The Production of Complex Syntax in Spontaneous Language by 4-Year-Old Children With Hearing Loss

Purpose Proficiency with complex syntax is important for language and reading comprehension, and production of complex syntax begins to emerge shortly after a young child begins using two-word combinations. Complex syntax production in preschool children with hearing loss who use spoken language has been explored minimally. The purpose of this study was to compare complex syntax production of 4-year-old children with hearing loss to age-matched and language-matched peers with normal hearing. Method Seventy-two children completed a language assessment battery, including a structured language sample. Complex syntax density and number and accuracy of productions of particular types of complex syntax were compared across three groups: 4-year-old children with hearing loss, an age-matched group of children with normal hearing, and an mean length of utterance (MLU)–matched group of children with normal hearing. Results Children with hearing loss had lower complex syntax density and fewer correct productions of coordinated clauses, subordinate clauses, and simple infinitives than their age-matched, but not language-matched, peers. Furthermore, children with hearing loss had lower accuracy than the age-matched group on simple infinitives and lower accuracy than both the age- and MLU-matched groups on full propositional complements and subject relative clauses. Conclusion Children with hearing loss exhibit delays in complex syntax acquisition as compared to their same-age peers and disruptions in development on some complex structures as compared to MLU-matched, younger children. Supplemental Material https://doi.org/10.23641/asha.14080193

Estimasi Proporsi Kesalahan Fonologi Pada Anak Pendidikan Anak Usia Dini (PAUD) Usia 3-5 Tahun Di Surakarta

Background : Language acquisition skills talk to a child is most important because it is closely related to the phonology ability and relates to the ability of semantic and syntax acquisition. Children who experience Keretlambatan speaking language are at risk of learning difficulties, difficulty in reading and writing and will lead to less thorough academic achievement, this can continue to be young. Thus, the need for early detection of the phonological ability will be seen as a result of the estimated proportion of the phonological errors in the child. Method: This research uses the survey method. Research location in PAUD Al-Kautsar and PAUD Budi Karya Mojosongo Surakarta. With samples of PAUD children aged 3-5 years, 45 children with independent variables are phonological errors and their variable dependencies are phonological errors, with technical Purposive sampling. The technique of collecting observation data with articulated observation sheet with a word-level image. Results: That there are 16 children or 34.04% of 47 samples with an estimated proportion of 20,50 < π < 47,59 of PAUD Children at the age of 3-5 who have phonological pronunciation errors.That PAUD children at the age of 3-5 who had the misspelling of phonology of female sex, more percentage of his phonological error, which is as much as 9 children (56,25%) With an estimate of the proportion of 42.07 < π < 70.43 compared to boys, as many as 7 children (43,75%) With an estimate 29.57 < π < 57.93. Conclusion: There are phonological errors in children aged 3-5 years old, but based on his/her age is still in the process of phoneologically (Phonological Prosesses).

Pedagogical grammar as the framework of tefl research. part 6. native language syntax acquisition: yes-no- and wh-questions

The paper presents the results of the experimental data analysis in the said sphere, as well as the list of the researched syntactic structures. Basing upon a high degree of the data similarity, the author makes a conclusion that the native language (English) syntax acquisition is a rule-governed process, which might be based upon the operation of language universals. Taking into account the said data, the author also offers some assumptions concerning the existence of a universal sequenceof stages in the process of yes-no- and wh-questions acquisition in English as a native language, as well as regarding the different acquisition models related to different types of wh-questions. The author considers the reasons for the absence of fully inverted structures at the first three stages of the said acquisition within the framework of maturational theories. He also shows the limitations concerning their capability to explain some phenomena observed in real child speech. The paper demonstrates that the child’s speech may simultaneously contain inverted and non-inverted structures of wh-questions and offers its interpretation of this phenomenon. The author examines the possible reasons for the double marking of the auxiliary (link) verb and the grammar tense of the lexical verb. The paper also analyses the role and specifics of copying and erasing operations in generating the wh-questions structures. The author shows the limitations of linguistic rules in the verification of hypotheses concerning the operations that presumably take place in the child’s brain during the said generation. The paper outlines the prospects of further research concerning the development of pedagogical grammar, taking into account the abovementioned conclusions.

