First Language Acquisition

The puzzle-puddle-pickle problem and the Duke-of-York gambit in acquisition

by Kathleen O'Connor

Co-authored with D. A. Dinnsen and J. A. Gierut

Implicationally related error patterns and the selection of treatment targets

by Kathleen O'Connor

Co-authored with D. A. Dinnsen

Precursors to onset clusters in acquisition

by Kathleen O'Connor

Co-authored with J. A. Gierut

Typological predictions in developmental phonology

by Kathleen O'Connor

Co-authored with D. A. Dinnsen

On the role of sympathy in acquisition

by Kathleen O'Connor

Co-authored with D. A. Dinnsen, L. W. McGarrity and K. A. B. Swanson

When is a cluster not a cluster?

by Kathleen O'Connor

On the role of segmental contrasts in the acquisition of clusters

by Kathleen O'Connor

Child Language Acquisition

by Madalena Cruz-Ferreira

2008.
(Ask-A-Linguist FAQ)

Children will come up with the most extraordinary things when they start using language. Cute things, hilarious things... more Children will come up with the most extraordinary things when they start using language. Cute things, hilarious things and, sometimes, baffling things that may start us wondering whether we should worry about their language development. This article summarizes some of the knowledge we have about typical child language acquisition, that is, what you, as a caregiver, need not worry about. The last sections give a few pointers about when to seek professional help concerning your child's language development and about resources on language acquisition.

First language acquisition and teaching

by Madalena Cruz-Ferreira

2011.
In Antje Wilton and Martin Stegu (eds.), Applied Folk Linguistics, Amsterdam: John Benjamins, pp. 78-87.

“First language acquisition” commonly means the acquisition of a single language in childhood, regardless of the... more “First language acquisition” commonly means the acquisition of a single language in childhood, regardless of the number of languages in a child’s natural environment. Language acquisition is variously viewed as predetermined, wondrous, a source of concern, and as developing through formal processes. “First language teaching” concerns schooling in the language that is intended to become the child’s first (or “main”) one. Mainstream teaching practices similarly take languages as formal objects, focusing on literacy skills, so-called phonological awareness, and other teaching about the language. This article gives a first overview of folk beliefs associated with language acquisition and teaching, highlighting whether and how they can guide applied linguists’ concerns about child language development and early pedagogical practices.

The prosodic marking of topical referents in the German "Vorfeld" by children and adults

by Laura de Ruiter

This article reports on the analysis of prosodic marking of topical referents in the German prefield by 5- and... more This article reports on the analysis of prosodic marking of topical referents in the German prefield by 5- and 7-year-old children and adults. Natural speech data was obtained from a picture-elicited narration task. The data was analyzed both phonologically and phonetically. In line with previous findings, adult speakers realized topical referents predominantly with the accents LH* and L*H, but H* accents and unaccented items were also observed.Children used the same accent types as adults, but the accent types were distributed differently. Also, children aligned pitch minima earlier than adults and produced accents with a decreased speed of pitch change. Possible reasons for these findings are discussed.Contrast defined in terms of a change of subjecthood did not affect the choice of pitch accent type and did not influence phonetic realization, underlining the fact that accentuation is often a matter of individual speaker choice.

Complexity and interaction: comparing the development of L1 and L2

by Minna Suni

Minna Suni and Lea Nieminen 2011. Complexity and interaction: comparing the development of L1 and L2. ESUKA - JEFUL 2011, 2-2, 215-236.

In research into first and second language development, the focus has mainly been either on the formal features of... more In research into first and second language development, the focus has mainly been either on the formal features of learner language alone (both L1 and L2) or on the interaction between learners and their caretakers (L1) or native speaker peers (L2).These research traditions have been kept apart even though it has been widely acknowledged that both first and second languages are appropriated essentially in social interaction. This paper aims to strengthen the connection between social and formal approaches by combining interactional views with those focusing on the structural complexity of learner language. Some excerpts from L1 and L2 interaction data (in the Finnish language) are discussed. It is suggested that segmentation of linguistic material occurs in everyday situations and serves as a link between interaction and the growth of structural complexity in learner language. To situate this argument into a broader theoretical framework, various socially oriented research paradigms are briefly discussed.

Keywords: first language, second language, interaction, structural complexity, segmentation, Finnish language

Abstract categories or limited-scope formulae? The case of children's determiners

by Stephanie Solt

An Assistive Technology for Blind and Partially Sighted Students in Creative Writing Class

by salinee antarasena

The International Journal of Technology Knowledge & Society. 4: 1 (2008), 133-140

For decades, blind and partially sighted students have relied heavily on the assistance of volunteers, on cassettes... more For decades, blind and partially sighted students have relied heavily on the assistance of volunteers, on cassettes recorded the books they need as well as on Braille or DAISY books in public libraries. Limited numbers of volunteers as well as the costly production and distribution plan for Braille and DAISY books, however, have made the books available for them insufficient to meet their reading and learning needs. At the university, some students with vision loss also report difficulty for transportation to their school and to classes that require class participation or practical skills. Creative Writing Class then attempts to integrate lessons and activities into the web, with the use of assistive technology that enable them to practice their writing skills at wherever they would want to study. At the early stage of this course, the students report satisfactory progress in using the assistive technology and start building their first websites.

