Age and acquisition
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The document discusses several relevant aspects of age and second language acquisition. It addresses the critical period hypothesis, which suggests there is an optimal period for acquiring language. Research on first language acquisition found age was less important if proper environmental stimuli were not present during crucial stages. Cognitive development also impacts language acquisition, as formal thinking abilities emerge around puberty. Emotional factors and a person's first language can also influence how a second language is acquired. The relationship between language and thought additionally affects the process as new concepts must be sorted from existing knowledge.
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Language acquisition fisrt language acquisition;age and acquisition
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Age and Acquisition
1) When the brain matures during childhood, it lateralizes language functions to different hemispheres, with the left hemisphere controlling language.
2) The optimal time period for acquiring different aspects of a second language varies, from lower-order processes like pronunciation in early ages to higher-order functions like semantics later in maturation.
3) Both children and adults can acquire a second language successfully, though younger children may have an advantage due to increased plasticity and less developed self-identity and social awareness.
Age and acquisition
This document summarizes key points from a chapter on age and second language acquisition. It discusses several myths about language learning, including that children repeat things to learn, language learning is imitation, and sounds must be learned before words. It then compares first and second language acquisition in children and adults. Several factors are examined, including neurobiological considerations like hemispheric lateralization and biological timetables. Cognitive, affective, and linguistic considerations are also reviewed. Finally, issues in first language acquisition are revisited and some language teaching methods inspired by age and acquisition are outlined.
Included 3 the critical period 2013
There is evidence that there may be a critical period for language acquisition based on several studies:
1. Neurological evidence suggests the right hemisphere can compensate for language deficits during childhood but not adulthood.
2. Studies of individuals like Genie and Chelsea who lacked linguistic input as children found their language abilities lagged syntactically compared to normal speakers.
3. Research on deaf individuals found those exposed to sign language early performed better than late learners, supporting the idea of a sensitive period for language.
Overall the evidence points to a biological timetable that makes acquiring language easier early in life, though incomplete acquisition may still be possible after this critical period.
Age and acquisition
The document discusses several factors that influence second language acquisition at different ages:
1. Neurobiologically, the lateralization of brain functions between the left and right hemispheres changes during development, with implications for pronunciation learning in childhood versus semantic learning later.
2. Cognitively, human intellectual development progresses rapidly in the first 16 years according to Piaget, meaning language learning connects to concrete and formal thought stages differently for children and adults.
3. Affectively, factors like self-esteem and anxiety play a role, as the "language ego" becomes more protective during puberty, potentially inhibiting learning more for older children and adults.
Age and acquisition learning activity 2
The document discusses the critical period hypothesis (CPH) which claims there is a biological timetable for language acquisition. According to CPH, the critical period for acquiring a first language is earlier than for a second language. The critical point for acquiring a second language without an accent occurs around puberty. Beyond puberty, people have difficulty acquiring a new language in a native-like manner. The lateralization of brain functions provides evidence for CPH, as language functions become localized to the left hemisphere during a slow process completing around puberty.
Age and acquisition
This document discusses several factors that influence second language acquisition, including biological, cognitive, affective, and linguistic considerations. Biologically, there is a critical period for acquiring a second language that ends around puberty, when lateralization of brain functions is complete. Cognitively, children and teenagers acquire language differently than adults. Affective factors like inhibitions and identity can also influence acquisition. Linguistically, acquiring two languages simultaneously is different than acquiring one, and code-switching between languages is common for bilingual speakers.
Ageandacquisitionnew
(1) The maturation of the brain and hemispheric lateralization may affect an individual's ability to acquire a second language. The left hemisphere typically controls language functions, though evidence is conflicting.
(2) Researchers disagree on when lateralization is completed, ranging from age 2 to puberty. Earlier completion may enable children to more easily acquire a second language.
(3) Factors beyond neurological development, like motivation, social context, and age of acquisition, also influence second language success. Some research challenges the idea that adults cannot achieve native-like proficiency.
Recommended
Language acquisition fisrt language acquisition;age and acquisition
Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more.
Email : silviananda.putrierito@gmail.com
Age and Acquisition
1) When the brain matures during childhood, it lateralizes language functions to different hemispheres, with the left hemisphere controlling language.
