case study on child language acquisition

Observation

The littlest linguists: new research on language development.

• Bilingualism
• Developmental Psychology
• Language Development

How do children learn language, and how is language related to other cognitive and social skills? For decades, the specialized field of developmental psycholinguistics has studied how children acquire language—or multiple languages—taking into account biological, neurological, and social factors that influence linguistic developments and, in turn, can play a role in how children learn and socialize. Here’s a look at recent research (2020–2021) on language development published in Psychological Science . 

Preverbal Infants Discover Statistical Word Patterns at Similar Rates as Adults: Evidence From Neural Entrainment

Dawoon Choi, Laura J. Batterink, Alexis K. Black, Ken A. Paller, and Janet F. Werker (2020)

One of the first challenges faced by infants during language acquisition is identifying word boundaries in continuous speech. This neurological research suggests that even preverbal infants can learn statistical patterns in language, indicating that they may have the ability to segment words within continuous speech.

Using electroencephalogram measures to track infants’ ability to segment words, Choi and colleagues found that 6-month-olds’ neural processing increasingly synchronized with the newly learned words embedded in speech over the learning period in one session in the laboratory. Specifically, patterns of electrical activity in their brains increasingly aligned with sensory regularities associated with word boundaries. This synchronization was comparable to that seen among adults and predicted future ability to discriminate words.

These findings indicate that infants and adults may follow similar learning trajectories when tracking probabilities in speech, with both groups showing a logarithmic (rather than linear) increase in the synchronization of neural processing with frequent words. Moreover, speech segmentation appears to use neural mechanisms that emerge early in life and are maintained throughout adulthood.

Parents Fine-Tune Their Speech to Children’s Vocabulary Knowledge

Ashley Leung, Alexandra Tunkel, and Daniel Yurovsky (2021)

Children can acquire language rapidly, possibly because their caregivers use language in ways that support such development. Specifically, caregivers’ language is often fine-tuned to children’s current linguistic knowledge and vocabulary, providing an optimal level of complexity to support language learning. In their new research, Leung and colleagues add to the body of knowledge involving how caregivers foster children’s language acquisition.

The researchers asked individual parents to play a game with their child (age 2–2.5 years) in which they guided their child to select a target animal from a set. Without prompting, the parents provided more informative references for animals they thought their children did not know. For example, if a parent thought their child did not know the word “leopard,” they might use adjectives (“the spotted, yellow leopard”) or comparisons (“the one like a cat”). This indicates that parents adjust their references to account for their children’s language knowledge and vocabulary—not in a simplifying way but in a way that could increase the children’s vocabulary. Parents also appeared to learn about their children’s knowledge throughout the game and to adjust their references accordingly.

Infant and Adult Brains Are Coupled to the Dynamics of Natural Communication

Elise A. Piazza, Liat Hasenfratz, Uri Hasson, and Casey Lew-Williams (2020)

This research tracked real-time brain activation during infant–adult interactions, providing an innovative measure of social interaction at an early age. When communicating with infants, adults appear to be sensitive to subtle cues that can modify their brain responses and behaviors to improve alignment with, and maximize information transfer to, the infants.

Piazza and colleagues used functional near-infrared spectroscopy—a noninvasive measure of blood oxygenation resulting from neural activity that is minimally affected by movements and thus allows participants to freely interact and move—to measure the brain activation of infants (9–15 months old) and adults while they communicated and played with each other. An adult experimenter either engaged directly with an infant by playing with toys, singing nursery rhymes, and reading a story or performed those same tasks while turned away from the child and toward another adult in the room.

Results indicated that when the adult interacted with the child (but not with the other adult), the activations of many prefrontal cortex (PFC) channels and some parietal channels were intercorrelated, indicating neural coupling of the adult’s and child’s brains. Both infant and adult PFC activation preceded moments of mutual gaze and increased before the infant smiled, with the infant’s PFC response preceding the adult’s. Infant PFC activity also preceded an increase in the pitch variability of the adult’s speech, although no changes occurred in the adult’s PFC, indicating that the adult’s speech influenced the infant but probably did not influence neural coupling between the child and the adult.

Theory-of-Mind Development in Young Deaf Children With Early Hearing Provisions

Chi-Lin Yu, Christopher M. Stanzione, Henry M. Wellman, and Amy R. Lederberg (2020)

Language and communication are important for social and cognitive development. Although deaf and hard-of-hearing (DHH) children born to deaf parents can communicate with their caregivers using sign language, most DHH children are born to hearing parents who do not have experience with sign language. These children may have difficulty with early communication and experience developmental delays. For instance, the development of theory of mind—the understanding of others’ mental states—is usually delayed in DHH children born to hearing parents.

