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Age influence on vocabulary acquisition
Age influence on vocabulary acquisition
Age influence on vocabulary acquisition
Age influence on vocabulary acquisition
Age influence on vocabulary acquisition
Age influence on vocabulary acquisition
Age influence on vocabulary acquisition
Age influence on vocabulary acquisition
Age influence on vocabulary acquisition
Age influence on vocabulary acquisition
Age influence on vocabulary acquisition
Age influence on vocabulary acquisition
Age influence on vocabulary acquisition
Age influence on vocabulary acquisition
Age influence on vocabulary acquisition
Age influence on vocabulary acquisition
Age influence on vocabulary acquisition
Age influence on vocabulary acquisition
Age influence on vocabulary acquisition
Age influence on vocabulary acquisition
Age influence on vocabulary acquisition
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Age influence on vocabulary acquisition

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This is a ppt for a Methodology class. It tackles the topic of Language Acquisition, and the influence of Age.

This is a ppt for a Methodology class. It tackles the topic of Language Acquisition, and the influence of Age.

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  • 1. AGE AND VOCABULARY ACQUISITION. TEACHER: LEONOR PAEZ.  SUBJECT: METHODOLOGY.  STUDENT: ADELA PEREZ DEL VISO  DATE: 8 MAY 2012. 
  • 2. THE INFLUENCE OF AGE ON VOCABULARY ACQUISITION.
  • 3. ANALYSIS OF THE FOLLOWING SOURCES: Immaculada Miralpex Pujol Thesis. 2008.Univers. Barcelona. Patsy LIGHTBOWN and Nina SPADA. HOW LANGUAGES ARE LEARNT. Jeremy HARMER: THE PRACTICE OF ENGLISH LANGUAGE TEACHING.
  • 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 THESIS. The thesis focus on VOCABULARY ACQUISITION.  The author summarises other studies (In fact, they are referred to in Lightbown).  Mrs. M.Pujol states that other studies refer only to phonology and syntax and very few have dealt with vocabulary. 
  • 6. SYNTAX AND VOCABULARY ACQUISITION. Neurological differences between syntax and vocabulary Different brain locations.
  • 7. Why focusing on LEXIS?? • Vocabulary is essential • When we go abroad: WE TAKE A DICTIONARY. • Other methods did not highlight vocabulary acquisition • (Audiolingual/ Communicative) • LEXICAL APPROACH. Michael Lewis. • Large lexical collocations.
  • 8. HOW TO MEASURE VOCABULARY ACQUISITION. NOT A WIDE RANGE OF VOCABULARY ACQ. MEASURES.  RECEPTIVE AND PRODUCTIVE VOCABULARY.  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 OR HEARD.  CERTAIN EXTERNAL SUPPORT IS REQUIRED. 
  • 10. PRODUCTIVE VOCABULARY IT IS A VOCABULARY WHICH IS RETRIEVED FROM THE SPEAKER´S OR WRITER´S MEMORY  WHITHOUT EXTERNAL SUPPORT. 
  • 11. VOCABULARY MEASURES Certain vocabulary measures focus on the difference between productive and receptive vocabulary.  But Mrs. PUJOL states that other kind of measures are required:  LEXICAL DIVERSITY.  VOCABULARY SIZE  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 contexts.  Methods to obtain information. 
  • 13. LEARNING ENGLISH AS L2 IN EUROPE IN SPAIN, since 1990, English is taught in primary school, since 8th Grade.  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 studying English. 
  • 14. WHAT AGE OF ACQUISITION MEANS For Lightbown, AGE OF ACQUISITION is one of the LEARNER´S CHARACTERISTICS, 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 PERIOD. 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 THAT LANGUAGE.  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 BETTER? 1978.Catherine Snow and Marian Hoefnagel (from Holland): a Dutchlearning study.  They measured children, adolescents and adults;  Pronunciation, sentence repetition, storytelling, understanding (auditory discrimination).  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 earlier.  If they had started earlier, they would probably fell frustrated by the lack of progress. 
  • 21.  THANK YOU !!

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