This document discusses factors that influence age and acquisition of language. It presents the critical period hypothesis, which suggests a biological timeframe for acquiring a first language most easily, typically before puberty. While second languages can still be learned later, acquisition beyond puberty involves greater participation of the right hemisphere of the brain. Adults also face challenges like foreign accent and interference between the first and second languages, though their cognitive abilities allow for some rote learning. The development of one's language ego during puberty can make learning a new language more difficult.

1. AGE AND
ACQUISITION

2. INTRODUCTION


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First language acquisition starts in early
childhood, but second language
acquisition can happen in childhood,
early or late, as well as in adulthood.

3. The critical hypothesis
 the critical period hypothesis states
that there is a biological calendar
for acquiring a language. Initially
the notion of critical period was
connected only to the first
language acquisition.
 the crucial stage of the second
language acquisition occurs
around puberty , beyond which
people seem to be relatively
incapable of acquiring a second
language.


4. 
RIGHT-HEMISPHERIC
PARTICIPATION
in second language learning, there
is significant right hemisphere
participation. This participation is
particularly active during the early
stages of learning the second
language”.
 At post pubescent, a study from
Obler concluded that there is also
left-hemisphere participation
during the early stages of second
language acquisition

5. THE SIGNIFICANCE OF
ACCENT
 “foreign accent” is important in age
and acquisition. A tremendous
degree of muscular control is
required to achieve the fluency of
a native speaker of a language.

6. THE SIGNIFICANCE OF
ACCENT

At birth the speech muscles are
developed only to the extent
that the larynx can control
sustained cries. These speech
muscles gradually develop,
and control some complex
sounds. Complete phonemic
control is present in virtually
all children before puberty.


7. Rote and meaningful learning
 people of all ages have little
need for rote learning . It is
a myth to contend that
children are good learners
using rote learning. This is
meaningless repetition and
mimicking.


8. INHIBITION

In preadolescence children develop
an acute consciousness of
themselves as separate and
identifiable entities. But they might
have insecurity and need
protection.
 At puberty these inhibitions are
heightened in the trauma of
undergoing critical physical,
cognitive, and emotional changes.
 Their egos are affected not only in
how they understand themselves,
also how they reach out beyond
themselves, how they relate to
others socially, and how they use
the communicative process to
bring on effective equilibrium.


9. LANGUAGE EGO
 For any monolingual person, the
language ego involves the interaction
of the native language and ego
development.
 The language ego may account for the
difficulties that adults have in learning
a second language.
 The child’s ego is dynamic and growing
and flexible through the age of
puberty.
 The simultaneous physical, emotional,
and cognitive changes of puberty
give rise to a defensive mechanism
in which the language ego become
protective and defensive.

10. INTERFERENCE BETWEEN FIRST
AND SECOND LANGUAGE
 A good deal of the research on
non-simultaneous
second
language acquisition, in both
children and adults, has focused
on the interfering effects of the
first and second languages.
Similar strategies and linguistic
features are present in both first
and second language learning in

11. Interference in adults
adults have developed even
greater concentration and so
have greater ability for rote
learning , but they usually use
rote learning only for short-term
purposes.
Therefore, the foreign language
classroom should not become of
excessive rote activity: rote drills,
pattern practice without context ,
rule recitation , other activities
that are not in the context of
meaningful communication.


12. Interference in adults

 Adults, more cognitively secure,
appear to operate from the solid
foundation of the first language
and thus manifest more
interference.

 In this case, the first language can
be a facilitating factor, and not
just and interfering factor.

13. bibliography
 Wikipedia.org/wiki/Language_acquisition
 http://www.education-blog.net/teaching-methods/lang
 http://www.bing.com/search?q=right+hemisphere+part
 http://www.bing.com/search?q=critical+hypothesis&src
 www.helium.com
 www.asha.org
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