex, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282526.

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Noe, Kelly Dawn. "Incidental lexical acquisition and the modification of glosses in intermediate Spanish". Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1091560569.

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Grondin, Nathalie D. "Functional projections in child second language acquisition of French". Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61279.

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Recently, there has been growing interest in the status of functional projections (i.e. the determiner phrase (DP), the inflectional phrase (IP), and the complementizer phrase (CP)) in first language (L1) development.
The purpose of this study of child second language (L2) acquisition was to determine the status of functional projections in the first months of L2 development. Data from two child subjects (with English as their L1) acquiring French as an L2 were examined for evidence of DP, IP and CP. The results show that all functional projections are present in the grammar from the earliest months of child L2 development. The implications of this finding for L1 and L2 acquisition theories are discussed.
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Current, Daniel C. "Language Learning Through Contextual Input in a Virtual Reality Enviroment". University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1341613840.

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Jin, Jongdo. "Child second language acquisition : acquisition of English functional categories by Korean child L2 learners". Thesis, University of Reading, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422776.

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Haznedar, Belma. "Child second language acquisition of English : a longitudinal case study of a Turkish-speaking child". Thesis, Durham University, 1997. http://etheses.dur.ac.uk/1634/.

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Park, Hyeson. "Child second language acquisition and grammatical theories: The Minimalist Program and optimality theory". Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/252897.

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The aim of linguistic theory is to explain what knowledge of language consists of and how this knowledge is acquired. Generative linguistics, which had set out to achieve this goal, has recently seen the development of two main approaches to Universal Grammar (UG). One is the Minimalist Program (MP) and the other is Optimality Theory (OT). In the MP framework, language is claimed to be acquired through parameter setting, while in OT language acquisition is viewed as a constraint reranking process. In this study, I compare the two evolving linguistic theories in relation to child L2 acquisition phenomena; that is, how and whether the two different approaches to UG could be used to account for language development in real time. The database for this study was a corpus of natural and elicited-interview speech collected by the National Center for Bilingual Research from six Korean children learning English as an L2 in a bilingual education school program. Two constructions, null arguments and wh-questions produced by the Korean children in their developing L2 English, were chosen for in-depth investigation. The data analysis shows that (1) the children dropped few subjects from the early stages, (2) the children dropped more objects than subjects, (3) the children did not apply subject-verb inversion in why -questions, and (4) of the wh-questions, when-questions were one of the last to appear in the children's developing English. It was examined whether these four findings could be explained within the MP and the OT frameworks. The MP and OT in their present forms, however, do not seem to be able to fully account for the data. I have proposed some adaptations of the theories and explored plausible explanations. The overall picture emerging from the study is that the gradual nature of language development can best be explained as being a result of the incremental acquisition of the lexicon. The relationship between linguistic theory and acquisition studies, especially second language acquisition studies, has been unidirectional, from theory to acquisition (SLA) studies. It is to be hoped that this study may contribute to connecting the gap between linguistic theory and SLA studies, and making their relationship more bidirectional.
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McEleney, Sarah Nicole. "La influencia del conocimiento de otras lenguas en la identificación de palabras en español L2 un estudio de los modelos bia y bia+ /". Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1248105154.

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Książki na temat "Child second language aquisition"

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Ellis, Rod. Second language aquisition in context. Hemel-Hempstead: Prentice-Hall, 1987.

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van, Hout Roeland, red. The lexicon-syntax interface in second language aquisition. Amsterdam: John Benjamins Pub., 2003.

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Rocca, Sonia. Child second language acquisition. Amsterdam: John Benjamins, 2007.

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Shoshana, Blum-Kulka, i Snow Catherine E, red. Talking to adults: The contribution of multiparty discourse to language aquisition. Mahwah, N.J: Lawrence Erlbaum Associates, 2002.

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Li, Fangfang, Karen E. Pollock i Robbin Gibb, red. Child Bilingualism and Second Language Learning. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/bpa.10.