2) The optimal time period for acquiring different aspects of a second language varies, from lower-order processes like pronunciation in early ages to higher-order functions like semantics later in maturation.
3) Both children and adults can acquire a second language successfully, though younger children may have an advantage due to increased plasticity and less developed self-identity and social awareness.
Age and acquisition
This document summarizes key points from a chapter on age and second language acquisition. It discusses several myths about language learning, including that children repeat things to learn, language learning is imitation, and sounds must be learned before words. It then compares first and second language acquisition in children and adults. Several factors are examined, including neurobiological considerations like hemispheric lateralization and biological timetables. Cognitive, affective, and linguistic considerations are also reviewed. Finally, issues in first language acquisition are revisited and some language teaching methods inspired by age and acquisition are outlined.
Included 3 the critical period 2013
There is evidence that there may be a critical period for language acquisition based on several studies:
1. Neurological evidence suggests the right hemisphere can compensate for language deficits during childhood but not adulthood.
2. Studies of individuals like Genie and Chelsea who lacked linguistic input as children found their language abilities lagged syntactically compared to normal speakers.
3. Research on deaf individuals found those exposed to sign language early performed better than late learners, supporting the idea of a sensitive period for language.
Overall the evidence points to a biological timetable that makes acquiring language easier early in life, though incomplete acquisition may still be possible after this critical period.
Age and acquisition
The document discusses several factors that influence second language acquisition at different ages:
1. Neurobiologically, the lateralization of brain functions between the left and right hemispheres changes during development, with implications for pronunciation learning in childhood versus semantic learning later.
2. Cognitively, human intellectual development progresses rapidly in the first 16 years according to Piaget, meaning language learning connects to concrete and formal thought stages differently for children and adults.
3. Affectively, factors like self-esteem and anxiety play a role, as the "language ego" becomes more protective during puberty, potentially inhibiting learning more for older children and adults.
Age and acquisition learning activity 2
The document discusses the critical period hypothesis (CPH) which claims there is a biological timetable for language acquisition. According to CPH, the critical period for acquiring a first language is earlier than for a second language. The critical point for acquiring a second language without an accent occurs around puberty. Beyond puberty, people have difficulty acquiring a new language in a native-like manner. The lateralization of brain functions provides evidence for CPH, as language functions become localized to the left hemisphere during a slow process completing around puberty.
Age and acquisition
This document discusses several factors that influence second language acquisition, including biological, cognitive, affective, and linguistic considerations. Biologically, there is a critical period for acquiring a second language that ends around puberty, when lateralization of brain functions is complete. Cognitively, children and teenagers acquire language differently than adults. Affective factors like inhibitions and identity can also influence acquisition. Linguistically, acquiring two languages simultaneously is different than acquiring one, and code-switching between languages is common for bilingual speakers.
Ageandacquisitionnew
(1) The maturation of the brain and hemispheric lateralization may affect an individual's ability to acquire a second language. The left hemisphere typically controls language functions, though evidence is conflicting.
(2) Researchers disagree on when lateralization is completed, ranging from age 2 to puberty. Earlier completion may enable children to more easily acquire a second language.
(3) Factors beyond neurological development, like motivation, social context, and age of acquisition, also influence second language success. Some research challenges the idea that adults cannot achieve native-like proficiency.
Age and acquisition
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.
The critical period hypothesis
The document discusses several factors that influence second language acquisition, including:
1) Neurobiological considerations like hemispheric lateralization and biological timetables suggest pronunciation is more difficult to learn after childhood.
2) Cognitive development stages differ between children and adults, as children learn best through practice and repetition while adults need contextualization and meaningful practice.
3) Affective factors like motivation, self-esteem and anxiety play a role, as children are more flexible while adults have stronger defenses and inhibitions that can impede learning.
4) Linguistic considerations show bilingual children acquire concepts easily and have flexibility, while interference from the first language poses more challenges for adult learners.
