scholarly journals A Literature-Based Approach on Age Factors in Second Language Acquisition: Children, Adolescents, and Adults

2019 ◽  
Vol 12 (10) ◽  
pp. 27
Author(s):  
Burhan Ozfidan ◽  
Lynn M. Burlbaw
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Instructional Methods ◽  
Age Factors ◽  
Target Language ◽  
Older Learners ◽  
Age Factor ◽  
Adolescents And Adults

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.

scholarly journals SECOND LANGUAGE ACQUISITION AND THE CRITICAL PERIOD

2019 ◽  
Vol 31 (6) ◽  
pp. 1769-1771
Author(s):  
Hristina Miteva Tanaskoska
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Critical Period ◽  
Second Language Learning ◽  
First Language ◽  
Older Learners ◽  
New Community ◽  
The Brain

Is there a critical period for second language acquisition? When should one begin learning a second language? These are questions that have always been present and they stiil have not become any less controversial or complex. There is not any specific age that could be determined or proclaimed to be the most appropriate. A lot of things must be taken into consideration with spesific emphasis on the goals of the learner. Whether reaching a native -like accent and proficency is the ultimate aim or obtaining a certain level that will enable an everyday communication? Since a great number of experiments and research have shown that both younger and older students can achieve high levels in their second language, a fair atribute and attention should be paid to both theories respectfully.It has been hypothesized that there is a critical period for second language acquisition as well as for first language acquisition. According to this theory there is a time in human development when the brain is predisposed for success in language learning. It is belived that some developmental changes in the brain affect the nature of language acquisition. Therefore, any language learning that occurs after the end of the critical period may not be based on innate biological structures belived to contribute to first language acquisition or second language acquisition in early childhood. The general learning abilites that the older learners depend on, are claimed to be less efective than the innate capacities available to young children. Most studies of the relationship between age of acquisition and second language development have focused on learners’pronounciation. It is frequently observed that most children from immigrant families eventually speak the language of their new community with native –like fluency and accent, while their parents quite often fall behind in this mastery even long after they had been living and working in the new community. Nevertheless, some researches argue that older learners may have one advantage: they appear to be able to learn faster in the early stages of second language learning. Age is one of the characteristics that determine the way in which an individual approaches second language learning. But the opportunities for learning (inside the classroom and outside), the motivation to learn , and individual differences in aptitude for language learning are also important determining factors that affect both rate of learning and eventual susscess in learning. It must be acknowledged that achieving native-like mastery of the second language is neither a realistic nor a neccessarilya desired goal for many second language learners in many educational contexts.

L2 acquisition in childhood, adulthood and old age

2018 ◽  
Vol 1 (2) ◽  
pp. 254-276 ◽  
Author(s):  
David Singleton ◽  
Simone E. Pfenninger
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Second Language Learning ◽  
Empirical Investigation ◽  
L2 Acquisition ◽  
Relevant Research ◽  
Age Factor ◽  
Research Findings

Abstract This article deals with some misunderstandings about the age factor in second language acquisition which result from a reliance on an incomplete interpretation of relevant research findings. It begins with an exploration of the work of Penfield and Lenneberg and goes on to weigh recent evidence for and against the hypothesis of a “critical period” in the context of naturalistic second language acquisition. It then turns to the question of the effects of early instructed second language learning. Finally, it addresses the issue of second language learning in late adulthood, summarizing the results of such empirical investigation as has been undertaken to date on this topic and arguing for more attention to be devoted to this area in the future.

Is There a Critical Period for Second Language Acquisition? A theoretical Social Physics Approach

2021 ◽  
Author(s):  
ZhaoHong Han ◽  
Gang Bao
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Critical Period ◽  
Older Learners ◽  
Social Physics ◽  
Complex Process ◽  
Nature And Nurture ◽  
Ultimate Attainment

The critical period (CP) phenomenon in language development ranks among the 125 conundrums facing scientists in the 21st century, according to Science. While the phenomenon itself has been noncontroversial in first language acquisition, it still warrants an adequate explanation. Predicated on language acquisition as a complex process, questions among the first to be raised include: How do children accomplish this remarkable feat in such a short amount of time? And how do nature and nurture come together to influence language learning? In second language acquisition, however, both the notion of CP, albeit popular, and its empirical evidence have remained contested to this date - among the questions, whether the observed evidence counts as CP-specific and/or whether or not it warrants an isomorphic attribution to maturational constraints. Entwined in this debate are two well-established facets of inter-learner differential attainment. The first is that there exists a stark difference in ultimate attainment between younger and older learners. A second facet is the vast differences in ultimate attainment among older learners. In this article, adopting a social physics approach, we mathematically establish both the relationship between nature and nurture contributions and the presence of a critical period, and, at once, tender a parsimonious and probable theory for the twin phenomena of inter-learner differential attainment.

