Pemerolehan Bahasa Kanak-Kanak Akibat Pengaruh Film Kartun: Suatu Tinjauan Psikolinguistik

2018 ◽  
Vol 2 (2) ◽  
pp. 59-63
Author(s):  
Lady Diana Yusri ◽  
Titin Ritmi
Keyword(s):  
Preschool Children ◽  
Language Acquisition ◽  
Social Contexts ◽  
Surrounding Environment

The children language aacquisition is influenced by the surrounding environment. The data were collected from preschool children. The conclusion of the research is children learned things beyond vocabulary and grammar. They are able to use language in many social contexts. The movies, which they watch, also influence their language acquisition. It can be seen from the use of words, phrases, and sentences from movies. Then, they imitate the words, phrases, and sentences in it. In addition, the child also may generalize of it. It is because of their limitations.

scholarly journals Introduction to language acquisition, bilingualism and copula choice in Spanish

2008 ◽  
Vol 11 (3) ◽  
pp. 273-275 ◽  
Author(s):  
PEDRO GUIJARRO-FUENTES ◽  
KIMBERLY L. GEESLIN
Keyword(s):  
Language Acquisition ◽  
Language Contact ◽  
Language Change ◽  
Social Contexts ◽  
Language Attrition ◽  
Areas Of Interest

In several of the most widely read Spanish grammars an entire chapter is devoted to the two copular verbs in Spanish, ser “to be” and estar “to be”, and their many contexts of use (Bull, 1965; Solé and Solé, 1977; Whitley, 1986; Bosque and Demonte, 1999; King and Suñer, 1999; Butt and Benjamin, 2000). For some, the interest in this structure stems from the range of meanings that can be expressed with these two forms, whereas for others it is the variability in the use of these verbs with adjectives, existing between groups, individuals and particular social contexts, that generates inquiry. The combination of these two traits makes the contrast difficult to acquire and likely to be lost or weakened in contexts of language attrition or language contact (Silva-Corvalán, 1986; Geeslin, 2002) and this complexity makes the copula contrast in Spanish an excellent mechanism for exploring broader issues such as theories of acquisition and language change, which are of value to a readership well beyond those working directly on Spanish. After a brief description of the distribution of ser and estar, we provide an overview of the various theoretical descriptions of the copula contrast that exist and their implications for research on bilingualism. Next, we provide a description of the papers in this volume, and outline the areas of interest for readers whose research extends beyond Spanish grammar.

scholarly journals GAME AS FACILITATOR IN DEVELOPMENT OF PHONOLOGICAL PERCEPTION FOR PRESCHOOL CHILDREN

2016 ◽  
Vol 3 ◽  
pp. 191
Author(s):  
Sarmīte Tūbele ◽  
Ilze Vilka
Keyword(s):  
Preschool Children ◽  
Language Acquisition ◽  
Life Experience ◽  
Learning Disorders ◽  
Psychological Development ◽  
School Program ◽  
Preparatory School ◽  
Patient Work ◽  
Phonological Perception

Language is the highest form of communication, it’s given only to people and it is very important for children’s psychological development. In 5 – 6 years most of the children all native language’s sounds pronounce correctly, phonological perception is formed, however, not all children have reached an appropriate level of development, therefore compulsory preparatory school program of language acquisition in children creates an aversion to learning. Disorders of fonological perception are very complicated and require a lot of serious and patient work in the intervention. In 5 – 6 years of age, children are active, open, spontaneous, curious and very persistent. At this age closest activities for children are plays and games and in these activities they acquires their own life experience.  

The Development of Metropolitan Languages in Post-Colonial Contexts: Language Contact and Language Change and the Case of Portuguese in Maputo

1996 ◽  
Vol 19 (2) ◽  
pp. 183-213
Author(s):  
Christopher Stroud
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Contact ◽  
Language Change ◽  
Social Contexts ◽  
Speech Community ◽  
Post Colonial ◽  
Contact Linguistics ◽  
The Social

This article explores briefly some phenomena of potential indigenization of the Portuguese spoken in Mozambique. Data for the study has been taken from work that is currently underway in Maputo, Mozambique, that was originally initiated to investigate contact varieties of Portuguese and to probe their educational implications. Speech samples comprise formal interviews and non-formal encounters from a socio-demographically representative sample of informants. The article first provides an inventory of some non-standard European Portuguese variants that are found in this data, and subsequently focusses upon a discussion of what contribution different linguistic processes make to indigenization, specifically the role played by processes of second language acquisition in a context of massive and diffuse language contact and change. Special attention is also paid to the social contexts in which different manifestations of language contact are found, and the importance of linguistic ideology for the form that language contact takes in particular cases is explored. The article concludes with the suggestion that the salient characteristics of types of non-native speech community such as Maputo require a reconceptualization of models and methods of contact linguistics and second language acquisition, and that this in turn carries implications for the terms of reference and analysis to which indigenization need be related.

BECOMING BILINGUAL: LANGUAGE ACQUISITION IN A BILINGUAL COMMUNITY.Jean Lyon. Clevedon, UK: Multilingual Matters, 1996. Pp. x + 271. $79.00 cloth, $24.95 paper.

1998 ◽  
Vol 20 (1) ◽  
pp. 119-120
Author(s):  
Kevin J. Rottet
Keyword(s):  
Preschool Children ◽  
Language Acquisition ◽  
Case Studies ◽  
Single Child

Much of the existing literature on the bilingual language acquisition of preschool children consists of single-child case studies conducted by parents who are trained linguists. Such parents had usually made special efforts to cultivate bilingualism in their children.

Defining Multilingualism

2013 ◽  
Vol 33 ◽  
pp. 3-18 ◽  
Author(s):  
Jasone Cenoz
Keyword(s):  
Language Acquisition ◽  
Language Policy ◽  
Societal Perspective ◽  
Language Processing ◽  
Social Contexts ◽  
Common Phenomenon ◽  
Research Methodologies ◽  
The Past ◽  
Different Types ◽  
Scholarly Attention

This article looks at the definitions and scope of multilingualism and the different perspectives used in its study. Multilingualism is a very common phenomenon that has received much scholarly attention in recent years. Multilingualism is also an interdisciplinary phenomenon that can be studied from both an individual and a societal perspective. In this article, several dimensions of multilingualism are considered, and different types of multilingualism are discussed. The article summarizes the themes researched in various areas of the study of multilingualism such as neurolinguistics, psycholinguistics, linguistics, education, sociolinguistics, and language policy. These areas look at language acquisition and language processing as well as the use of different languages in social contexts and adopt a variety of research methodologies. The last section of the article compares monolingual and holistic perspectives in the study of multilingualism, paying special attention to new approaches developed in the past few years that argue for establishing more fluid boundaries between languages.

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