Color Comprehension and Color Categories among Blind Students

by salinee antarasena

A Multi-Sensory Approach In Implementing Concrete Language To Include All Students In Advanced Writing Classes

This study investigates teaching methods regarding color comprehension and color categorization among blind students,... more This study investigates teaching methods regarding color comprehension and color categorization among blind students, as compared to their non-blind peers and whether they understand and represent the same color comprehension and color categories. Then after digit codes for color comprehension teaching and assistive technology for the blind had been implemented to replace the traditional way of teachings, their color comprehension was re-investigated through color categories test, examining their ability in distinguishing between shades of similar colors and expressing correct color naming that is relevant to given contexts. Further discussion from the study also reveals how this understanding of color comprehension and color categories can help modify print materials which would allow blind students, students with low vision, as well as those with color blindness to be exposed to all the components of language and literacy-related activities as they wish, and how the teachers can make use of this color comprehension and color categories to integrate a multi-sensory approach to benefit all students, not just those with special needs.

Perceptions of Stress and Intonation in Group of Prelingually Deaf Students

by salinee antarasena

2010 Seoul International Conference on Linguistics

The study is designed to investigate the phonological awareness whether it can develop in isolation with letter-sound... more The study is designed to investigate the phonological awareness whether it can develop in isolation with letter-sound knowledge. The sample population recruited for this study included 24 prelingually deaf students, between ages of 20 years and 22 years, all of whom had severe hearing loss in both ears (greater than 90 dB) and both sexes were represented in each group. The control group consisted of 11 students and the experimental group, 13 students (with more significant hearing loss and no prior use of amplification. The spontaneous coding of presented words in a task of stress and intonation recall consists of two separated sets of rhythmic units (both in Thai and English) randomly taken from lessons in secondary school and early years at university level. The test was comprised of 282 isolated words in Thai (from three syllables to nine syllables) and 46 isolated words (from two syllables to five syllables) in English. A set of solid color cues was then created; each color is assigned to one phonotactical rules of addressed phonology.

Color Schemata Designed for Delayed-language Students

by salinee antarasena

International Journal of the Humanities, Volume 8, Issue 11, pp.1-8

When lengthy grammatical explanation in written language is impossible to comprehend by sight alone. When neither sign... more When lengthy grammatical explanation in written language is impossible to comprehend by sight alone. When neither sign language nor vibratory patterns can allow nonhearing students to acquire the morphology and syntax of English equivalent to their hearing peers in the same grade level, nonhearing Thai natives in their compulsory school years face tough challenge to meet the standards set by Ministry of Education of Thailand. This study first examined the perceptions of English acquisition (EFL) in nonhearing students studying at Setsatien School for the Deaf, and a set of color schemata common to their perceptions were then invented to explain fundamental sentence construction and verb tenses. Twenty-two nonbearing students were divided equally into experimental group and control group. The control group students were instructed in their traditional teaching method using sigh language and Thai-translated English grammar books while the experimental group used the color schemata. Both groups were exposed to 2-hr English session weekly. After 20 hours, results indicated that only the experimental group could demonstrate fundamental English narrative writing skill without assistance. Implications of this study suggest wider use of schemata for students with English literacy delay and a pilot study examining the use of color schema in delayed-language students enrolled in English writing courses at Ramkhamhaeng University was added, along with a sample of grammar book using color schemata explanation. The study suggests a new approach to English teaching that not only eliminates verbal and written explanation and prevents the students from cross-language confusion during their English acquisition process, but also designs English courses that both nonhearing students and delay language students could learn the same way as their peers in the same grade level do.

Learning from a Child Friendly School (CFS) Concept in Bhutan

by salinee antarasena

Journal of Humanities. 27: 1 (2006), 361-370

The Effects of Bilingualism on First-language Recovery in Equilingual Speakers

by salinee antarasena

10th PALA International Symposium

This study seeks to answer: (1) what if we became deaf after acquiring first language proficiency, and became... more This study seeks to answer: (1) what if we became deaf after acquiring first language proficiency, and became equilingual speaker? How vocabulary recalls and translation equivalents could be transferable across both languages? and (2) when the auditory perception has been restored, whether or not the first language proficiency could be recovered? A group of post-lingually deafened adults (native speakers of Thai) after 12-month implant were tested; all of whom became equilingual speakers of both Thai and Thai Sign Language (TSL) and used both languages on a regular basis prior to their cochlear implantation. Instruction of the tasks was introduced to all participants through printed explanation in Thai and sign language from native signer. Results suggested satisfactory scores in all oral-auditory tasks including vocabulary recall, translation equivalents and in phrasing. Subtle difference was noted, however, in a task of sample sentences which indicated that the participants spent considerably longer time in arranging word order. This indicated that when the auditory perception is restored, bilingualism (in this case, Thai and TSL) indeed had no negative effect on the first-language recovery with respect to their oral-auditory processing, but produced syntactic effects in their sentence production. Conclusion also discusses other possible factors including age at onset of deafness and duration of deafness.

De Brosses, Jakobson et l'ontogenèse phonologique

by Luca Nobile

A Usage-Based Approach to Light Verb Constructions In Italian: Development and Use

by Quochi Valeria