scholarly journals Applied linguistics

2005 ◽  
Vol 38 (3) ◽  
pp. 153-156
Keyword(s):  
Second Language ◽  
New Zealand ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
The Netherlands ◽  
Language Learning ◽  
Event Related Potential ◽  
Target Language ◽  
Computer Assisted ◽  
Implicit And Explicit

05–360Chiswick, Barry, R. & Paul W. Miller (U of Illinois at Chicago, USA), Linguistic distance: a quantitative measure of the distance between English and other languages. Journal of Multilingual and Multicultural Development (Clevedon, UK) 26.1 (2005), 1–11.05–361Csomay, Eniko (San Diego State U, USA; [email protected]), Linguistic variation within university classroom talk: a corpus-based perspective. Linguistics and Education (Amsterdam, the Netherlands) 15.3 (2005), 243–274.05–362De Jong, Nel (Amsterdam U, the Netherlands; [email protected]), Can second language grammar be learned through listening? An experimental study. Studies in Second Language Acquisition (Cambridge, UK) 27.2 (2005), 205–234.05–363Ellis, Nick C. (Michigan U, USA; [email protected]), At the interface: dynamic interactions of explicit and implicit language knowledge. Studies in Second Language Acquisition (Cambridge, UK) 27.2 (2005), 305–352.05–364Ellis, Rod (Auckland U, New Zealand; [email protected]), Measuring implicit and explicit knowledge of a second language: a psychometric study. Studies in Second Language Acquisition (Cambridge, UK) 27.2 (2005), 141–172.05–365Handley, Zöe (U of Manchester, UK) & Marie-Josée Hamel, Establishing a methodology for benchmarking speech synthesis for computer-assisted language learning (CALL). Language Learning & Technology (U of Hawaii, Manoa, USA) 9.3 (2005), 99–120.05–366Loewen, Shawn (Auckland U, New Zealand; [email protected]), Incidental focus on form and second language learning. Studies in Second Language Acquisition (Cambridge, UK) 27.3 (2005), 361–386.05–367Mosavi Miangah, Tayebeh & Ali Delavar Khalafi (Shahre Kord U, Iran; [email protected]), Word sense disambiguation using target language corpus in a machine translation system. Literary and Linguistic Computing (Oxford, UK) 20.2 (2005), 237–249.05–368Rydberg-Cox, Jeff (U of Missouri, USA; [email protected]), Talking about violence: clustered participles in the speeches of lysias. Literary and Linguistic Computing (Oxford, UK) 20.2 (2005), 219–235.05–369Tokowicz, Natasha (Pittsburgh U, USA; [email protected]) & Brian MacWhinney, Implicit and explicit measures of sensitivity to violations in second language grammar: an event-related potential investigation. Studies in Second Language Acquisition (Cambridge, UK) 27.2 (2005), 173–204.05–370Van De Mieroop, Dorien (U of Antwerp, Belgium; [email protected]), An integrated approach of quantitative and qualitative analysis in the study of identity in speeches. Discourse & Society (London, UK) 16.1 (2005), 107–130.05–371Yamaguchi, Masataka (U of Georgia, USA; [email protected]), Discursive representation and enactment of national identities: the case of Generation 1.5 Japanese. Discourse & Society (London, UK) 16.2 (2005), 269–299.

Effect of Gender on the Rate of Interaction. Some Implications for Second Language Acquisition and Classroom Practice

1996 ◽  
Vol 111-112 ◽  
pp. 155-192 ◽  
Author(s):  
Luanga A. Kasanga
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Classroom Practice ◽  
Preliminary Analysis ◽  
Target Language ◽  
Language Access ◽  
Independent Variable ◽  
And Performance

Abstract In the course of a preliminary analysis of data used in an investigation into the effect on the rate of interaction in the target language of the "level of proficiency" and the "type of task", some unexpected results for participation pattern led the analyst to pursue additional lines of enquiry. A decision was taken to consider gender in a subsequent analysis. Gender had been suggested by previous studies as being capable of affecting the learners' L2 access and performance. Some of the data of the wider investigation were re-analyzed with gender as an independent variable in lieu of, then together with, the level of proficiency. This paper reports on the results of the wider investigation and describes the findings of the analysis of data with gender as an independent variable. To set the scene for the discussion of the results relevant to gender, the paper discusses a sampling of studies on gender and communication. The results of the analysis concurred with those of at least four separate studies in which it had been suggested that gender tended to affect the learners1 target language access and performance in ways that may influence their language learning.

