Oral language Assignment Sample
Introduction
Language development is one of the most essential and important parts for a child to create their base level for speaking and writing anything with a clear concept. The main aim of the study is to determine the major role of child language development activities and their effects on children’s features. In this study, the major theories, such as behaviourist theory, nativist theory, Krashen’s monitor theory and Nativist theory are going to be a major part of the study. The steps and significance of the child’s language development activities are going to be part of the research by providing a brief explanation.
Body
“Infant-directed speech” or ‘Child-directed’ is one of the most essential elements that take an important role to make improvements in the child’s language learning and development activity management process by enhancing the essentialities. As influenced by DET. (2019, p. 9), in order to make a clear concept about the language it is very essential to focus on the language learning procedure by determining the errors. Contextually, it has been seen that a child’s response used to be seen by producing sounds and it takes approximately two months of age. In the Pre-linguistic stage of language learning, it has been seen that voice and smile are acts like their language. Additionally, it has been that in this stage they used to enjoy familiar voices. After analysing the child’s learning activities it has been seen that, by smiling and gurgling, babies try to explain anything. In the four to six months, the children are used to following the Pre-linguistic where they feel sounds positively and for proving replay they make noise (Rinaldi, 2005, p. 186). Apart from that, in the 7-12 years of age, the children like games, like – ‘peek-a-boo’. The children’s life is one of the most important stages to enhance the language development procedure. Contextually, if the steps would be taken in this primary stage, then it can improve the basic stage of the language learning activities.
Behaviourist theory is mainly followed in the learning and development stages influencing factors and reinforcement. As per the statement of Ajdini (2021, p. 92), behaviourist theory is involved in reinforcing language usage activities and it is one of the most important stages of the language stage. The theory underpins the approaches that are related to the imitate language models. As an impact of this, the application of the method has been used to provide a major impact for enhancing the effort of gathering knowledge of learning. Contextually, the application of the theory involved giving corrective feedback in the case of attempting incorrect language in the language learning stage. Apart from that, finding differences between first and second language through providing significant outcomes. In addition to that, by applying learning programming activities and processes, impactful and positive results in language learning and development can be achieved significantly (Kennedy, 2012, p. 12). The application of the theory has also provided positive support for contrastive analysis regarding activities in child learning activities and procedures. The educators by applying this theory language designing making activities and the procedure has been done completely as well as getting suggestions about language learning procedures, the contribution of the theory is more significant.
Krashen’s monitor theory usually focuses on adequate language learning activities and proceeds conscious processes that are the major part of the language learning procedure. As influenced by Lai & Wei (2019, p. 1461), the theory helped to monitor all the language procedures and determination of formal instruction based on factor factors. The instructor by applying the theory of grammatical monitoring-based activities and self-monitoring factors can also be compared by applying the theory and their theoretical approaches. In addition to this, with the application of the theory, language learners and instructors have achieved concepts about language learning activities by monitoring language-based errors. Furthermore, the application of this theory has the ability to apply effective filter applying procedures in language learning procedures. On the contrary, Raju & Joshith (2018, p. 186) argued that the theory is not only focused on performance monitoring activities including this but it is also involved in applying extremely influential factors. In addition to this, there are many educators who have applied the theory for comprehensible and affective filter hypothesis regarding factors that are the major part of the language-based learning procedure. In the case of communicating with a first and second language regarding activities, the application of the theory has provided positive support. The application of the theory has involved sequence learning language in the primary stage.
The Nativist theory has appropriately focused on language learning procedure activities and development procedures. As influenced by Das (2021, p. 1970), in child growth and development activities, the application of theory has played an essential role. Contextually, in the case of the accurate language learning procedure, the following of this theory has provided impactful support. On the other hand, the application of the theory has also provided impactful support for school-based literacy knowledge improvement procedures. The utilisation of the theory was used to monitor all the potential errors and improved the child’s learning improvement procedure. On the contrary Merita & Syahroni (2019, p. 33) argued that the theory was also involved in explaining observation of the errors and maintaining the language learning process more. As an impact of that, the instructors used to get a positive concept about child learning for the improvement of language knowledge. Furthermore, the application of the theory can provide impactful support for psychological implication procedures in learning the language in the child stage. Moreover, for oral language practices procedure, the utilisation of the theory can provide beneficial support.
Conclusion
After completing the entire study it can be concluded that, at the child level, the language learning procedure is one of the most essential elements. In this section of the study, a short explanation of the necessities of the child’s learning activities and the procedure has taken place. In this research study, the main role of Krashen’s monitor theory has been elaborated with providing the necessities in child learning activities. The utilisation of the nativist theory was used to monitor all the relevant errors and improved the child’s learning improvement procedure. The essential information and evidence have helped to fulfil the main objectives and aims of the research.
References
Ajdini, F. (2021). BEHAVIORIST THEORY ON LANGUAGE LEARNING AND ACQUISITION. International Journal of Human Sciences, 9(15-16), 90-96. https://eprints.unite.edu.mk/757/1/11%20-90%20-%2096.pdf
Das, D. (2021). Subject:-Nativism in Assamese Literature. Elementary Education Online, 20(5), 1970-1970. https://www.ilkogretim-online.org/fulltext/218-1614804260.pdf
DET. (2019). Belonging, being and becoming: The early years learning framework for Australia. Retrieved from https://docs.education.gov.au/documents/belonging-being-becoming-early-years-learning-framework-australia
Lai, W., & Wei, L. (2019). A critical evaluation of Krashen’s monitor model. Theory and Practice in Language Studies, 9(11), 1459-1464. http://www.academypublication.com/issues2/tpls/vol09/11/tpls0911.pdf#page=93
Merita, R., & Syahroni, A. R. (2019, December). Language Acquisition In A Second Language Environment. In ICOLEESS: International Conference on Language, Education, Economic and Social Science (Vol. 1, No. 1, pp. 32-40). https://proceedings.iaipd-nganjuk.ac.id/index.php/icoleess/article/download/16/35
Raju, N., & Joshith, V. P. (2018). Krashen’s theory of second language acquisition: A practical approach for english language classrooms. International Journal of Innovative Knowledge Concepts, 6(12), 179-184. https://www.researchgate.net/profile/Paramita-Roy-2/publication/334732910_International_Journal_of_Innovative_Knowledge_Concepts/links/5d3dfef94585153e592a9f3e/International-Journal-of-Innovative-Knowledge-Concepts.pdf#page=186
Rinaldi, C. (2005). In Dialogue with Reggio Emilia: Listening, Researching and Learning, Routledge. ProQuest Ebook Central. Retrieved from https://ebookcentral.proquest.com/lib/swin/detail.action?docID=199505.
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