1. AGE AND VOCABULARY
TEACHER: LEONOR PAEZ.
STUDENT: ADELA PEREZ DEL VISO
DATE: 8 MAY 2012.
2. THE INFLUENCE OF AGE
3. ANALYSIS OF THE
and Nina SPADA.
THE PRACTICE OF
4. THE TOPIC REFERS TO AGE
AND SECOND L. ACQUISITION.
It is different from: INFLUENCE OF
AGE OF THE LEARNER DURING
THE LEARNING PROCESS.
Our topic takes into account:
Immigration and length of residence.
Critical period theory.
Mastery of the spoken language.
Age of Start.
5. MRS. MIRALPEIX PUJOL´S
The thesis focus on VOCABULARY
The author summarises other studies
(In fact, they are referred to in
Mrs. M.Pujol states that other studies
refer only to phonology and syntax
and very few have dealt with
6. SYNTAX AND VOCABULARY
7. Why focusing on LEXIS??
• Vocabulary is essential
• When we go abroad: WE TAKE A
• Other methods did not highlight
• (Audiolingual/ Communicative)
• LEXICAL APPROACH. Michael
• Large lexical collocations.
8. HOW TO MEASURE
NOT A WIDE RANGE OF
VOCABULARY ACQ. MEASURES.
RECEPTIVE AND PRODUCTIVE
ARE THEY A CONTINUUM or
ARE THEY TWO DIFFERENT
STAGES IN THE ACQUISITION OF A
PIECE OF VOCABULARY?
9. RECEPTIVE VOCABULARY
THE PIECE OF VOCABULARY IS
RECOGNISED WHEN IT IS SEEN
CERTAIN EXTERNAL SUPPORT IS
10. PRODUCTIVE VOCABULARY
IT IS A VOCABULARY WHICH IS
RETRIEVED FROM THE
SPEAKER´S OR WRITER´S
WHITHOUT EXTERNAL SUPPORT.
11. VOCABULARY MEASURES
Certain vocabulary measures focus on
the difference between productive and
But Mrs. PUJOL states that other kind
of measures are required:
HOW QUICK VOCABULARY IS
ACQUIRED BY THE LEARNERS.
12. VOCABULARY MEASURES
Number of RECOGNISED WORDS
required as the lexical threshold for
TEXT COMPREHENSION: 3.000. HOW DO WE MEASURE THAT?
In Pujol´s Thesis, the whole work study
different researchs delt on:
Age and vocabulary acquisition.
Vocabulary in formal and informal
Methods to obtain information.
13. LEARNING ENGLISH AS L2 IN
IN SPAIN, since 1990, English is
taught in primary school, since 8th
Students have the opportunity to go
through a ten-years learning period.
In the whole Europe, a growing
number of countries have brought
down the age at which students start
14. WHAT AGE OF ACQUISITION
For Lightbown, AGE OF
ACQUISITION is one of the
the easiest to define and measure.
Age of acquisition has been studied
through immigration research.
Typically, children from immigrants
speak the L2 with native-like fluency.
15. THE IDEA OF THE CRITICAL
One explanation: A critical period fo L2
acquisition. A time when the brain is
predisposed for success in L2 learning.
But for other positions: Difficulty to
compare children and adults as L2
learners. Conditions for L. learning are
different/ Other studies state that adults
and adolescents are more successful.
16. More than just accent??
Most studies have focused on
learner´s phonological achievement.
JOSEPH CONRAD: Poland/
American. Great writer.
MASTERY OF THE SPOKEN
LANGUAGE: It is not only “lack of
accent”, but also vocabulary range,
and correct syntaxis.
What has AGE to do with this goals?
17. MARK PATKOWSKI´S studies
Even setting aside phonology, and
concentrating on syntaxis and lexis:
ONLY THOSE PEOPLE THAT HAD
BEGUN LEARNING THE L2 BEFORE
THE AGE OF 15 COULD ACHIEVE
FULL, NATIVE-LIKE MASTERY OF
The number of years in the target
country is important, but mostly if they
start when the subject is under 15.
18. IS YOUNGER REALLY
1978.Catherine Snow and Marian
Hoefnagel (from Holland): a Dutchlearning study.
They measured children, adolescents
Pronunciation, sentence repetition,
storytelling, understanding (auditory
THEY TESTED THE INFLUENCE OF
AGE ON SPEED IN LEARNING.
19. SNOW´S FINDINGS
Older learners can attain high levels of
proficiency in their L2. We should not
jump to hurried conclusions about the
necessity of the earliest possible start.
Age factor cannot be separated from
factors like motivation, social identity
and learning conditions.
Older learners may want to be
identified with their L1 cultural group.
20. IT DEPENDS ON THE GOALS
When the goal is to achieve a native-like
mastery of the language: it is desirable to
be immersed in the language quite soon.
When the goal is basic communicative
ability,and the language will remain the
L2, it is more efficient to begin LATER.
When there are only a few hours per
week, learners who start later, at 10 or
12, catch up with those who began
If they had started earlier, they would
probably fell frustrated by the lack of