GENERAL CONCLUSION
This work has attempted to answer the question when all
children do learn first self-identification. Since a child grows up to
recognize himself by means of language, it is language that proves that a man
has matured. This is to say that the child's physical growth goes along with
his language development. For this reason, chapter one of this work has
discussed the child's development, including both his physique and his
language.
The second chapter, on the other hand, tried to verify
whether all children aged from two years can learn to identify themselves as "
mie, nie, I " etc.
It is true that children of the same age, born and living in
the same area and using the same language may not learn particles of this
language, for example " I " at the same level. That is why we were glad to
discover that all the children aged 2 : 00 could not identify themselves as
individuals. This automatically made us reject our hypothesis ; that is all
children aged from two years can identify themselves as unique, saying " mie
huyu " (This is me).
The reasons can be that first, some children earn lower
social life. They are disadvantaged to learn from the world as much as
advantaged children. They have no access to concrete materials which can help
as tools to refer to for learning language. Secondly, there are some other
children who have been victims of diseases which may have affected their
language development.
Finally, some others may have been able to produce this " I "
but because they do not want to collaborate with us, they do not talk.
As one looks at the language progress of these children and
their attitudes towards the researcher's investigation , some pedagogical
conclusions can be drawn.
· The encouragement of only one word learning as well as
only one short answer at the early stage is recommended.
· The correction of the child's shortcomings should
rather be a help to his language than a threat.
· The use of concrete materials as visual aids is an
important tool for language learning.
· The treatment of children in their individualities is
very important. This is because children are not the same since each one has
his own abilities.
· The age is an important factor to language learning.
It should not fit if a one year-old child was imposed to learn a two-word
utterance as if he was aged 2 : 00. Accorlingly, it should not be expected to a
1 : 00 to learn this " I " because he has not reached the appropriate age for
it yet.
What we hope we have done is, so far, only a tip of an
iceberg. We recognize
that this work having its shortcomings, we call, therefore,
for replication of a research study with different data collection procedures
and a different research design so as to obtain mere convincing evidence for
the results we came to. The researcher we welcome may for example investigate
much on the effect of " I " in the child's language learning or on his
self-image.
BIBLIOGRAPHY
A. BOOKS
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B. UNPUBLISHED THESIS AND UNPUBLISHED LECTURE
NOTES
14. HABASIKIYAKE,M. (2003) " Writing Exercises "
(4th Year of English), ISP/Bukavu
15. ________________ (2003) " Research Seminar
(4th Year of English), ISP/Bukavu.
16. Kamanyula, K. (1987) " Life of Bukavu School
Teen-Agers : A Descriptive Essay "
(3rd year research paper), ISP/BUKAVU.
17. KAMBALE, M.B. (2003) " Special Topics in English
Linguistics " (Part 1). (4 th
Year of English), ISP/Bukavu.
18. _______________ (2004) " Applied Linguistics " (Part 2).
(5 th Year of English),
ISP/BUKAVU
19. MUKE, Z. (2003) " Cours de Statistique
Inferentielle ".
1ère Licence, ISP / Bukavu
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