Neurological, cognitive, affective and linguistic considerations
The document discusses neurological, cognitive, affective, and linguistic considerations in language learning. Neurologically, the left hemisphere is responsible for intellectual, logical, and analytic functions while the right hemisphere handles emotional and social needs. Cognitively, children can learn a second language without formal operational thought, but there is vague lack of empirical data supporting this. Affectively, younger children are less inhibited and less aware of language errors while adults tend to be more tolerant of linguistic differences. Linguistically, factors like bilingualism, code-switching, interference between the first and second languages, the order of acquisition, and the creative construction process must be considered.
Age
This document discusses theories relating age to second language acquisition. It outlines the brain plasticity hypothesis, language acquisition device/universal grammar theory, and critical period hypothesis. It then compares traits of three age groups - children, adolescents, and adults - in second language learning. Children have advantages in pronunciation ability but disadvantages in mixing first and second languages. Adolescents' cognitive abilities have developed and they imitate well but can be distracted. Adults' brains and thinking are mature but they struggle to lose first language habits. The conclusion is teachers should understand differences and apply appropriate strategies for each age group.
Significance of accent
This document discusses various factors that affect second language acquisition, specifically as it relates to accent. It presents different perspectives on the critical period hypothesis and whether a native accent can only be acquired during a critical period in childhood. Some key points discussed include:
- There is a debate around whether a native accent can be acquired at any time or only early in life.
- Research is divided between those who believe accent acquisition can only occur during a critical period in childhood, and those who reject this view.
- Supporters of the critical period hypothesis argue learners must be exposed to the native accent before age 12 to acquire it, while opponents cite evidence that older learners can attain a native-like accent.
Critical period hypothesis (2)
The document discusses Eric Lenneberg's critical period hypothesis for first language acquisition. Some key points:
- Lenneberg hypothesized that there is a biologically determined critical period, usually ending around puberty, during which language can be acquired more easily through natural exposure/interaction. After this period, full language mastery is difficult.
- Studies on individuals who experienced language deprivation, such as Genie and Isabelle, as well as immigrant language studies, provide supportive evidence that individuals exposed to a language post-puberty have more difficulty achieving native-like proficiency compared to early learners.
- The critical period hypothesis is supported by neurobiological evidence relating to brain lateralization and plasticity, which
Age and Second Language Acquisition
- The document discusses theories around the critical period hypothesis (CPH) which claims that second languages are more easily acquired during childhood before puberty.
- Research on different aspects of second language acquisition like morphology, representation of words, and phonology are reviewed.
- The findings show that while adults are initially faster at syntax and morphology, children ultimately achieve higher proficiency. Representation of words is shared between languages for early bilinguals. Phonology and accent are more strongly linked to age of acquisition. Grammar may be accessible through universal principles at all ages.
Age and the critical period hypothesis
The document discusses key concepts related to the effects of age on second language acquisition, specifically the critical period hypothesis. It notes that while children are often believed to be superior language learners, the relationship between age and learning is complex, with both advantages and disadvantages for early and late starters. The critical period hypothesis proposes an optimal period for language learning ending at puberty, but evidence for this is limited. Research shows that age effects depend greatly on learning opportunities and contexts. Classroom studies show older learners can achieve high proficiency and are often more efficient learners than younger students. There is no single ideal age for second language learning.
Age And Neurological Factors (I Presentation)
The document discusses key topics related to first and second language acquisition, including:
1. The critical period hypothesis which suggests there is an ideal time period for acquiring language abilities most easily.
2. Differences between how children and adults acquire first and second languages, with children able to learn simultaneously through immersion while adults learn sequentially and rely more on rules.
3. Factors that influence second language acquisition success like age of learning, amount of input/practice, and use of language teaching methods focused on meaning and comprehension like TPR and the natural approach.
neurological, cognitive, affective and linguistic considerations
This document discusses neurological, cognitive, affective, and linguistic considerations in second language acquisition. Neurologically, the left hemisphere is important for intellectual functions while the right hemisphere is important for social and emotional needs. Cognitively, children and adults learn languages differently according to Piaget and Ausubel's stages of development. Affectively, factors like self-esteem, inhibition, attitudes, and peer pressure can impact second language learning. Linguistically, bilingualism can occur in a coordinate or compound way, and interference between the first and second languages is greater for adults than children during acquisition.
