FOSTERING FIRST LANGUAGE SKILLS THROUGH EARLY LISTENING ACTIVITIES: A CASE STUDY ON A PRE-SCHOOL CHILD’S LANGUAGE ACQUISITION
Abstract
Language skills acquisition in children indicates a remarkable achievement for every parent as the ability of comprehending and producing the language is one of the most important basic skills in human’s development. Approaching the age of five, a normal child’s language development is in a complex-linguistic period where she is able to produce a language with a firm grammatical structure as adults conduct. Interestingly, this happened without a regular and structured grammar learning process. However, some factors play significant roles to activating cognitive systems in children (Wahyuni, 2019) which stimulates their language skills. The most basic language skill in children that is able to be fostered early is listening skill which they have needed and acquired before they reach their first year of age and will be continuously developed during their language development journey. Listening becomes crucial for them as it cognitively creates a comprehensible input before creating outputs for them to producing the language, before they start speaking. Applying an intrinsic case study on a pre-school (near five-year old) child, this qualitative research tries to describe how the process of early listening skill can be trained by parents or care-givers to stimulate children’s language skills acquisition in their first language (L1) skills acquisition. Specifically it sheds some light on how early listening skill foster L1 skill in children. Some suggestions regarding improvement strategies related to establishing early listening skills in children are presented as well as additional implication of this study for future researches.
Keywords
Full Text:
PDFReferences
Ahmadi, Seyedeh, M. (2016). The Importance of Listening Comprehension in Language Learning. International Journal of Research in English Education, 1(1), 7–10. Retrieved from http://ijreeonline.com/browse.php?a_code=A-10-1-2&
Binti Abu Bakar, A. (2019). Listening Comprehension Problems: the Pre-Diploma Students’ Insights and Experiences. Journal of ELT Research, 4(2), 165–177. https://doi.org/10.22236/JER
Caspersz, D. (2015). Can We Teach Effective Listening? an Exploratory Study. Journal of University Teaching & Learning Practice, 12(4), 1–13.
Ebert, S. (2019). Theory of mind, language, and reading: Developmental relations from early childhood to early adolescence. Journal of Experimental Child Psychology, 191, 104739. https://doi.org/10.1016/j.jecp.2019.104739
Fraenkel, Jack R, Wallen, Norman E, Hyun, H. H. (2012). How to Design and Evaluate Research in Education (8th ed.). New York: McGraw Hill Companies.
Harrel, M. C., & Bradley, M. A. (2009). Data Collection Methods Semi-Structured Interviews and Focus Groups. In Library of Congress Cataloging. Retrieved from www.rand.org/content/dam/rand/pubs/technical_reports/2009/RAND_TR718.pdf
Huerta-Wong, J. E., & Schoech, R. (2010). Experiential Learning and Learning Environments: the Case of Active Listening Skills. Journal of Social Work Education, 46 Winter(1), 85.
Juwita, T., & Tasu’ah, N. (2015). Bead Board Letter Effectiveness for The Introduction of Reading Concept among Children Aged 5-6. Indonesian Journal of Early Childhood Education Studies, 4(1), 46–50. https://doi.org/10.15294/ijeces.v4i1.9453
Lacey, A., & Luff, D. (2009). Qualitative Data Analysis. In The NIHR Research Design Service for the East Midlands. Retrieved from https://www.rds-yh.nihr.ac.uk/wp-content/uploads/2013/05/9_Qualitative_Data_Analysis_Revision_2009.pdf
Lervag, A., Hulme, C., & Melby-Lervag, M. (2018). Unpicking the Developmental Relationship between Oral Language Skills and Reading Comprehension: It’s Simple, but Complex. Child Development, 89(5), 1821–1838. https://doi.org/10.1111/cdev.12861
Moore, D. R. (2012). Listening difficulties in children: Bottom-up and top-down contributions. Journal of Communication Disorders, 45(6), 411–418.
Ratnaningsih, E. (2017). An Analysis of the First Language Acquisition: A Two Years Girl. Ahmad Dahlan Journal of English Studies, 4(1), 8. https://doi.org/10.26555/adjes.v4i1.6249
Roebuck, H., & Barry, J. G. (2018). Parental perception of listening difficulties: an interaction between weaknesses in language processing and ability to sustain attention. Scientific Reports, 8(April), 1–11. https://doi.org/10.1038/s41598-018-25316-9
Rvachew, S. (2018). Language Development and Literacy. In Encyclopedia of Early Childhod Development. https://doi.org/10.1007/978-3-319-33228-4_19
Shipley, S. D. (2010). Listening : A Concept Analysis. Nursing Forum, 45(2), 125.
Sohnata Hutauruk, B. (2015). Children First Language Acquisition at Age 1-3 Years Old In Balata. IOSR Journal Of Humanities And Social Science, 20(8), 2279–0845. https://doi.org/10.9790/0837-20855157
Swain, K. D., Friehe, M. M., & Harrington, J. M. (2004). Teaching Listening Strategies in the Inclusive Classroom. Intervention in School and Clinic, 40(1), 48.
Wahyuni, I. (2019). Reciprocal Factors of Language Development in Indonesian Children from Age 3 to 5 Years Old. Annual Linguistic Conference (KOLITA) 17 Proceedings, p.135.
Yazdanpanah, M., & Khanmohammad, H. (2014). Sociocultural Theory and Listening Comprehension: Does the Scaffolding of EFL Learners Improve Their Listening Comprehension? Theory and Practice in Language Studies, 4(11), 2389–2395. https://doi.org/10.4304/tpls.4.11.2389-2395
DOI: http://dx.doi.org/10.33603/rill.v3i1.3040
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 Irma Wahyuni
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
RILL is a journal of first and second (foreign) language learning and teaching such as Javanese, Sundanese, Bahasa Indonesia, English, Arabic, Malay, etc. with p-ISSN 2614-5960 and e-ISSN 2615-4137