Yu and colleagues studied how providing DHH children with hearing devices early in life (before 2 years of age) might enrich their early communication experiences and benefit their language development, supporting the typical development of other capabilities—in particular, theory of mind. The researchers show that 3- to 6-year-old DHH children who began using cochlear implants or hearing aids earlier had more advanced language abilities, leading to better theory-of-mind growth, than children who started using hearing provisions later. These findings highlight the relationships among hearing, language, and theory of mind.

The Bilingual Advantage in Children’s Executive Functioning Is Not Related to Language Status: A Meta-Analytic Review

Cassandra J. Lowe, Isu Cho, Samantha F. Goldsmith, and J. Bruce Morton (2021)

Acommon idea is that bilingual children, who grow up speaking two languages fluently, perform better than monolingual children in diverse executive-functioning domains (e.g., attention, working memory, decision making). This meta-analysis calls that idea into question.

Lowe and colleagues synthesized data from studies that compared the performance of monolingual and bilingual participants between the ages of 3 and 17 years in executive-functioning domains (1,194 effect sizes). They found only a small effect of bilingualism on participants’ executive functioning, which was largely explained by factors such as publication bias. After accounting for these factors, bilingualism had no distinguishable effect. The results of this large meta-analysis thus suggest that bilingual and monolingual children tend to perform at the same level in executive-functioning tasks. Bilingualism does not appear to boost performance in executive functions that serve learning, thinking, reasoning, or problem solving.

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“When families are informed about the importance of conversational interaction and are provided training, they become active communicators and directly contribute to reducing the word gap (Leung et al., 2020).”

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A 1.4 Year Old Child Language Acquisition (Case Study on a Bilingual Family)

STKIP PGRI Lubuklinggau, Indonesian Education Studies Program, Indonesia

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This paper presents the phonological and morphological aspects of language acquisition of the child aged 1.4 years of a bilingual family. The researcher used a qualitative approach by using case study method. Data collection technique used is documentation and observation. Data were analyzed using inductive models, with the steps: observation of data, insights into the structure of the data, the formulation of hypotheses, testing hypotheses. The results of this research indicate that the language acquisition of children aged 1.4 years on average amounted to 40 words that structure largely intact as a word yet, but it is understood its meaning. Language acquisition obtained from the two languages simultaneously (simultaneous bilingual) language is Indonesian and Bengkulu. The children are able to pronounce vowels a, i, u, e, and o in forming words. Then, the boy also has been able to say 13 consonants, namely b, c, d, h, j, k, m, n, p, s, t, w and y.

Tujuan penelitian ini adalah untuk menjelaskan aspek fonologis dan morfologis pemerolehan bahasa anak berusia 1,4 tahun dalam keluarga bilingual. Penelitian adalah studi kasus menggunakan pendekatan kualitatif. Pengumpulan data dengan metode dokumentasi dan observasi. Data dianalisis dengan model induktif dengan beberapa langkah, yaitu pengamatan terhadap objek yang diteliti, pemahaman terhadap struktur data, penyusunan hipotesis, dan pengujian hipotesis. Hasil penelitian ini menunjukkan bahwa pemerolehan bahasa anak 1,4 tahun rata-rata memiliki 40 kata dengan memahami maknanya. Pemerolehan bahasa yang dilakukan dapat dikategorikan sebagai dwibahasawan simultan, yaitu Indonesia dan Bengkulu. Anak itu mampu menghasilkan bunyi vokal a, i, u, e, dan o dalam membentuk kata. Selain itu, anak tersebut dapat menghasilkan 13 konsonan, yaitu b, c, d, h, j, k, m, n, p, s, t, w dan y.