Age effects on second language acquisition
- The document discusses the critical period hypothesis in first and second language acquisition. It summarizes a study by Newport (1990) that found age effects on morphology attainment in deaf children acquiring American Sign Language as an L1, with those exposed after age 12 showing less complete acquisition.
- It also summarizes a study by Johnson and Newport (1989) that tested for age effects on L2 English grammar attainment in Korean and Chinese learners. The study found a significant negative correlation between age of arrival and test scores, with little difference between native speakers who arrived by age 7 and a decline in scores for those arriving between ages 8-15.
- The studies provide evidence that there are maturational constraints affecting
The influence of age on sla in terms of route
The document discusses the effects of age on second language acquisition in terms of route, rate, and success. It reviews literature showing both younger and older learners can achieve success but in different ways. Younger learners progress more slowly at first but may achieve higher proficiency in the long run, while older learners progress faster initially but rarely reach native-like levels. The critical period hypothesis suggests language acquisition is easier for children, though older learners have cognitive advantages. Teachers should consider learners' ages and provide appropriate instruction and support.
Age and language acquisition
1. Younger learners may learn a second language better in naturalistic contexts due to factors like implicit learning abilities, while older learners tend to perform better in formal instruction due to explicit learning skills.
2. The critical period hypothesis proposes that there is an ideal window for acquiring language naturally, but age effects on second language acquisition involve complex interactions between learner characteristics and the environment.
3. While older learners can still achieve high proficiency, younger learners may be more likely to develop native-like abilities in areas like pronunciation. Teaching methods should consider the different strengths of younger and older learners.
The role of age in sla studies
There are three key points regarding the role of age in second language acquisition from the document:
1. While all agree age is crucial, children can acquire a first language within 4-6 years due to a biological window, but second language acquisition ages vary widely.
2. The critical period hypothesis proposes there is an optimal period for language acquisition before brain plasticity declines around age 9, making language more difficult to acquire. However, evidence for this is mixed.
3. Younger learners eventually surpass older ones in attainment, but adults and older children learn faster initially. The existence of a ceiling on second language competence is debated.
Neurobiological considerations Valeria Caicedo
1. The document discusses neurobiological, cognitive, affective, and linguistic considerations related to second language acquisition.
2. Neurobiologically, the brain undergoes hemispheric lateralization from ages 5 to puberty, allowing for native-like pronunciation in additional languages. After this period, identity is solidified and native-like acquisition is less necessary.
3. Cognitively, abstract thinking develops from ages 11-16, creating a barrier for free language learning. Emotionally, ego and identity become tied to one's first language, making second language acquisition more difficult and self-conscious after puberty.
Age As An Individual Difference In Sla
1. The document discusses the effect of age on second language acquisition based on various studies.
2. Younger learners generally perform better in pronunciation and grammar compared to older learners, though adults may outperform children in short-term learning.
3. The research on whether learners can achieve native-like proficiency is mixed, with some studies finding near-native ability and others not, depending on factors like the age of starting language learning.
Age Differences in Second Language Acquisition
1. The document discusses age differences in second language acquisition, comparing the Critical Period Hypothesis and Sensitive Period Hypothesis.
2. An article on the age effect on acquiring second language prosody is reviewed, finding adults had weaker performance in speech rate, filtered speech rating, and prosodic groupings compared to children and native speakers.
3. Applications for teaching children focus on using pronunciation, vocabulary, stories, songs and games, while applications for teaching adults emphasize generating interest, giving sensible tasks, assisting short-term goals, and providing a supportive language environment.
Critical period hypothesis
The document discusses the critical period hypothesis (CPH) which proposes that there is an ideal window of time for acquiring language skills, especially grammar. The CPH originated in the 1950s and was explored further by Lenneberg in 1967. Studies on brain lateralization and language development in feral children like Victor and Genie provide support. The effects on phonology, syntax and grammar are discussed. Different theorists propose varying ages for the end of the critical period from 5 to 15 years old. Alternative views also exist that link language learning more to mental abilities than age.
