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A Child Language Acquisition in Indonesian and English Language: A Longitudinal case study
Register Journal ( IF 0.4 ) Pub Date : 2019-11-27 , DOI: 10.18326/rgt.v12i2.126-156
Somariah Fitriani

Learning a dual language at the same time during early childhood has caused the wrong perception. Its false perception makes the parents delay the start of learning a second /foreign language. Therefore, This study aims at analyzing the first and second language acquisition of a child in the Indonesian Language and English. The issues concentrated on the spoken utterances in Indonesian and English and its affecting factors. The research adopted a qualitative approach by using a case study, as the unit analysis is a child of 3 years old. For data collection, I employed The naturalistic approach, which I kept daily notes on the progress of a child’s linguistic and recorded the dialogues. Since it is a longitudinal study, the research was conducted for two years, from 2014 to 2015. The research has revealed that utterances spoken have primarily increased and the child has already understood the commands by following the instructions. Some concepts such as feeling, taste, color, and numbers as well as short phrases and simple words in Indonesian and English at the same time can be understood and uttered. She also can change the affirmative sentence to question in term of objects she sees in her surrounding. Factors such as linguistic inputs, imitation, environment, and significant others as exposure, and language acquisition device affect a child utterance. Thus, it indicates that two languages can be taught at the same time at an early age, and it doesn’t cause misunderstanding or confusion utterance, language acquisition, exposure, L1 and L2

中文翻译:

印尼语和英语的儿童语言习得:纵向案例研究

在幼儿时期同时学习双语会导致错误的感知。它的错误认识使父母推迟了学习第二种/外语的时间。因此,本研究旨在分析印尼语和英语对儿童的第一语言和第二语言习得。问题主要集中在印尼语和英语的口头话语及其影响因素上。该研究通过案例研究采用定性方法,因为单元分析是3岁的孩子。在数据收集方面,我采用了自然主义的方法,该方法每天记录孩子的语言发展情况,并记录对话。由于是纵向研究,因此研究从2014年到2015年进行了两年。研究表明,说话的话语主要增加了,并且孩子已经按照指示进行了理解。可以同时理解和说出一些概念,例如感觉,口味,颜色和数字,以及印度尼西亚语和英语中的短语和简单单词。她还可以根据在周围环境中看到的物体,将肯定句改为疑问句。语言输入,模仿,环境以及其他重要因素(例如暴露程度)和语言习得装置等因素都会影响儿童的发音。因此,它表明可以在幼小的时候同时教授两种语言,并且不会引起误解或混淆性话语,语言习得,暴露,L1和L2 可以同时理解并说出一些概念,例如感觉,味道,颜色和数字,以及印度尼西亚语和英语中的简短短语和简单单词。她还可以根据在周围环境中看到的物体,将肯定句改为疑问句。语言输入,模仿,环境以及其他重要因素(例如暴露程度)和语言习得装置等因素都会影响儿童的发音。因此,它表明可以在幼小的时候同时教授两种语言,并且不会引起误解或混淆性话语,语言习得,暴露,L1和L2 可以同时理解和说出一些概念,例如感觉,口味,颜色和数字,以及印度尼西亚语和英语中的短语和简单单词。她还可以根据在周围环境中看到的物体,将肯定句改为疑问句。语言输入,模仿,环境以及其他重要因素(例如暴露程度)和语言习得装置等因素都会影响儿童的发音。因此,它表明可以在幼小的时候同时教授两种语言,并且不会引起误解或混淆性话语,语言习得,暴露,L1和L2 她还可以根据在周围环境中看到的物体,将肯定句改为疑问句。语言输入,模仿,环境以及其他重要因素(例如暴露程度)和语言习得装置等因素都会影响儿童的发音。因此,它表明可以在幼小的时候同时教授两种语言,并且不会引起误解或混淆性话语,语言习得,暴露,L1和L2 她还可以根据在周围环境中看到的物体,将肯定句改为疑问句。语言输入,模仿,环境以及其他重要因素(例如暴露程度)和语言习得装置等因素都会影响儿童的发音。因此,它表明可以在幼小的时候同时教授两种语言,并且不会引起误解或混淆性话语,语言习得,暴露,L1和L2
更新日期:2019-11-27
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