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Last update: 2024-04-17 16:51:57

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First language acquisition: A case study of a three-year old Lebanese child

This case study focuses on the process of first language acquisition of a 3-year old Lebanese child. It also analyzes the factors and other mechanisms that influence L1 acquisition. For the duration of almost four months, the researcher observed and recorded the subject's produced sounds, words, and sentences. He also observed how the learner interacts with various linguistic inputs to see how he internally processes them. Finally, he also observed him as he interacts with people to determine the levels of the various constructs of his communicative competence. Based on the findings of the study, the subject acquired his first language (Arabic) largely biologically (nature). The observed behavior evidently confirms that he has a well-functioning Language Acquisition Device (LAD) that mainly enables him to acquire the language he is exposed to. Subordinately at his age, he is also helped by the environment to activate his innate capacity to acquire the language. Observations and interviews with his parents confirm that he also acquired through imitation and learned through correction and reinforcement, analogy, and structured input. Language universals are also evident in his communicative outputs while at the same time exhibiting some basic styles, registers, and non-verbal communication. The learner also manifested some linguistic and communication difficulties which are strongly influenced by his environment. Clearly, nature and environment play significant roles in a child's first language acquisition; thus, they should be creatively capitalized by both parents and teachers in various phases of instruction to ensure prolific and meaningful language learning and development.

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In second language acquisition, acquiring English as a second language at an early stage in a bilingual or multilingual environment like Nigeria, has posited quite a number of difficulties over the years. It is even complicated when children with parents from different ethnic groups have to decipher which language is acceptable for communication in the home, school and environment. To determine if the environment influences children's acquisition of English as a second language, certain environmental variables were considered. Children between the ages of four and six who were already in school were selected. Data was collected by administering questionnaires to the teachers of the pupils and recording sessions with the children was observed. The result indicated that the level of competence or performance of a child’s acquisition of English as a second language, is hinged upon the child (if he/she is not mentally deformed or has speech deficiency), the peer group or play mate, the home and the school environment.

IJELS AIAC , Dr. Bandar Al-Sobhi

The major aim of the current paper is to review and discuss three prevailing approaches to the study of Second Language Acquisition (SLA) since the middle of the twentieth century: Contrastive Analysis (CA, henceforth), Error Analysis (EA) and Interlanguage (IL). It begins with a general overview of how the CA approach was formulated and developed and discusses the three versions of CA which were displaced later by other approaches, such as EA and IL. The paper also provides an in-depth theoretical discussion of the notion of EA in terms of its definitions, goals, significance, development, causes and procedures. The discussion about the SLA approaches concludes with a review of IL which claims that language learners produce a separate linguistic system with its own salient features, which differs from their L1 and target language. Additionally, a bulk of previous studies conducted on EA in different contexts are reviewed throughout the paper.

Advances in Language and Literary Studies

Joel Meniado

Many Filipino migrant workers (overseas Filipino workers) in their status as adult learners struggle in learning the local language of their host countries to native-like proficiency level. With the aim of establishing a second language (L2) acquisition pattern that may be useful in designing responsive adult training and welfare programs, this study examines how these workers acquire their L2s and what factors influence their rate and success in L2 learning. Utilizing mixed methods research design with 15 overseas Filipino workers as samples who learned various local languages in 10 different host countries, this study reveals that immersion and actual use of the target language in authentic communicative situations can make language acquisition easier. Findings of this study also confirm that instrumental and integrative motivation coupled with strong target language (TL) community support can make L2 learning faster, while old age and non-necessity of the L2 at work can make the whole process slower. In terms of communication strategies, findings show that syntactic avoidance is the most common communication strategy used, followed by direct appeal to authority (native speakers) and use of gestures, facial expressions, and translation tools. As foreign workers, their motivational orientations in learning their L2 are for employment, cultural understanding, and cultural integration. Implications of these findings are discussed in relation to second language teaching among adult language learners and overseas workers.