Age and acquisition t eaaching practicum
This document discusses several topics related to language acquisition and age:
- The critical period hypothesis suggests that full native language competence is only possible during childhood and adolescence. Older learners rarely achieve a near-native accent.
- The brain is composed of left and right hemispheres that specialize in different functions, though injury can allow compensation. There is variation between individuals and no single "type".
- Language acquisition is influenced by cognitive, emotional, and linguistic factors like intellectual development, identity, empathy, and interference between first and second languages.
Considerations in the L2 learning process (summary H. Brown)
The document discusses various neurological, biological, cognitive, affective, and linguistic considerations in the language learning process. Neurologically, both the left and right hemispheres are actively involved in early second language learning. Biologically, pronunciation abilities depend on early maturation while higher-order skills like semantics develop later. Cognitively, language development is rapid in early life and slower in adulthood. Affectively, factors like inhibitions, attitudes, puberty, language ego, and peer pressure can impact learning. Linguistically, the first language can both facilitate second language acquisition through mechanisms like code-switching and cause interference, and the order of acquiring linguistic rules differs between first and second languages.
Ma tesol e609 approaches to discourse analysis lecture 3
This document provides an overview of a lecture on approaches to discourse analysis. It discusses analyzing the phrase "You know you are Sudanese if..." using various discourse analysis tools and building tasks. Examples from the phrase are analyzed to understand identities, activities, relationships, and social goods/politics conveyed. The lecture also discusses selecting topics for a coursework paper applying discourse analysis to TESOL in Sudan, outlining the paper's structure and providing an assignment to propose a topic.
Social language, conversations and interxtuality
Social language varies based on social context and situation. A text can reference or allude to other texts through intertextuality. Conversations involve interpreting issues from different perspectives and formulating responses based on what is heard or read, with conversations composed of many interactive acts among people in specific times and places.
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Age and acquisition
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.
The critical period hypothesis
The document discusses several factors that influence second language acquisition, including:
1) Neurobiological considerations like hemispheric lateralization and biological timetables suggest pronunciation is more difficult to learn after childhood.
2) Cognitive development stages differ between children and adults, as children learn best through practice and repetition while adults need contextualization and meaningful practice.
3) Affective factors like motivation, self-esteem and anxiety play a role, as children are more flexible while adults have stronger defenses and inhibitions that can impede learning.
4) Linguistic considerations show bilingual children acquire concepts easily and have flexibility, while interference from the first language poses more challenges for adult learners.
Neurological, cognitive, affective and linguistic considerations
The document discusses neurological, cognitive, affective, and linguistic considerations in language learning. Neurologically, the left hemisphere is responsible for intellectual, logical, and analytic functions while the right hemisphere handles emotional and social needs. Cognitively, children can learn a second language without formal operational thought, but there is vague lack of empirical data supporting this. Affectively, younger children are less inhibited and less aware of language errors while adults tend to be more tolerant of linguistic differences. Linguistically, factors like bilingualism, code-switching, interference between the first and second languages, the order of acquisition, and the creative construction process must be considered.
Age
This document discusses theories relating age to second language acquisition. It outlines the brain plasticity hypothesis, language acquisition device/universal grammar theory, and critical period hypothesis. It then compares traits of three age groups - children, adolescents, and adults - in second language learning. Children have advantages in pronunciation ability but disadvantages in mixing first and second languages. Adolescents' cognitive abilities have developed and they imitate well but can be distracted. Adults' brains and thinking are mature but they struggle to lose first language habits. The conclusion is teachers should understand differences and apply appropriate strategies for each age group.
Significance of accent
This document discusses various factors that affect second language acquisition, specifically as it relates to accent. It presents different perspectives on the critical period hypothesis and whether a native accent can only be acquired during a critical period in childhood. Some key points discussed include:
- There is a debate around whether a native accent can be acquired at any time or only early in life.
- Research is divided between those who believe accent acquisition can only occur during a critical period in childhood, and those who reject this view.
- Supporters of the critical period hypothesis argue learners must be exposed to the native accent before age 12 to acquire it, while opponents cite evidence that older learners can attain a native-like accent.
