3. Age factors in language acquisition

Age is an essential factor in Second Language Acquisition (SLA), impacting the success of students and instructional methods. The purpose of this study is to examine the age factor in SLA by examining three age categories – children, adolescents and adults. In doing so, the study considers the Critical Period Hypothesis as a base of linguistic research in the area of age factor. The study disapproves the assertion of the hypothesis that all prepubescent learners are able to acquire native-like proficiency in target language pronunciation. The study analyzes common SLA beliefs, including: 1) younger learners are more successful than older learners, 2) the language learning processes of younger learners are less stressful and require less of an effort, and 3) young learners are more skillful in language learning. Adolescents and adults are considered as older learners in terms of cognitive maturity. The results of the study indicated that children learn a language easier than adolescents and adults, particularly with respect to pronunciation and morpho syntax. Adolescents are good at syntax and listening sills, while the best results for adults are for reading and writing activities. Thus, the types of brain organization at learners of different developmental stages lead to the need for a diversity of instructional methods for children, adolescents and adults.

Download Full-text

Critical periods for language acquisition: New insights with particular reference to bilingualism research

Bilingualism Language and Cognition ◽

10.1017/s1366728918001025 ◽

2018 ◽

Vol 21 (5) ◽

pp. 883-885

Author(s):

JUBIN ABUTALEBI ◽

HARALD CLAHSEN

Keyword(s):

Language Acquisition ◽

Language Learning ◽

Language Processing ◽

Critical Period ◽

Time Windows ◽

Age Factors ◽

English Speakers ◽

Critical Periods ◽

Period Effects ◽

Linguistic Input

One of the best-known claims from language acquisition research is that the capacity to learn languages is constrained by maturational changes, with particular time windows (aka ‘critical’ or ‘sensitive’ periods) better suited for language learning than others. Evidence for the critical period hypothesis (CPH) comes from a number of sources demonstrating that age is a crucial predictor for language attainment and that the capacity to learn language diminishes with age. To take just one example, a recent study by Hartshorne, Tenenbaum and Pinker (2018) identified a ‘sharply-defined critical period’ for grammar learning, and a steady decline thereafter, based on a very large dataset (of 2/3 million English Speakers) that allowed them to disentangle critical-period effects from non-age factors (e.g., amount of experience) affecting grammatical performance. Other evidence for the CPH comes from research with individuals who were deprived of linguistic input during the critical period (Curtiss, 1977) and were consequently unable to acquire language properly. Moreover, neurobiological research has shown that critical periods affect the neurological substrate for language processing, specifically for grammar (Wartenburger, Heekeren, Abutalebi, Cappa, Villringer & Perani, 2003).

Download Full-text

The bottleneck may be the solution, not the problem

Behavioral and Brain Sciences ◽

10.1017/s0140525x15000886 ◽

2016 ◽

Vol 39 ◽

Cited By ~ 1

Author(s):

Arnon Lotem ◽

Oren Kolodny ◽

Joseph Y. Halpern ◽

Luca Onnis ◽

Shimon Edelman

Keyword(s):

Working Memory ◽

Language Acquisition ◽

Recent Theory ◽

Cognitive Mechanisms ◽

Selection Pressures ◽

Biological Trait ◽

Memory Bottleneck

AbstractAs a highly consequential biological trait, a memory “bottleneck” cannot escape selection pressures. It must therefore co-evolve with other cognitive mechanisms rather than act as an independent constraint. Recent theory and an implemented model of language acquisition suggest that a limit on working memory may evolve to help learning. Furthermore, it need not hamper the use of language for communication.

Download Full-text

Assessing the Link Between Perception and Production in Cantonese Tone Acquisition

Journal of Speech Language and Hearing Research ◽

10.1044/2018_jslhr-s-17-0430 ◽

2019 ◽

Vol 62 (5) ◽

pp. 1243-1257 ◽

Cited By ~ 2

Author(s):

Peggy Pik Ki Mok ◽

Holly Sze Ho Fung ◽

Vivian Guo Li

Keyword(s):

Language Acquisition ◽

General Principle ◽

Choice Task ◽

Factors Affecting ◽

Tone Pair ◽

Tone Production ◽

Monosyllabic Words ◽

Early Production ◽

Forced Choice Task ◽

Production Accuracy

Purpose Previous studies showed early production precedes late perception in Cantonese tone acquisition, contrary to the general principle that perception precedes production in child language. How tone production and perception are linked in 1st language acquisition remains largely unknown. Our study revisited the acquisition of tone in Cantonese-speaking children, exploring the possible link between production and perception in 1st language acquisition. Method One hundred eleven Cantonese-speaking children aged between 2;0 and 6;0 (years;months) and 10 adolescent reference speakers participated in tone production and perception experiments. Production materials with 30 monosyllabic words were transcribed in filtered and unfiltered conditions by 2 native judges. Perception accuracy was based on a 2-alternative forced-choice task with pictures covering all possible tone pair contrasts. Results Children's accuracy of production and perception of all the 6 Cantonese tones was still not adultlike by age 6;0. Both production and perception accuracies matured with age. A weak positive link was found between the 2 accuracies. Mother's native language contributed to children's production accuracy. Conclusions Our findings show that production and perception abilities are associated in tone acquisition. Further study is needed to explore factors affecting production accuracy in children. Supplemental Material https://doi.org/10.23641/asha.7960826

Download Full-text

Rule Invention in the Acquisition of Morphology Revisited

Journal of Speech Language and Hearing Research ◽

10.1044/jshr.3103.425 ◽

1988 ◽

Vol 31 (3) ◽

pp. 425-431 ◽

Cited By ~ 7

Author(s):

Stephen M. Camarata ◽

Lisa Erwin

Keyword(s):

Language Acquisition ◽

Active Role ◽

Acoustic Parameters ◽

Impaired Child ◽

Language Impaired ◽

Intensity Parameters ◽

Suprasegmental Features ◽

Acoustic Analyses ◽

Suprasegmental Cues

This paper presents a case study of a language-impaired child who signaled the distinction between English singular and plural using suprasegmental cues rather than the usual segmental form used within the parent language. Acoustic analyses performed within the first study in the paper revealed that the suprasegmental features used to maintain this distinction included various duration, fundamental frequency, and intensity parameters. Acoustic analyses Were also performed on a set of matched two- and four-item plural forms within a second study. The results of these analyses indicated that the same acoustic parameters were used to distinguish two-item plural forms from four-item plural forms. This case of linguistic creativity is offered as further evidence in support of the model of language acquisition that emphasizes the active role children take in the acquisition process. Additionally, the phonological, morphological, and psycholinguistic factors that may contribute to such rule invention are discussed.

Download Full-text