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NIM : 2163321038
Journal 1
THE INITIAL STAGES OF FIRST-LANGUAGE
ACQUISITION BEGUN IN ADOLESCENCE: WHEN
LATE LOOKS EARLY
TITTLE
Journal 2
FIRST LANGUAGE ACQUISITION: A CASE STUDY
OF A THREE-YEAR OLD LEBANESE CHILD
Journal 1
Journal Of Child Language
JOURNAL
Journal 2
Journal of Child Language Acquisition and Development –
JCLAD
Journal 1
https://www.researchgate.net/publication/309642999_First_l
anguage_acquisition_A_case_study_of_a_three-
year_old_Lebanese_child/download
LINK
Journal 2
http://sites.bu.edu/lavalab/files/2016/09/Ferjan-Rarmirez-
Lieberman-Mayberry-2013.pdf
Journal 1
VOLUME AND Volume 40 / Issue 02 / March 2013, pp 391 – 414
PAGES Journal 2
Vol: 4 Issue: 3 98-112, 2016, September
Journal 1
2013
YEAR
Journal 2
2016
Journal 1
NAJA FERJAN RAMI ´REZ, AMY M.
LIEBERMAN AND RACHEL I.
WRITER MAYBERRY
Journal 2
Joel C. Meniado1
REVIEWER RADE TRI P BANCIN
DATE 20 April 2019
Journal 2
The subject of this case study is named Al Barraa. He is a 3-year
old Muslim Lebanese born to a middle-class Arabic family in
Saudi Arabia. He is the first child of a couple who are both
educated up to Bachelor’s degrees in Lebanon. He has a brother
and a sister who are in their babyhood and infancy stages. His
father is a manager of a company headquartered in Lebanon
while his mother is just a plain housewife. A physically,
mentally, and socially healthy boy, he loves playing toy cars,
running inside the house, watching Youtube videos, and
touching every strange thing he sees. Still on his way of
acquiring his first language, he always tries to ask his mother or
father the names of things, actions, or ideas he observes inside
and outside the house. Though his father knows and speaks a
little bit of French, Arabic is the main language spoken at home.
He is mainly exposed to an environment where Arabic is spoken
and written. Having his father a manager of a book publishing
company, he is exposed to panoply of Arabic books which he
tries sometimes to open just to see the pictures or illustrations.
ASSESMENT DATA Journal 1
Utterance length and complexity. Analyses at the utterance level
included a calculation of mean length of utterance (MLU) and an
analysis of utter- ance types for each adolescent. MLU is one of
the most robust indices of young children’s language acquisition
(Brown, 1973). Because the adolescents’ morphological
productions were limited, making it difficult to determine which
grammatical morphemes were being used productively, MLU
was measured in words (signs) rather than morphemes, which is
also sensitive to syntactic development and widely used
(Hurtado, Marchman & Fernald, 2008; Huttenlocher et al.,
2002). All sign and non-sign units in each utterance were
considered in the MLU computation, including in- flected and
uninflected signs, classifiers, gestured descriptions, linguistic
and non-linguistic points, and fingerspelled words. Excluded
from the computation were within-utterance back-to-back
repetitions of lexical signs. Utterances were also classified by
type and were either declarative, wh-questions or yes/no
questions. As another estimate of the adolescents’ utterance
complexity, we counted the number of lexical items used to
indicate coordination, subordination, conditionals and all
instances of in- flected verbs produced in the sample. These
lexical items are typically acquired relatively late by young
children in English and ASL (Mayberry & Squires, 2006; Reilly,
McIntire & Bellugi, 1991; Vasilyeva, Waterfall & Huttenlocher,
2008), and can thus be regarded as markers of relatively
complex sentence structure.
Journal 2
This section tries to deal with the question “How is first
language (L1) learned or acquired?” Does an individual acquire
a language biologically or through input and reinforcement of
the environment? By reviewing previous theories and researches
in the field, the concept and process of first language acquisition
are explained. Brown (2007), Orillos (1998), Johnson (2004),
Tahriri (2013), and Heidar (2012) outlined several theories on
the nature of a language which indirectly imply how a language
(L1 & L2) is acquired. The Behaviorist / Empiricist Theory by
Leonard Bloomfield, B. F. Skinner, and Charles Fries postulates
that language is acquired behavior through conditioning and
reinforcement. Based on this theory, children learn language
from the conditioning and reinforcement of their environment
which involve family members, peers, teachers, and the society
as a whole. Further, it believes that language learning is the
result of imitation, practice, feedback on success, and habit
formation (Brown, 2000).
WEAKNESS 1. There are some errors in the writing of the words in this
research journal, so it must dipebaikin again his words.
2. In this both journal there is no clear research purpose, so
we should read this journal if you want to know the
purpose of this journal, this is very inconvenient readers.
3. In this both journal all combined into one, there are no
sub-chapters on this material that troubles the reader.