Pedagogical grammar as the frameworkof tefl research.part 7. native language syntax acquisition: conceptual complexity

The paper presents the results of the experimental data analysis in the said sphere. Basing upon a high degree of the data similarity, the author makes a conclusion that the native language (English) syntax acquisition is a rule-governed process with its specific stages. Taking into account the said data, the author also offers some assumptions concerning the content of stages in the process of tag questions, negation, passive constructions and relative clauses acquisition in English as a native language, as well as regarding the conditions of fully inverted tag questions emergence in the child’s speech and the potential catalysts of this process. The paper analyses the influence of the minimal proximity principle on the correct interpretation of relative clauses and those containing passive constructions by the young children of different age groups. The author offers an assumption concerning the gradual character of the acquisition of conceptually complicated syntactic categories, in particular, about the dissimilar transfer speed of the passive construction use rule to the verbs indicating actions, on the one hand, and states – on the other. The paper lists the factors affecting the sequence and speed of the syntactic means acquisition, which include the semantic and grammatical complexity, frequency of use and perceptual salience. The author generalizes the stages of syntax acquisition, which include the acquirement of the sentence structure elements linear sequence (where the notions of ‘precedence’ and ‘succession’ are acquired); the acquisition of the rules, which do not take into account the sentence structure; the primary consolidation of sentence elements in terms of their surface features; the identification of sentence components on the basis of the minimum proximity principle; the formulation of the rule, which takes into account the sentence structure and its expansion to a small class of words; the gradual expansion of the latter rule to the entire class of words. The paper outlines the prospects of further research concerning the development of pedagogical grammar, taking into account the abovementioned conclusions.

Auditory statistical learning in children: Novel insights from an online measure

Nonadjacent dependency learning is thought to be a fundamental skill for syntax acquisition and often assessed via an offline grammaticality judgment measure. Asking judgments of children is problematic, and an offline task is suboptimal as it reflects only the outcome of the learning process, disregarding information on the learning trajectory. Therefore, and following up on recent methodological advancements in the online measurement of nonadjacent dependency learning in adults, the current study investigates if the recording of response times can be used to establish nonadjacent dependency learning in children. Forty-six children (mean age: 7.3 years) participated in a child-friendly adaptation of a nonadjacent dependency learning experiment (López-Barroso, Cucurell, Rodríguez-Fornells, & de Diego-Balaguer, 2016). They were exposed to an artificial language containing items with and without nonadjacent dependencies while their response times (online measure) were measured. After exposure, grammaticality judgments (offline measure) were collected. The results show that children are sensitive to nonadjacent dependencies, when using the online measure (the results of our offline measure did not provide evidence of learning). We therefore conclude that future studies can use online response time measures (perhaps in addition to the offline grammaticality judgments) to further investigate nonadjacent dependency learning in children.

An Analysis of Phonology, Morphology, and Syntax Acquisition toward a Child in Islamic Review

The purpose of research is to explore how a baby girl getting the experience of language acquisition in the line of phonology, morphology and syntactic. The research method was descriptive qualitative research by case study design. The subject of research was a baby girl at 2.5 years old. The study took three months was started from September to November 2018 in the village of Koto Pulai, Koto Tangah District of Padang City. Results of the research showed that a baby girl has been able to pronounce some phonemes and words, although still limited to the environmental language and objects are presented nearby her. At the age of 2.5 years old, a baby girl was able to use nouns and verbs and can make simple sentences in the form of declarative, imperative and interrogative sentences involving 2-3 words as a syntax. The process of sounding production when seeing from the Islamic teachings can be understood that each time of a child born out, he or she acquired the language from his or her mother and family. Islam said this process of a baby knowing the surrounding object names as mentioned in Al Quran in verse 31 of Al-Baqara