Critical period hypothesis (2)
The document discusses Eric Lenneberg's critical period hypothesis for first language acquisition. Some key points:
- Lenneberg hypothesized that there is a biologically determined critical period, usually ending around puberty, during which language can be acquired more easily through natural exposure/interaction. After this period, full language mastery is difficult.
- Studies on individuals who experienced language deprivation, such as Genie and Isabelle, as well as immigrant language studies, provide supportive evidence that individuals exposed to a language post-puberty have more difficulty achieving native-like proficiency compared to early learners.
- The critical period hypothesis is supported by neurobiological evidence relating to brain lateralization and plasticity, which
Age and Second Language Acquisition
- The document discusses theories around the critical period hypothesis (CPH) which claims that second languages are more easily acquired during childhood before puberty.
- Research on different aspects of second language acquisition like morphology, representation of words, and phonology are reviewed.
- The findings show that while adults are initially faster at syntax and morphology, children ultimately achieve higher proficiency. Representation of words is shared between languages for early bilinguals. Phonology and accent are more strongly linked to age of acquisition. Grammar may be accessible through universal principles at all ages.
Age and the critical period hypothesis
The document discusses key concepts related to the effects of age on second language acquisition, specifically the critical period hypothesis. It notes that while children are often believed to be superior language learners, the relationship between age and learning is complex, with both advantages and disadvantages for early and late starters. The critical period hypothesis proposes an optimal period for language learning ending at puberty, but evidence for this is limited. Research shows that age effects depend greatly on learning opportunities and contexts. Classroom studies show older learners can achieve high proficiency and are often more efficient learners than younger students. There is no single ideal age for second language learning.
Age And Neurological Factors (I Presentation)
The document discusses key topics related to first and second language acquisition, including:
1. The critical period hypothesis which suggests there is an ideal time period for acquiring language abilities most easily.
2. Differences between how children and adults acquire first and second languages, with children able to learn simultaneously through immersion while adults learn sequentially and rely more on rules.
3. Factors that influence second language acquisition success like age of learning, amount of input/practice, and use of language teaching methods focused on meaning and comprehension like TPR and the natural approach.
neurological, cognitive, affective and linguistic considerations
This document discusses neurological, cognitive, affective, and linguistic considerations in second language acquisition. Neurologically, the left hemisphere is important for intellectual functions while the right hemisphere is important for social and emotional needs. Cognitively, children and adults learn languages differently according to Piaget and Ausubel's stages of development. Affectively, factors like self-esteem, inhibition, attitudes, and peer pressure can impact second language learning. Linguistically, bilingualism can occur in a coordinate or compound way, and interference between the first and second languages is greater for adults than children during acquisition.
Age effects on second language acquisition
- The document discusses the critical period hypothesis in first and second language acquisition. It summarizes a study by Newport (1990) that found age effects on morphology attainment in deaf children acquiring American Sign Language as an L1, with those exposed after age 12 showing less complete acquisition.
- It also summarizes a study by Johnson and Newport (1989) that tested for age effects on L2 English grammar attainment in Korean and Chinese learners. The study found a significant negative correlation between age of arrival and test scores, with little difference between native speakers who arrived by age 7 and a decline in scores for those arriving between ages 8-15.
- The studies provide evidence that there are maturational constraints affecting
The influence of age on sla in terms of route
The document discusses the effects of age on second language acquisition in terms of route, rate, and success. It reviews literature showing both younger and older learners can achieve success but in different ways. Younger learners progress more slowly at first but may achieve higher proficiency in the long run, while older learners progress faster initially but rarely reach native-like levels. The critical period hypothesis suggests language acquisition is easier for children, though older learners have cognitive advantages. Teachers should consider learners' ages and provide appropriate instruction and support.
Age and language acquisition
1. Younger learners may learn a second language better in naturalistic contexts due to factors like implicit learning abilities, while older learners tend to perform better in formal instruction due to explicit learning skills.
2. The critical period hypothesis proposes that there is an ideal window for acquiring language naturally, but age effects on second language acquisition involve complex interactions between learner characteristics and the environment.
3. While older learners can still achieve high proficiency, younger learners may be more likely to develop native-like abilities in areas like pronunciation. Teaching methods should consider the different strengths of younger and older learners.