CASLA through a social constructivist perspective: WebQuest in project-driven language learning

ReCALL ◽  
2005 ◽  
Vol 17 (2) ◽  
pp. 217-228 ◽  
Author(s):  
VASSILIKI SIMINA ◽  
MARIE-JOSÉE HAMEL
Keyword(s):  
Second Language ◽  
Social Interaction ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Social Constructivism ◽  
Computer Applications ◽  
Target Language ◽  
Social Constructivist ◽  
Constructivist Perspective

The basic tenet of constructivism is that learners construct their knowledge on their own by associating new with prior information. The significance of the learner’s interaction with his/her social and physical environment is here of great importance; the learner is at the center of the learning process while the tutor is seen as a facilitator, a guide. Considering the paradigm shift in education and language learning, the assumptions of the constructivist philosophy encourage the use of computers in second language acquisition. Computer technology is capable of providing the context for collaboration and social interaction in which learners will construct the knowledge of the target language on their own by being engaged in meaningful activities. Moreover, computers allow learners to interact not only with the learning materials but also with other people. The combination of the social and individual aspect is best expressed by social constructivism. Placing language learning in a socio-cognitive context, we will approach second language acquisition from a social constructivist perspective and indicate the value of such an approach for the design and evaluation of Computer Applications in Second Language Acquisition (CASLA). Firstly, an overview of constructivism as a theory of learning is required in order to make clear the basic assumptions of the constructivist theory. Secondly, the focus is placed on social constructivism which is examined in relation to second language acquisition. This in tandem exploration will lead us to provide a framework which integrates all four language skills in a general theoretical framework of social interaction and shows how social constructivism can promote second language acquisition. Finally, one type of on-line application such as WebQuest, which is best developed in project-driven language learning, will be provided as a potential example of good practice in approaching Computer Applications in Second Language Learning through a social constructivist perspective.

Review of Child Second Language Acquisition (SLA): Examining Theories and Research

2017 ◽  
Vol 37 ◽  
pp. 62-76 ◽  
Author(s):  
Rhonda Oliver ◽  
Agurtzane Azkarai
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Longitudinal Case Study ◽  
Older Learners ◽  
Theoretical Perspectives ◽  
Research With Children ◽  
Foreign Language Immersion ◽  
Instructional Settings

ABSTRACTWithin the field of second language acquisition (SLA), there has been much less research undertaken with children than with adults, yet the two cohorts are quite distinct in characteristics and in their learning processes. This article provides a review of child SLA research, particularly the research with a pedagogical focus. We describe a series of studies, including those informed by different theoretical perspectives (interactionist and sociocultural), in different instructional settings (i.e., second language, foreign language, immersion, and content and language integrated learning [CLIL] contexts) and using different research methodologies (longitudinal, case study, experimental, and naturalistic). We begin by highlighting the importance of age as a factor in SLA research, presenting studies that have focused on the differences existing between younger and older learners. We also consider interventions that can support language learning—including form-focused instruction and the use of tasks. We finish by presenting a proposed change in the way that research with children is conducted.

Language Ideology and Second Language Learning

2008 ◽  
Vol 155 ◽  
pp. 95-115 ◽  
Author(s):  
Theresa McGarry
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Ideology ◽  
Second Language Learning ◽  
Classroom Practices ◽  
Explanatory Power

AbstractThe increasing recognition of the concept language ideology and the corresponding increasing use of the term have not yet been matched by applications in the field of second language acquisition. However, applications of the concept in analysis of actual classroom practices have shown it to have considerable explanatory power. Greater consideration of language ideology in SLA is necessary not only to achieve greater understanding of the role of ideology in various areas but also to show connections between these areas that may yield important generalizations and to impel the application of the concept in areas where it has been neglected by highlighting its uneven treatment.

scholarly journals Studying individual differences in the social environment to better understand language learning and processing

2016 ◽  
Vol 2 (s1) ◽  
Author(s):  
Shiri Lev-Ari
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Social Environment ◽  
Native Speakers ◽  
Linguistic Performance ◽  
The Social

AbstractPeople learn language from their social environment. Therefore, individual differences in the input that their social environment provides could influence their linguistic performance. Nevertheless, investigation of the role of individual differences in input on performance has been mostly restricted to first and second language acquisition. In this paper I argue that individual differences in input can influence linguistic performance even in adult native speakers. Specifically, differences in input can affect performance by influencing people’s knowledgebase, by modulating their processing manner, and by shaping expectations. Therefore, studying the role that individual differences in input play can improve our understanding of how language is learned, processed and represented.

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