Language acquisition

This study aimed to explore the relationship between language acquisition and grade four senior high school (G4SHS) students’ achievement in English as a foreign language (EFL). To this end the 41-item English Language Acquisition Scale (ELAS) designed by Khodadady and Younesi (2017) was administered to 518 G4SHS students. Also to find the probable relationship between ELAS, its latent variables and participant achievement in EFL classes in EFL classes 126 participants were randomly selected out of population to answer schema-based cloze multiple choice items test ( S- test) designed by Khodadady and Ghergloo ( 2013). To know which of the G4SHS students who took the ELAS took the S-Test as well the researcher was matched the codes of the ELAS S-test and ELTAS carefully. The results showed that the ELAS consists of five factors, i.e., Qualified, grammatization, Humanistic, Engagement and Orientation. Also the ELAS and its underlying factors show significant relationships with English achievement scores. The results of the study are discussed .

Language transfer refers to the application of previous language knowledge to the target language learning. Using questionnaires, this paper investigates the lexical transferring behaviors of 230 Dongxiang-Chinese bilingual and monolingual students who are in the early stage of learning English vocabulary. The results display that Chinese predominates the transference, while bilinguals’ Dongxiang Language is described as a barrier during the process of English learning. To show the individual-level differences, several learner-based factors: age, linguistic background, social background, cognitive level, emotion, and learning attitude are also confirmed, which appear to promote or inhibit this transferring behavior. The experiment data suggest that there are two different types of the factors mentioned above, which depend on whether they are affected by context-based factors---learner-based factors and learner-context-based factors. The paper also concludes with suggestions to teachers and policymakers in Dongxiang area for the modification of current teaching methods based on the quantitative analysis of surveys.

The article "The Role of Parental Scaffolding in the Language Acquisition of Children with Developmental Delays: A Qualitative Study" was published in error. We removed it when the error was brought to our attention. This study investigates the role of parental scaffolding in supporting language acquisition among children with developmental delays. Qualitative methods were employed to capture in-depth perspectives from 25 caregivers of children aged 3 to 6 years with developmental delays. Semi-structured interviews were conducted to gather data on parental scaffolding practices. Data analysis followed a thematic approach, where transcripts were coded and themes related to responsive interactions, language modeling, and support strategies were identified. The findings underscored the significant impact of parental scaffolding on language acquisition. Responsive interactions, including prompting and encouragement, emerged as crucial in stimulating communication and fostering confidence in children. Caregivers’ effective modeling of language, through descriptive speech and vocabulary expansion, was associated with enhanced linguistic competence. Moreover, structured support strategies such as visual aids and routine establishment facilitated comprehension and communication clarity, mitigating challenges associated with developmental delays. In conclusion, parental scaffolding plays a pivotal role in enhancing language development in children with developmental delays. By adapting support strategies to meet the child’s needs and abilities, caregivers can effectively promote language skills crucial for cognitive, social, and academic growth. These findings underscore the importance of integrating evidence-based scaffolding practices into therapeutic and educational interventions to optimize language outcomes for this vulnerable population.