Abstract
In this article, the writer discusses language acquisition, or the development of language, in the healthy brain and in the damaged brain. Different theories on how language develops are also discussed.

From the Paper
"The following presents a discussion of language acquisition in the healthy and damaged brain. Several language acquisition processes that a healthy brain can perform and those that are problematic for a damaged brain are presented. Language acquisition refers to the development of language in children and sometimes adults. There are different theories regarding how language develops and many believe that there are critical language developmental periods. During these critical periods the environmental exposure stimulates an innate trait for language learning that is also dependent on ..."

Tags:language, acquisition, brain, healthy, damaged

Abstract
This paper is a literature review exploring how children acquire their first language. It discusses classic theorists such as Chomsky and Piaget, moves on to Saussure, and then talks about newer theory such as Optimality Theory. It concludes that no one theory yet developed adequately explains child language acquisition and that further research and theory revision must be done.

From the Paper
"One of the fundamental mysteries of child development is the acquisition of language by children. As Mabel Rice points out, children simply begin talking during their second year and are shortly able to use language for expressing their needs and carrying on social interactions. Although language is notoriously difficult for adults to learn, the author notes that, "What is remarkable about this achievement is that little or no explicit teaching seems to be necessary, a fact that has long fascinated philosophers without...""

Tags:child language acquisition, Chomsky, Piaget, maturationist, constructionist, Optimality Theory, Saussure, linguistic

Abstract
This paper discusses certain theories of second language acquisition especially about the development of grammar over time. The author review theories of Long, Anderson, Vygotsky, Bialystok, and Pulvermuller and Shumann. The paper relates that these theories do not necessarily contradict each other but do emphasize different parts of the process, such as some theories emphasize the neurological process while others emphasize interaction with other speakers.

From the Paper
"The theories of Long, Anderson, Vygotsky, Bialystok, and Pulvermuller and Shumann all explain second language acquisition (SLA) with a different emphasis, but interestingly, not all of these theories are mutually exclusive. That is, because some of them simply emphasize different parts of the process as being of primary importance, or they see the process as happening in a certain part of the consciousness, rather than directly contradicting one another. However, it would be an exaggeration to say that these theories complement and complete each other and give us a complete picture of language acquisition."

Tags:second, language, acquisitions

Abstract
This paper strives to answer the question of whether metacognitive learning strategies assist in the second language acquisition (SLA) of listening comprehension. The work of Vandergrift et al (2006) in their development of the 'Metacognitive Awareness Listening Questionnaire' as well as other primary researchers in this field are cited throughout the paper. First, the paper examines the relationship between the learner of a second language developing listening strategies and his comprehension. The concept of cognitive overload is presented and elaborated upon. Then, the author gives an in-depth analysis of the Metacognitive Awareness Listening Questionnaire. Finally, the research of Andrew Cohen and Ernesto Macaro, which emphasizes the importance of listening to the language one is learning, is presented. The paper concludes by summarizing the research described in the paper, again emphasizing that metacognitive listening enables the learner to more quickly and successfully learn a second language.

Outline:
Introduction
Listening Strategies and Second Language Comprehension
Metacognitive Awareness Listening Questionnaire
Language Learning Strategies
Summmary and Conclusion

From the Paper
"The work of Vandergrift entitled: "Facilitating Second Language Listening Comprehension: Acquiring Successful Strategies" states that listening comprehension 'is anything but a passive activity' indeed, according to Vandergrift, it is a "complex, active process in which the listener must discriminate between sounds, understand vocabulary and grammatical structure, interpret stress and intonation, retain what was gathered in all of the above, and interpret it within the immediate as well as the larger sociocultural context of the utterance." (1999) The coordination of all of this in inclusive of mental activity to a great extent on the listener's part. Since listening is hard work, Vandergrift stated that it "deserves more analysis and support." "

Tags:learning strategies, aural learning skills, foreign language instruction

Abstract
This paper explores the psychological, linguistic and scientific elements involved in language acquisition. It explores the building blocks of language and the complex processes involved in learning a first language. The paper examines Celia Genishi's article "Young Children's Oral Language Development," Steven Parker's empirical study, "Language Acquisition" and Michael Gurian's book, "Boys and Girls Learn Differently". Each of these works addresses the issue of language and learning development in children and ultimately suggests different teaching methods, individualized approaches and the basic breakdown of learning language for the first time.