Mark B Ulla

The purpose of the study was to determine, identify, classify, describe and analyze the language errors found in the compositions of the faculty respondents of FSUU. The inquiry’s results would hopefully shed light on the language problems of the participants. The information and insights gained could serve as basis or compass for the action plan--a crash Language Training Program to be included in the 5-day classroom management training conducted yearly at the start of the academic year by the University, which all the newly hired faculty members are required to attend. The respondents of the study were fifty (50) selected probationary faculty members of Father Saturnino Urios University, Butuan City. The study was conducted during the second semester of the school year 2011-2012. The following guide questions aided in framing and maintaining the focus of this study. 1. What local and global errors are found in the compositions of the participating faculty members? 2. What other types or classes of language errors at the morphological, syntactic and lexical levels are found in the corpus of data? What could account for the occurrence of these types of errors? 3. What action plan can be designed to address the problem revealed in the study? The descriptive method was applied by the researcher through the use of the three-step procedure adopted from Corder (1971): Identification-Description-Explanation. The corpora of errors were derived from the composition written by the faculty respondents. The rubrics or categories used are from the taxonomy of errors developed by Burt, Kiparsky and Krashen (1972). In the data presentation, interpretation and analysis, the researcher used frequency and percentage distribution. Between the global or local errors in the compositions of the probationary faculty members of FSUU, the local errors are more preponderant or common. This general category registered an overall frequency of 118. Global errors had only a total frequency of 16. Of the local syntactical errors in the local category, preposition (misuse/omission of prepositions) was the area that recorded the highest occurrence. This was followed by verb (misuse/omission of verb) at the local lexical level. Local morphological errors were not a problem since only a few errors, mostly having to do with the subject-verb concord were discovered. Global errors that were found in the corpora of texts were mostly serious. They needed major repair work or revision because they hindered communication of the intended meaning. Of this category of errors, global syntactical errors involving pronouns (misuse/omission of pronouns) formed the largest group of errors followed by word order and prepositions (misuse/omission of prepositions). This was followed by global lexical errors which include noun (misuse/omission of nouns) and verb (misuse/omission of verb). The least number of errors was global morphological subdivision with plural markers (improper use of plural marker) forming the smallest group. Other types of errors that were found in the compositions of the faculty respondents were mechanical errors which were mostly misuse of punctuation marks (omission/misuse of punctuation marks), capitalization (misuse/omission of capitalization), and misspelling and other language errors involving conjunctions and word choice. For global mechanical errors, punctuation marks got the highest number of errors, followed by capitalization, and conjunction. In the case of local mechanical errors, punctuation marks had the highest number, followed by misspelling and word choice, conjunction, and capitalization. Most of the local errors discovered in their compositions are believed to be “slips” “lapses” or “careless errors”. In other words, these are performance--related. All the errors found in the texts examined for error analysis and presented may be attributed to the fact that most of the participants were not language teachers and their knowledge of the basics of language was limited. Most of the respondents have inadequate knowledge of forms and verb structures. Inevitably, this turned out to be among the areas in which they were most vulnerable or prone to errors. They lack mastery of the English language system. The facts also reveal that probationary faculty members cared less about the organization of their composition. They just wrote whatever things came to their mind and they did not review and edit their work. Thus, content organization is also a problem. Another factor behind the commission of language errors by these faculty respondents is their proficiency problem. Their global errors and some of their local errors at the syntactic level betray their low proficiency level or deficient competence in the English Language. These facts reveal that the probationary faculty members really need a refresher course on the basics of the language so that they could enhance their language ability. Finally, the most significant product of this study is the crafting or hammering out of a language enhancement training for the probationary faculty members to address the problem in the study.

"Journal of University Studies in Letters & Human Sciences”

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The focal point of this research study is the language acquisition process and the linguistic development of 1-3 year-old children. It examines the three factors that impact language learning, i.e (1) the parents’ contribution to the learning of phonological, morphological, and syntactic structures, (2) the intelligence level, and (3) the sociability. For a period of two years, the researcher traced the linguistic progress and observed all the linguistic aspects of the development of two male Lebanese children whose native language is Arabic, from the age of one till the age of three for the elder child and from birth till the age of two for the younger one, through recording and pursuing the emergence of new naturalistic unprompted sounds, morphemes, syntactical constructions, and whole utterances. She also observed how parents’ reinforcement of the linguistic structures, their children’s level of intelligence and sociability affected their interaction with the environment as well as their communicative competence. The findings of the study show that in spite of the fact that the three factors were the same for both children, the acquisition of the elder is remarkably better than that of the younger one. This is a solid proof of the mentalist theories of language innateness that conceive the existence of a Language Acquisition Device (LAD), which enables children to acquire language at different rates because of the variability in the activity of cells in the Broca’s area of the left hemisphere of the brain. Imitation played a significant role in the language development of the younger child whose vocabulary jumped from a few words to a wide range within a period of two months only. Hence, based on the observations and the analysis of the results, the researcher recommends that parents, primary caregivers, and teachers gain an extensive understanding of this period of life (1-3 years of age) to contribute to boosting language learning and enhancing their children’s myriad linguistic abilities.

This tittle described first language and second language acquisition process. the first language learning is belong to behaviorism theory and UG of Chomsky that they discuss the way how to learn the first language and it is easier that learning the second language. the second language is discussed about the strategy to learn second language and some theories are represented such as The Acculturation Model, the monitor model, and cognitive theory.

