Conversation Stations and Children Language Acquisition: A Case Study of a Four-Year-Old Child

Mohammad - Halili, Darul - Hikmah


Talking meaningfully and listening attentively to a child can be challenging for some. The practices, however, are pivotal to have children develop linguistically. Therefore, the purpose of this research is to study the impact of the implementation of conversation stations on a child language acquisition. This is a qualitative research which aims to explain a child’s linguistic phenomena. The linguistic aspects studied are designed in basic mental entities, covering naming objects, attributes and modifier, event, and attribute, modifier, and evaluation of the event. A four year and two-month old child as a participant engaged in the conversation stations and his utterances were noted for data selection and data analysis. This is helpful to recognize, identify, analyse, and draw a conclusion about how the child language acquisition is influenced by the implementation of the conversation stations. The current research demonstrates that the child is able to name the objects and later modify them properly, describe the events, and subsequently evaluate them, using more complex sentences instead of employing subject plus verb only and providing logical reasoning behind the arguments. It indicates that the conversation stations carry a meaningful practice to his oral language proficiency.


conversation stations; language acquisition; listen; son; talk

Full Text:



Cabell, S., Q., Justice, L., M., McGinty, A., S., DeCoster, J., & Forston, L., D. (2015). Teacher-Child Conversations in Preschool Classroom: Contributions to Children’s Vocabulary Development. Early Childhood Research Quarterly, 30, 80-92.

Gest, S., Holland-Coviello, R., Welsh, J., A., Eicher-Catt, D., L., & Gill, S. (2006). Language Development Subcontexts in Head Start Classroom: Distinctive Patterns of Teacher Talk during Free Play, Mealtime, and Book Reading. Early Education and Development, 17(2), 293-315.

Lightbown, P., M., & Spada, N. (2011). How Languages are Learned, 3rd Ed. China: Oxford University Press.

Mushaitir (2016). Pemerolehan Sintaksis (B1) Bahasa Sasak pada Anak Usia 4-6 Tahun di Lombok Timur melalui Permainan Tradisional. Jurnal Pendidikan bahasa dan sastra. 16(1): 33-42.

Sundari, H. (2016). Pengaruh Input Bahasa Orang Tua terhadap Kompleksitas Bahasa Anak: Studi Kasus pada Anak Usia 5 Tahun melalui Interactive Shared Reading. Jurnal Pendidikan bahasa dan sastra. 16 (1): 110-121.

Wasik, B., A., Jacobi-Vessels, J., L. (2017). Word Play: Scaffolding Language Development through Child-Directed Play. Early Childhood Education Journal. 45:769-776.

Whorrall, J., & Cabell, S., Q. (2016). Supporting Children’s Oral Language Development in the Preschool Classroom. Early Childhood Education Journal. 44:335-341.



  • There are currently no refbacks.



 view Polingua stats