(PKB 3105)

Group Members

Siti Farihah Binti Ismail

Jackson Doisi

FACTORS AFFECTING LANGUAGE LEARNING / ACQUISITION : COGNITIVE

Cognitive Processes

The way the students processes language cognitively affects the way of their own language develops.

How often the students hears their parents, friends and others speak affects their cognitive processes in learning language.

COGNITIVE FACTORS

Students languages (primary languages) are usually well developed before they enter school. But for all children, the language used in schools is different from the language they know from home..

Cognitive Factors
Rate of learning is affected by frequency. - Children who are exposed with unusual high proportion of examples from a language form will develop better language skills than those of children who receive common input.

Delays in the development of maturity and intellectual functions. - Willingness to learn and the ability to receive education for children with learning disabilities is not the same as normal children because they have low memory, observation skills and conceptual and creative abilities. - For example, they can only learn what they are learning what they have learned by normal children aged 6 at the age of 8 years or more.

 Naom chomsky(1957) said individual programmed genetically to acquisition languange. He said, child was born with Language Acquasition Device(LAD) Broca and wernickle also important part to acquasition language.

LANGUAGE ACQUISITION DEVICE

Encode the major principles of a language

Encode gramatical structure Learn ,apply new vocabullary to form sentences

Broca

producing language

Wernickle

processing and understanding language

Damage to Broca's Area Words not coming out properly and complete. The speech will be slowed or slurred and possibility of not being able to comprehend language. Damage to Wernicke's area Loss of ability to comprehend language, and also the ability to speak words. Sometimes,the word would speak would be out of order and would make no sense. Example: the delicious very chicken

FACTORS AFFECTING LANGUAGE LEARNING / ACQUISITION : ENVIRONMENT

ENVIRONMENT
The surroundings or conditions in which a person, animal, or plant lives or operates. The setting or conditions in which a particular activity is carried on.

INTRODUCTION
Healthy language development is the natural result of a healthy lifestyle. Children who are exposed to diverse activities, repetitive exposures to stories and language use, and who have various relationships with several trusted others do best. Language development is an immersion learning experience. Like with all learning, calm, loving tones and safe stimulating sounds soothe young children into enjoying the processes involved in learning to talk. All of these factors make up a child's learning environment.

Home Setting
ENVIRONMENT FACTORS AFFECTING LANGUAGE LEARNING / ACQUISITION

Classroom Climate

HOME SETTING
The home is the first and most significant setting for children, and parents are childrens first and most enduring teachers. The home provides an ideal setting for childrens language learning and development because home provides children with people, places, actions and objects to which they can harness their natural desire to explore and learn.

PARENTS ROLE

Provide Comfort Envinronment

The safe and comfortable environment is crucial to a child's healthy language development. Stress retards language use, and non-responsive or overly reactive parents cause children to stop making learning attempts. Body comfort is another important factor. If a child is too cold, too hot, or doesn't feel safe, again the focus for this child is not on learning. The child's focus becomes how to get comfortable or how to feel safe. More often than not, a pre-verbal child chooses crying to do this.

LISTEN TO THEIR CHILD

Opportunities for parents to help develop language skills begins when parents bond with their newborn and respond to the babys communication of needs and feelings. This nurturing response, which includes talking, singing and giving cuddles and smiles, helps the baby feel secure. Secure babies soon start to respond back, first with coos and smiles, then chuckles and sounds, (e.g. bababa), and eventually first words. With the support of their parents, babies begin to learn the art of conversation." Parents "converse" with the baby, meaning the baby responds back, and speech as a communication process is established.

COMMUNICATE REGULARLY WITH THEIR CHILD

Parents who communicate regularly with their babies, through play and everyday activities, help them understand the meanings of words and phrases long before they utter their first word. According to Shelley Gray, of the Department of Speech and Hearing Science, Arizona University, children rapidly acquire new vocabulary during their early years at the rate of about 10-20 words per day. A parent's role in supporting language development is to patiently encourage these efforts.

READ WITH THEIR CHILDREN

Children who speak clearly and listen attentively are well-prepared for learning in all areas of the school curriculum. Parents who read with their children also aid in the development of language and pre-reading skills.

Children not only learn new vocabulary, but also the awareness that print carries meaning. As well as sharing books, there are also many everyday opportunities for parents to support their children's language development when they are out and about together, such as pointing out and reading signs in the street, or labels in shops and supermarkets.

CLASSROOM CLIMATE
Classroom Definition:
a room, as in a school or college, in which classes are held. any place where one learns or gains experience

 The classroom climate influences the student achievement, their self-esteem and participation in the lesson. The most important aspect of classroom climate is the relationship between teacher and students. There must be elements of caring, trust and respect in the interpersonal relationships between teachers and students. An effective classroom climate is one in which the teachers' authority to organize and manage the learning activities is accepted by the students, there is mutual respect and good rapport, and the atmosphere is one of purposefulness and confidence in learning. A key consideration is the extent to which the teacher is able to foster favorable perceptions towards learning among students, by establishing in students self-respect and self-esteem regarding themselves as learners.

THE ORGANIZATIONAL ENVIRONMENT

Refers to the physical arrangement of the classroom. A classroom should be attractive, well lighted, comfortable and colorful. Clean and tidy classrooms, hall- ways and toilets can create a better atmosphere across the school. The physical aspects such as temperature, noise, and the time of the day that affect our ability to concentrate and maintain attention are also influence classroom climate. How the internal features of a classroom (desks, chairs, tables) are arranged is also important. It has been found that when the environmental conditions are appropriate for learning, the likelihood of disruptive behavior is minimized.

THE SOCIAL ENVIRONMENT

Classroom climate is also affected by the type of leadership exhibited by a teacher (authoritarian, democratic and laissez-faire). For students to learn effectively, they must participate fully in the learning process. This means they must be encouraged to ask and answer questions, attempt new approaches, make mistakes, and ask for assistance. Effective teaching requires that the teacher gives students plenty of opportunities to contribute and elaborate their own ideas, and that he or she genuinely listens to what students say and attempts to consider this from students' perspective. To some extent this means that the teacher needs to accept the value of each student's contribution and the relevance of student's experience. It is important that students know there is safety and comfort in the classrooms and that they will be treated humanely when they do contribute.

REFERENCES
Haliza Hamzah(2010).Perkembangan Kanak Kanak .Selangor: Kumpulan Budiman Sdn Bhd The brain.Mcgill.Ca/Flash/D/D_10/D_10_cr/D.../D_10_cr_lan.Html

http://aggslanguage.wordpress.com/chomsky/ http://www.articlesbase.com/educationarticles/creating-conducive-classroom-climate256406.html http://www.ehow.com/how_7709288_maintainconducive-classroom-environment.html http://www.slideshare.net/AngelicLove/conduciveclassroom-environment