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Haznedar, Belma, i Elena Gavruseva, red. Current Trends in Child Second Language Acquisition. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/lald.46.

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Jaworska-Biskup, Katarzyna. Language acquisition in the blind child. Lublin: Wydawn. KUL, 2011.

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Butler, Yuko Goto, i Becky H. Huang. Research Methods for Understanding Child Second Language Development. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780367815783.

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Belma, Haznedar, i Gavruseva Elena, red. Current trends in child second language acquisition: A generative perspective. Amsterdam: John Benjamins Pub. Co., 2008.

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Dunn, Opal. Help your child with a foreign language. Princeton, NJ: Berlitz Kids, 1998.

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Części książek na temat "Child second language aquisition"

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Lázaro-Ibarrola, Amparo, i Raúl Azplicueta-Martinez. "4. Spotting the Differences between Child–Child and Child–Adult Interactions: Evidence from Spanish EFL Learners at Low Levels of Proficiency". W Early Instructed Second Language Acquisition, redaktorzy Joanna Rokita-Jaśkow i Melanie Ellis, 80–105. Bristol, Blue Ridge Summit: Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781788922517-008.

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Meisel, Jürgen M. "Child second language acquisition or successive first language acquisition?" W Current Trends in Child Second Language Acquisition, 55–80. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/lald.46.04mei.

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Nicholas, Howard, i Patsy M. Lightbown. "Defining child second language acquisition, defining roles for L2 instruction". W Language Learning & Language Teaching, 27–51. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/lllt.23.04nic.

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Kopečková, Romana. "Crosslinguistic Influence in Instructed L3 Child Phonological Acquisition". W Second Language Learning and Teaching, 205–24. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-01414-2_12.

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Schimke, Sarah. "The Psycholinguistics of Child Second Language Acquisition". W The Routledge Handbook of Second Language Acquisition and Psycholinguistics, 26–37. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003018872-4.

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Haznedar, Belma, i Elena Gavruseva. "Recent perspectives in child second language acquisition". W Current Trends in Child Second Language Acquisition, 3–15. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/lald.46.02haz.

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Li, Fangfang, Karen E. Pollock i Robbin Gibb. "Chapter 1. Integrating multiple views and multiple disciplines in the understanding of child bilingualism and second language learning". W Child Bilingualism and Second Language Learning, 1–5. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/bpa.10.01li.

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Meziane, R. Sabah, i Andrea A. N. MacLeod. "Chapter 2. The application of bilingual phonological learning models to early second language development". W Child Bilingualism and Second Language Learning, 9–27. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/bpa.10.02mez.

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Derwing, Tracey M. "Chapter 3. Issues for second language pronunciation in children". W Child Bilingualism and Second Language Learning, 29–41. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/bpa.10.03der.

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Enns, Robyn, Nicole Lemire i Elena Nicoladis. "Chapter 4. Two solitudes?" W Child Bilingualism and Second Language Learning, 45–63. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/bpa.10.04enn.

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Streszczenia konferencji na temat "Child second language aquisition"

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Kohno, Movto. "The role of rhythm in the first and second language aquisition". W First International Conference on Spoken Language Processing (ICSLP 1990). ISCA: ISCA, 1990. http://dx.doi.org/10.21437/icslp.1990-222.

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Kennedy, James, Paul Baxter, Emmanuel Senft i Tony Belpaeme. "Social robot tutoring for child second language learning". W 2016 11th ACM/IEEE International Conference on Human-Robot Interaction (HRI). IEEE, 2016. http://dx.doi.org/10.1109/hri.2016.7451757.

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Damayanti, Welsi, Vidi Sukmayadi i Agung Hermanto. "Parent-child Communication Strategies in Preserving Sundanese Language". W Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icollite-18.2019.83.

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Rahmah, Leny Saili, i Aceng Ruhendi Saifullah. "Semantic and Pragmatic Meaning in Indonesian Child Utterances". W Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icollite-18.2019.79.

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