Six Principles of Language Development: Implications for Second Language Learners

Konishi, Haruka; Kanero, Junko; Freeman, Max R.; Golinkoff, Roberta Michnick; Hirsh‐Pasek, Kathy

doi:10.1080/87565641.2014.931961

Cited by 39 publications

(33 citation statements)

References 103 publications

(96 reference statements)

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“…Findings also reinforce regularity in infants’ everyday visual experiences: When infants were outfitted with head‐mounted eye trackers during feeding, first nouns were those objects that were most frequent in their visual fields (Clerkin, Hart, Rehg, Yu, & Smith, ). Unsurprisingly, infants learn the words for things that are salient, engaging, and interesting (Konishi, Kanero, Freeman, Golinkoff, & Hirsh‐Pasek, ), and participation in everyday activities ideally fits those learning requirements.…”

Section: Discussionmentioning

confidence: 99%

Routine Language: Speech Directed to Infants During Home Activities

et al. 2018

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Everyday activities are replete with contextual cues for infants to exploit in the service of learning words. Nelson's (1985) script theory guided the hypothesis that infants participate in a set of predictable activities over the course of a day that provide them with opportunities to hear unique language functions and forms. Mothers and their firstborn 13-month-old infants (N = 40) were video-recorded during everyday activities at home. Transcriptions and coding of mothers' speech to infants-time-locked to activities of feeding, grooming, booksharing, object play, and transition-revealed that the amount, diversity, pragmatic functions, and semantic content of maternal language systematically differed by activity. The activities of everyday life shape language inputs to infants in ways that highlight word meaning.

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Section: Discussionmentioning

confidence: 99%

Routine Language: Speech Directed to Infants During Home Activities

et al. 2018

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“…Research on vocabulary acquisition suggests that word learning is facilitated through six principles: (1) frequent exposure, (2) capturing the child's interest, (3) interactive and responsive environments, (4) meaningful context, (5) diversity of words and language structures, and (6) leveraging of grammatical knowledge (Harris, Golinkoff, & Hirsh-Pasek, 2011;Hassinger-Das, Toub, Hirsh-Pasek, & Golinkoff, 2017;Konishi, Kanero, Freeman, Golinkoff, & Hirsh-Pasek, 2014;Reed, Hirsh-Pasek, & Golinkoff, 2017). Wasik, Hindman, and Snell (2016) particularly emphasize the value of systemic exposures to new words and a variety of tasks that invite children to truly engage with the words.…”

Section: Efficacy Of Vocabulary Interventionsmentioning

confidence: 99%

The language of play: Developing preschool vocabulary through play following shared book-reading

Toub

Hassinger‐Das

Nesbitt

et al. 2018

Early Childhood Research Quarterly

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100

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Two studies explored the role of play in a vocabulary intervention for low-income preschoolers. Both studies presented new vocabulary through book-readings. Study 1 children (N = 249; M age = 59.19 months) were also randomly assigned to participate in Free Play, Guided Play, or Directed Play with toys relating to the books. Guided and Directed Play conditions involved different styles of adult support. Although children in all conditions showed significant gains in knowledge of target vocabulary words, children in both adult-supported conditions showed significantly greater gains than children experiencing Free Play. In Study 2, classroom teachers implemented our procedures instead of researchers. All children (N = 101; M age = 58.65 months) reviewed half the vocabulary words through a hybrid of guided and directed play and half the words through a picture card review activity. Children showed significant pre-to post-test gains on receptive and expressive knowledge for both sets of taught words, but they also showed significantly greater expressive vocabulary gains for words reviewed through play. These results suggest that there are unique benefits of adult-supported play-based activities for early vocabulary growth.

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“…As suggested by scaffolding, learning outcomes are maximized when a task is not too difficult but challenging enough for a child . In one study, English‐speaking 3‐ to 5‐year‐olds learned Spanish words successfully with a robot that provided explicit verbal feedback (e.g., “Good job!”) as well as implicit feedback via eye gaze, a feature children often rely on in learning words , and adjusted them based on the children's performance . It can be difficult for classroom teachers to adjust lesson levels to each child and robot tutors can serve as a supplementary tool, especially when children can practice one on one with the robot.…”

Section: Why Use Robots For Learning Language?mentioning

confidence: 99%

Social Robots for Early Language Learning: Current Evidence and Future Directions

Kanero

Geçkin

Oranç

et al. 2018

Child Dev Perspectives

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110

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ABSTRACT-In this article, we review research on childrobot interaction (CRI) to discuss how social robots can be used to scaffold language learning in young children. First we provide reasons why robots can be useful for teaching first and second languages to children. Then we review studies on CRI that used robots to help children learn vocabulary and produce language. The studies vary in first and second languages and demographics of the learners (typically developing children and children with hearing and communication impairments). We conclude that, although social robots are useful for teaching language to children, evidence suggests that robots are not as effective as human teachers. However, this conclusion is not definitive because robots that tutor students in language have not been evaluated rigorously and technology is advancing rapidly. We suggest that CRI offers an opportunity for research and list possible directions for that work. KEYWORDS-child-robotinteraction; social robots; language learning Using technology in early education has gained considerable attention as digital devices (e.g., smartphones and tablets) have developed and been integrated into children's lives (1). In this article, we spotlight one of the newest additions to the list of devices-social robots-and discuss whether research on child-robot interaction (CRI) can help children learn first and second languages.A social robot is "an autonomous or semiautonomous robot that interacts and communicates with humans by following the behavioral norms expected by the people with whom the robot is intended to interact" (2, p. 592). Social robots have been used to teach scientific knowledge, mathematics, social skills, computer programming, and language (3, 4). However, research on CRI has not been readily accessible to all those interested because the studies appear primarily in conference proceedings and journals dedicated to the field of robotics. Furthermore, these studies often focus on technical features of robots rather than educational concerns, such as whether and how robots can help young language learners.In this article, we summarize findings on CRI and evaluate them critically. First we discuss briefly why a robot may be useful for teaching language to children. Then we evaluate whether children enjoy learning language with a robot. In the main section of the article, we ask whether children can learn language from a robot. We analyze learning outcomes at three levels: whether robots are at all successful teaching language to children, whether they are more successful teaching language than other digital devices, and whether robots can teach language as effectively as human teachers. Although social robots have potential as a language teaching tool, evidence suggests that robots are not as effective as human teachers. However, we argue that researchers must continue exploring this issue because the educational benefits of robots have not been evaluated thoroughly and technology in robotics is advancing quickly. In the last sec...

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Six Principles of Language Development: Implications for Second Language Learners

Cited by 39 publications

References 103 publications

Routine Language: Speech Directed to Infants During Home Activities

Routine Language: Speech Directed to Infants During Home Activities

The language of play: Developing preschool vocabulary through play following shared book-reading

Social Robots for Early Language Learning: Current Evidence and Future Directions

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