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The study of grammar is helpful for second-language learners, and a lack of grammar knowledge can slow down the language-learning process. On the other hand, relying on grammar instruction as the primary means of learning the language is also detrimental. A balance between these two extremes is necessary for optimal language learning. [11]
Errors in early word use or developmental errors are mistakes that children commonly commit when first learning language. Language acquisition is an impressive cognitive achievement attained by humans. In the first few years of life, children already demonstrate general knowledge and understanding of basic patterns in their language.
Language learning 2.0 (the use of web 2.0 tools for language education) [51] offers opportunities for material development for lesser-taught languages and to bring together geographically dispersed teachers and learners. [52]
Direct negative evidence in language acquisition consists of utterances that indicate whether a construction in a language is ungrammatical. [1] Direct negative evidence differs from indirect negative evidence because it is explicitly presented to a language learner (e.g. a child might be corrected by a parent). Direct negative evidence can be ...
It is unclear if the word-learning constraints are specific to the domain of language, or if they apply to other cognitive domains. Evidence suggests that the whole object assumption is a result of an object's tangibility; children assume a label refers to a whole object because the object is more salient than its properties or functions. [7]
Language-based learning disabilities or LBLD are "heterogeneous" neurological differences that can affect skills such as listening, reasoning, speaking, reading, writing, and math calculations. [1] It is also associated with movement, coordination, and direct attention. LBLD is not usually identified until the child reaches school age.
Indigenous language education was often seen as an impediment to achieving fluency in these colonial languages, and thus deliberately suppressed. [30] Photo of a school in Uganda. Certain Commonwealth nations such as Uganda and Kenya have historically had a policy of teaching in indigenous languages and only introducing English in the upper ...
Mutual exclusivity is often discussed by domain-specific accounts of language as limiting children's hypotheses about the possible meanings of words. [2] It is generally accepted that mutual exclusivity alone cannot account for the complexity of word learning but is instead “more like heuristics in problem-solving." [3]