References
Birdsong, D. (1999). Second language acquisition and the critical period hypothesis. Mahwah, NJ: Lawrence Erlbaum Associates. This book examines reasons why very young learners might be subject to a critical period for language acquisition.
Costa, A.R., Mcilvane, W.J., & Wilkinson, K.M. (2001). Emergent word-object mapping by children: Further studies using the blank comparison technique. The Psychological Record, 51(3), 343. This study confirmed the usefulness of the blank comparison technique in emergent mapping research and provided the first data set from school-aged children.
Danby, S. (2002). The communicative competence of young children. Australian Journal of Early Childhood, 27(3), 25. The author is a classroom teacher who emphasized the importance of individual differences in learning ability and how these affect the teacher's need for judicious application of classroom management techniques to avoid frustrating early language acquisition.
Dixon, W.E., Jr., & Smith, P.H. (2000). Links between early temperament and language acquisition. Merrill-Palmer Quarterly, 46(3), 417. This was a study of mothers and 40 toddlers to investigate relationships between language acquisition and temperamental attentional control and positive affectivity.
Levy, Y. (1994). Other children, other languages: Issues in the theory of language acquisition. Hillsdale, NJ: Lawrence Erlbaum Associates. This cross-cultural investigation concerned the theoretical contributions of cross-linguistic and cross-populations studies to language acquisition. The author reports, "This book presents cross-linguistic and cross-population studies of language acquisition" (p. 1).
Nowak-Fabrykowski, K., & Shkandrij, M. (2004). The symbolic world of the bilingual child: Digressions on language acquisition, culture and the process of thinking. Journal of Instructional Psychology, 31(4), 284. These authors stress the importance of recognizing the cultural venue in which language is acquired because language uses a special type of symbolism that comprises all social objects and actions, and which ultimately constructs the individual's cultural identity and perspective. They note that, "Research has shown the importance of analyzing the culture of a child in order to understand what material he/she uses in his/her thought process. Culture as the dominant factor influences his/her knowledge by importing values, norms and beliefs" (p. 285).
Tager-Flusberg, H. (1994). Constraints on language acquisition: Studies of atypical children. Hillsdale, NJ: Lawrence Erlbaum Associates. This edition was a compilation of studies of atypical children to develop support for a modularity approach to language, while they illustrate some of the ways in which language connects with and even facilitate some aspects of cognitive and social development among the very young.
Wood, G.D., & Ellis, R.C. (2003). Risk management practices of leading UK cost consultants, Engineering, Construction and Architectural Management,…
The reality is that the universal grammar theory attempts to lay general structures that can be traced among languages. Therefore, if a constant 'X' is true then 'Y' will be equally true. It puts down how all languages expand when subjected to a given set of fundamental principles. With these principles, universal grammar enables us to try out word order prediction in languages, the phonemes, syntax etc. Several linguists hold
Finally, nativists must concede that culture and native language can shape ideas in the long run. After all, a person's cultural surroundings seem to greatly affect their interpretation of experiences over the course of their life (Bowerman and Choi 475-476). The difference in how much those cultural experiences affect an individual and their language, as well as when such effects happen, is what makes up the entire debate between
A good starting point is identifying the factors that influence ELL student performance. According to Mitsutomi & McDonald, these factors include motivation, linguistic and cultural identity, study strategies, tolerance for ambiguity, and sociocultural support. Although these factors provide a generic indication of the difficulties faced by ELL students, it is also recognized that each student is an individual, and enters the school system under widely varying circumstances and with differing
Language Acquisition The language theory According to Krashen 'communication' is the purpose of a language. Focusing on communicative abilities is just as important. The relevance of 'meaning' is also stressed upon. According to Terrell and Krashen, a language has its very own lexicon. The stress on vocabulary is apparent here and language is seen as a means to 'communicate meanings' as well as 'messages'. 'Acquisition' takes place in case where people
Linguistics, Language Acquisition, & Pronoun Errors in Children The acquisition of language is not a seamless process. All humans encounter errors as part of their linguistic development and practice. Humans around the world and across languages encounter similar behavior patterns as they grow into adults and gain linguistic fluency in their native languages. One such repeating phenomenon in English of note is the act of young children to misuse pronouns, using
It seems unbelievable how infants go from not knowing anything at all, to knowing how to express themselves in every way they can. They first learn how to tell their parents what they want by either pointing or yelling until they get what it is that they want, to actually putting words together to tell them exactly in the language that parents will understand. The question still arises as
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