Communication skills are vital in human life since they give an individual the avenue to connect with the rest of the world. These skills, however, cannot be naturally acquired but they ought to be imparted through training. The essential component of communication has a language to use in the communication; the language acquisition also requires intense training. Hellen, for instance, required a tutor to train her on the aspect of languages to develop her communication skills and to promote her lecturing and writing career. Children take time before they can start speaking and the parent understands what the kid intends to mean.
Developing the kid's sign language, therefore, is necessary to enhance the communication between the kid and the parent. Through the use of gestures, the kid develops the verbal skills with more ease. Communication skills of an individual can be developed by developing their sensory skills and thus developing the language skills necessary for communication. Developing these skills in the children helps them as they grow up, the kids are easily taught these skills than adults since their level of comprehending is high.
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The speaking skills are developed by developing the speech skills of an individual, understanding the word segmentation helps the kids develop overall communication skills. Language learning, however, is a process and therefore takes various stages, the speed of learning is dependent on the brain capacity of the learner. The kid's brain has a high capacity to accommodate learning of a second language with more ease than grownups. Language learning is based on various changes within an individual brain; these take place within the premotor context during the learning process (Lasagabaster and Doiz, 2016). The cortical region is actively concerned with language learning of an individual .
Reference
Lasagabaster, D., & Doiz, A. (2016). CLIL students' perceptions of their language learning process: delving into self-perceived improvement and instructional preferences. Language Awareness , 25 (1-2), 110-126.