From the Paper
"Steven Pinker, from the Massachusetts Institute of Technology conducted an empirical study, titled "Language Acquisition" that closely examines different theories of learning that revolve around the acquisition of language. Pinker combines biology and psychology with teaching methods at home and in the classroom. Like Genishi, Pinker acknowledges that the English language is composed of simple structures and that these structures are one of the main components that help children learn their first language. However, Pinker is different than Genishi because he examines the question of success in the learning process. He explores what it takes for a child to succeed in the language acquisition process and why others cannot succeed (Pinker 2002)."

Tags:psychology, science, bilingualism

Abstract
This paper examines how computers are now part of the foreign language classroom, how they assist instructors in the development of lessons and classroom materials and provide students with a supplementary form of instruction. It critically evaluates the efficacy of CALL (Computer Assisted Language Acquisition) through an examination of four research articles with a focus on the implications of the studies on SLA (Second Language Acquisition). The articles are "Evaluating the Integration of Technology and Second Language Learning" by Bonnie Adair-Hauck et al. , "Comparing Face-to-Face and Electronic Discussion in the Second Language Classroom" by Mark Warschauer and "Computer Generated Error Feedback and Writing Process: A Link" by Judy F. Chan.
Outline
"Evaluating the Integration of Technology and Second Language Learning"
"Comparing Face-to-Face and Electronic Discussion in the Second Language Classroom"
"Computer Generated Error Feedback and Writing Process: A Link"
Conclusion

From the Paper
"The primary purpose behind the Adair-Hauck et al' (1999) study was to test the hypothesis that students engaged in 'TELL components, in lieu of one class period a week would perform French tasks in all the skills as well as students meeting four times a week (p. 279).' Also under investigation was the potential effects TELL could have on foreign language motivation, how TELL influenced students perceptions of meeting their learning goals, how TELL modified the roles of teacher and learner, and, more generally, if TELL is an effective curricular design for achieving L2 development. The rationale behind the study came from the authors' assertion that few empirical CALL studies address the question, 'What kind of software, integrated how and into what kind of syllabus, at what level of language learning, for what kind of language learners, is likely to be effective for what specific purposes? "

Tags:linguistics, methodologies, tell, sla

Abstract
The paper discusses the assessment and diagnosis of an autistic child's behavior and shows how because of the mystery of autism and the elusiveness in determining its root causes, autism is often misunderstood. The paper explores the treatment programs available and reveals that many just cost the parents a great deal of their money and produce no tangible results. The paper also outlines the proven treatments that parents may have to employ with the hope that one will make some progress in allowing the child to acquire a language. The paper emphasizes how it is imperative that a program be individually tailored to the child's needs, since no two children are the same, and a standard and uniform approach will not work effectively. The paper also notes the value of recognizing the impact a disabled child makes on his siblings and the impact the normally developing peer can make on the disabled child.

From the Paper
"A child's first language acquisition is rapid and arrives at an early age. Not all children will develop at the exact same rate but there are norms which parents expect and look for at specific ages. Speech will generally begin at approximately one year of age. This is not to say that the child will be speaking by that time but rather that he will be forming words and recognizing words which he hears spoken.
"Linguists are now studying what is going on in the brain which enables a child to learn speech so rapidly. Some studies have shown that children as young as 10 months can recognize individual words in an unbroken sentence if they have had those words repeated to them before (Kooijman)."

Tags:applied, behavior, analysis, communication, gestures, sounds, therapy

Abstract
Based on a substantial amount of empirical research conducted on second language acquisition, it has been theorized that learners are best able to achieve the critical skill of learning a second language at some point fairly early in their maturational development. This claim is known as the "critical period hypothesis," which postulates that there is some maturational period for language learning that maximizes one's degree of proficiency in the language beyond that of other maturational periods. This study examines whether the critical period during which children are best able to learn English as a second language is before six years or age. To this end, the study compares the English proficiency levels of two groups of eighth grade ESL learners, a group that had begun to learn English before they were six years of age and a group that had begun to learn English after six years of age. Because the nature of language required in school is complex, a fairly complex assessment was made of English proficiency, namely English proficiency was assessed using the Quick-Start in English Written Language Assessment (QSE). The study shows that there are higher proficiency levels for those children who learned English before six than for those children who learned it after six years of age.