JOPR IAIN Salatiga

Abdelhafid Smaili

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CASE STUDY: Genie

In Los Angeles in 1970 a social worker made a routine visit to the home of a partially blind woman who had made an appeal for public assistance. The social worker discovered that the woman and her husband had kept their 13 year old daughter Genie locked away in almost total isolation during her childhood.

Genie could not speak or stand upright. She had spent every day bound naked to a child’s potty seat and could move only her hands and feet. At night she was placed in a kind of straightjacket and caged in a crib with wire mesh sides and a cover. Whenever Genie made a noise her father beat her. He never communicated with her in words; instead he growled at her and barked at her instead.

After she was rescued she spent a number of years in excessive rehabilitation programs including speech and physical therapy. She eventually learned to walk and to use the toilet. She also eventually learned to recognise many words and speak in basic sentences. Eventually she was able to string together two word combinations like ‘big teeth’ then three word ‘small two cup’. She didn’t however, learn to ask questions and didn’t develop a language system that allowed her to understand English grammar.

Four years after she began stringing word together, she is still unable to speak fluently. A san adult she speak in short, mangled sentences like ‘father hit leg’ ‘big wood’ and ‘Genie hurt’ which when pieced together can be understood.

This shows that children like Genie who are abandoned and abused and not exposed to language for many years, rarely speak normally. Some language experts have argued that cases such as these suggest the existence of a critical period for language development; but other issues can cloud these case

Is there a critical period for language learning? 

Most babies learn a language by a certain age if they are to learn to speak at all.  A critical period is a fixed time period on which certain experiences can have a long lasting effect on development.  It is a time of readiness for learning, after which, learning is difficult or impossible. Almost all children learn one or more languages during their early years, so it is difficult to determine whether there is a critical period for language development.

In1967 Lenneberg proposed that language depends on maturation and that there is a critical period between about 18 months and puberty during which time a first language must be acquired. Lenneberg especially thought that the pre-school years were an important time frame as thisis whe language develops rapidly and with ease.

Although much language learning takes place during pre-school years, it continues into adulthood. Therefore, young children’s proficiency in language does not seem to involve a biologically critical period.

ORIGINAL RESEARCH article

This article is part of the research topic.

New Trends in Typical and Atypical Language Acquisition

Visual Attention and Phonological Processing in Children with Developmental Language Disorder Provisionally Accepted

• 1 Universidad Nacional de Colombia, Colombia

The final, formatted version of the article will be published soon.

Introduction: Developmental Language Disorder (DLD) is a neurobiological condition characterized by insufficient language and communication development, with no underlying physical, sensory, or cognitive explanations. A prominent feature among children with DLD is their struggle with phonological processing, a pivotal skill for later reading proficiency. Recent research suggests that children with DLD may also exhibit impairments in various non-linguistic cognitive abilities, including memory, attention, and perception. Of particular importance is visual attention, which plays a critical role in integrating visual perceptual information with diverse cognitive and linguistic processes.Objective: To characterize visual attention during phonological processing tasks in Colombian children with DLD.Methodology: This study employed a cross-sectional descriptive experimental design involving 20 children diagnosed with Developmental Language Disorder (DLD) and 20 children without language difficulties. All participants underwent language, vocabulary, and phonological awareness tests. Additionally, an experimental task utilizing the eye-tracking method was designed and administered to measure phonological processing with phonological and lexical distractors.Results: Children with DLD exhibited diminished performance on phonological awareness tasks, as evidenced by their lower scores. This was further supported by the experimental phonological processing task, where an interference effect was observed in the presence of lexical distractors for word recognition, but not with phonological distractors. Conclusions: Children with DLD demonstrated deficiencies in both phonological awareness and visual attention skills during linguistic and phonological processing tasks. They also exhibit reduced sensitivity in identifying phonological relations such as rhyme. The study discusses these findings along with their clinical implications, emphasizing the importance of assessing online processing abilities in children with DLD and considering the influence of other cognitive abilities on their linguistic performance.

Keywords: developmental language disorder, phonological awareness, visual attention, eyetracking, phonological processing

Received: 14 Feb 2024; Accepted: 18 Apr 2024.

Copyright: © 2024 Lara-Diaz, Beltran Rojas and Aponte. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Mx. Maria F. Lara-Diaz, Universidad Nacional de Colombia, Bogota, D.C., Colombia

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