First Language Acquisition by Infants

The current study investigates the accessibility of a systematic pattern to children learning their first language, and also it is a try to show the effect of the quantity of input on first language acquisition. To these aims, two case studies were carried out on six children learning as their first language. The participants of the first study were three children acquiring their first language in Indramayu being followed for 12 months (24-36 months) to see if they all passed the same pattern in language development. The participants of the second study were three Children (who were exposed to less input) acquiring their first language in Indramayu being followed for 12 months (24-36 months) to see if the language development was affected considering the amount of input they were exposed to. In-depth interviews, observations, audio and video recordings, notes and reports were used to collect the data for this study. The data collected for each Children was analyzed separately, and the stages of development were reported for each children accordingly. The findings support the claim that the process of language acquisition depends on an innate language ability which holds that at least some linguistic knowledge exists in humans at birth, and also the input that learners receive plays a very important role in the language acquisition since the input activates this innate structure.

Debating on Second Language Acquisition is not merely in terms of concept but also the real phenomena which postulate each research result. It needs more investigation on SLA due to the various realities on how children and adults acquire and learn any language. This research aims to describe how children and adults acquire and learn their first and second language. Participants consisted of children and adults whose ages determined by the researcher based on the purposive sampling technique. They were all six persons and chosen based on the certain characteristics. Content analysis technique was applied in order to analyze all data gained. The result showed that since human alive inside mother’s womb especially at up to the age of three months, a fetus has tried to acquire sounds subconsciously. Language proficiency is really determined by three factors of Phased Process Approach namely Subconscious Acquisition, Conscious Acquisition and Learning. The ideal time for learning something is begun from the age of 2 or 3 years old, by the fact that children have had the ability to bear a meaning on any input that they catch. The learning process has been begun within the process of acquisition. Based on the findings, it is clear that the children acquire the language step by step based on the development of the brain. Children acquire language is just the same as adult in acquiring the language although there will be some constraints faced by adult concern with the first language because adult has had the strong basic of first language just than children.

Language Learning, 1983

The title of this paper is deliberately ambiguous. It could refer to how language acquisition research has proceeded in the past, and what it has revealed. It could also concern how such an enterprise should be conducted, and what questions it might illuminate. Below we consider both facets of the topic, noting certain major orientations which have emerged in the two decades or so since children's language has been studied in the context of developmental psycholinguistics. The first section considers the problematic nature of the domain, as one which is in essence interdisciplinary. The second section then considers the fact that in this area of inquiry, as in others, the point of view from which research is undertaken, and the philosophy or ideology which informs the enterprise, will affect not only the theory proposed and the kind of facts which it seeks to explain, it will also determine the nature of the data relied on to reveal these facts.

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.

2017

The main objective of this study is to trace the language development of the two daughters Mehrsa and Atena from two Farsi-speaking home, from their first vocal sounds to the first sentences. The present study which is based on "naturalistic observations" covers the developmental stages and chronological succession of different in the acquisition Farsi as the first language will be presented. The study was carried out by maintaining the proper records of the children utterances in the form of a 'diary' and the traditional method of phonetic transcription was used to record utterances. It was found that they acquired Farsi at different stages from vocal sounds to first sentences because of their different nature and nurture. Thus, children acquire language not at the same rout. The whole study will be confined to different stages of language acquisition in different children with their individual's differences.

LET: Linguistics, Literature and English Teaching Journal

This research discusses a case study of children in acquiring their first language at age 18 months old in Bukittinggi. The process deals with some stages namely cooing, babbling, holophrastic, the two-word stage, telegraphic stage, and multiword stage. The purpose of this study is focused on how the children learn the language in the real life. To find out the answer of the problem in this research, the researcher uses the related theories, they are Lyons (1981), Varshney (2003), Chomsky (2009), Bolinger (2002), Gleason (1998), Steinberg (2003), Fromkin (1983), Bolinger (2002) and Steinberg (2003). This research is conducted with descriptive qualitative research where the subject and object is taken from the children at age 18 months old in Bukittinggi. The researcher takes the observed baby named Azka as the subject and gets the data by observation and video recording. After the data had been collected, the researcher finds out that Azka was 18 months old baby who was in holophras...

Topic 6: Describe how children acquire their mother tongue. TESOL Diploma program, Module-1, Assignment-2

Contemporary linguistics: An introduction, 2001

Human brains are so constructed that one brain responds in much the same way to a given trigger as does another brain, all things being equals This is why a baby can learn any language; it responds to triggers in the same way as any other baby, -D. HOFSTADTER

IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW, 2018

The process of language acquisition undergone by each child in the world is more and less similar. This is because language is universal in which it is acquired through all language components namely phonology, semantics, and pragmatics. The component of phonology is more related to human neuro-biology. The process of sound produced is genetic and human biological development is not similar. Hence, the language development of human beings is not exactly the same. This paper explores first language acquisition particularly on the phonological component of a three years old child named Andi. The data is the transcripts of dialog taken from causal chit chats with the participant. A qualitative method is used to analyze the data. The findings reveal that the participant acquired vocal sounds of /a/, /i/, /u/, /o/, /e/ and consonant sounds of /p/, /b/, /m/, /t/ more dominant compared to others. He never produced /k/ consonant, fricative [s] and [j]. However, he produced nasal consonants ...