Table of Contents:
The Problem
Background
Problem Statement
Significance
Limitations
Null Hypothesis
Review of the Literature
Introduction
Critical Period Hypothesis and the Best Age of Second
Language Learning: The Pertinent Research
Conclusions
Subjects, Materials and Methods
The Setting
Subjects
Materials
Methods
Methods Used To Obtain Permission To Conduct Research
Data Gathering Methods
The Findings
Conclusions and Recommendations
References
Appendix A
Letter Mailed From Researcher to Supervisor
Appendix B
Letter From Supervisor
Appendix C
Letter Sent to Mark's Middle School Principal
Appendix D
Letter received from Mark's Middle School Principal

From the Paper
"While many claims have been made as to what precise age/age group constitutes the critical period, some recent research conducted in Germany, Doll (1996) stated that this critical period takes place during kindergarten or first grade. In other words, the period occurs sometime before the child is six years of age. What is interesting about Doll's findings is that they are in conflict with the majority of the earlier research in the area; this research tending to show that the critical period for effectively learning a second language is between the ages of eight and ten years (Bialystok, 1997)."

Tags:cognitive, development, vocabulary

Abstract
The paper relates that a lexicon is a foundation of knowledge about the language you speak, and a native speaker has knowledge about his language they may or may not realize, including information about words and phrases such as meaning and use. The paper explains that a lexicon is centered in categorization of appropriate usage of language--language being the usage of words and phrases, and a lexicon is the relationship between language and categories (Sternberg, 2009; Schaughnessy and Sanger, 2005).

From the Paper
"What is a lexicon? A lexicon is a foundation of knowledge about the language you speak. A native speaker has knowledge about their language they may or may not realize. The knowledge includes information about words and phrases such as meaning and use. A lexicon is centered in categorization of appropriate usage of language--language being the usage of words and phrases. A lexicon is the relationship between language and categories (Sternberg, 2009; Schaughnessy and Sanger, 2005). There are critical periods of speech and language development."

Tags:first, language, acquisition

Abstract
This paper examines the criteria for measuring early language development, the concepts associated with ascertaining a child's developmental progress, the research supporting the prevailing theories and the significant findings inherent in credible research in these areas. It discusses how all over the globe young children seem to effortlessly acquire two or more languages at one time, while some uphold the belief that children who are exposed to multiple languages too early may experience developmental language delays and/or confusion. It evaluates how scientific research has attempted to examine whether young bilinguals can ascertain that they are acquiring two separate and distinct languages early on.

Outline
Introduction
Research and Analysis
Bilingual Paradox
Bilingual Deficit Hypothesis
Unitary Language System Hypothesis
Bilingual Advantage Hypothesis
Differentiated Language System Hypothesis
Vocabulary Development
The MacArthur CDI
Linguistic Milestones
Lexical Identifiers
Neutrals
Translation Equivalents
Interlocutor Sensitivity
Language Choice
Codemixing
Parental Discourse Strategies
Early Constraints
Conclusion
Bibliography

From the Paper
"The line of thought that resembles popular opinion about whether or not children should be raised bilingual from birth is called the "Bilingual Paradox". It is a paradox because there are conflicting contemporary theories about whether or not it is the preferred method of introducing two languages. While much research shows that, by several measures, children who are exposed to two languages simultaneously between the ages of zero and three achieve major milestones within the same timeframe and with similar results as monolinguals, the contemporary line of thought has been to teach a child one language early on, reserving the introduction of a second language for the later school years. The thinking associated with the latter opinion is that introducing two languages early on will confuse the child, or that the child will be disadvantaged in mastery of one or both languages. There are, however, steps parents can take early on based on proven research to give their child an advantage in learning language skills. Methodologies, tools, timing mechanisms and support strategies have been developed through testing and observation that aids children in successful and timely language development, specifically in the adoption of multiple languages."

Tags:language, parents, macarthur, cdo, lexical, identifiers