The role of age in sla studies
There are three key points regarding the role of age in second language acquisition from the document:
1. While all agree age is crucial, children can acquire a first language within 4-6 years due to a biological window, but second language acquisition ages vary widely.
2. The critical period hypothesis proposes there is an optimal period for language acquisition before brain plasticity declines around age 9, making language more difficult to acquire. However, evidence for this is mixed.
3. Younger learners eventually surpass older ones in attainment, but adults and older children learn faster initially. The existence of a ceiling on second language competence is debated.
Neurobiological considerations Valeria Caicedo
1. The document discusses neurobiological, cognitive, affective, and linguistic considerations related to second language acquisition.
2. Neurobiologically, the brain undergoes hemispheric lateralization from ages 5 to puberty, allowing for native-like pronunciation in additional languages. After this period, identity is solidified and native-like acquisition is less necessary.
3. Cognitively, abstract thinking develops from ages 11-16, creating a barrier for free language learning. Emotionally, ego and identity become tied to one's first language, making second language acquisition more difficult and self-conscious after puberty.
Age As An Individual Difference In Sla
1. The document discusses the effect of age on second language acquisition based on various studies.
2. Younger learners generally perform better in pronunciation and grammar compared to older learners, though adults may outperform children in short-term learning.
3. The research on whether learners can achieve native-like proficiency is mixed, with some studies finding near-native ability and others not, depending on factors like the age of starting language learning.
Age Differences in Second Language Acquisition
1. The document discusses age differences in second language acquisition, comparing the Critical Period Hypothesis and Sensitive Period Hypothesis.
2. An article on the age effect on acquiring second language prosody is reviewed, finding adults had weaker performance in speech rate, filtered speech rating, and prosodic groupings compared to children and native speakers.
3. Applications for teaching children focus on using pronunciation, vocabulary, stories, songs and games, while applications for teaching adults emphasize generating interest, giving sensible tasks, assisting short-term goals, and providing a supportive language environment.
Critical period hypothesis
The document discusses the critical period hypothesis (CPH) which proposes that there is an ideal window of time for acquiring language skills, especially grammar. The CPH originated in the 1950s and was explored further by Lenneberg in 1967. Studies on brain lateralization and language development in feral children like Victor and Genie provide support. The effects on phonology, syntax and grammar are discussed. Different theorists propose varying ages for the end of the critical period from 5 to 15 years old. Alternative views also exist that link language learning more to mental abilities than age.
Age and acquisition t eaaching practicum
This document discusses several topics related to language acquisition and age:
- The critical period hypothesis suggests that full native language competence is only possible during childhood and adolescence. Older learners rarely achieve a near-native accent.
- The brain is composed of left and right hemispheres that specialize in different functions, though injury can allow compensation. There is variation between individuals and no single "type".
- Language acquisition is influenced by cognitive, emotional, and linguistic factors like intellectual development, identity, empathy, and interference between first and second languages.
Considerations in the L2 learning process (summary H. Brown)
The document discusses various neurological, biological, cognitive, affective, and linguistic considerations in the language learning process. Neurologically, both the left and right hemispheres are actively involved in early second language learning. Biologically, pronunciation abilities depend on early maturation while higher-order skills like semantics develop later. Cognitively, language development is rapid in early life and slower in adulthood. Affectively, factors like inhibitions, attitudes, puberty, language ego, and peer pressure can impact learning. Linguistically, the first language can both facilitate second language acquisition through mechanisms like code-switching and cause interference, and the order of acquiring linguistic rules differs between first and second languages.
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Neurological, cognitive, affective and linguistic considerations
Neurological, cognitive, affective and linguistic considerations
neurological, cognitive, affective and linguistic considerations
neurological, cognitive, affective and linguistic considerations
Considerations in the L2 learning process (summary H. Brown)
Considerations in the L2 learning process (summary H. Brown)
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- Grammar Translation focuses on rules and translation but provides little comprehensible input.
- Audio-lingual Method uses dialogs and drills but focuses more on form than meaning.
- Cognitive Code provides more input than Grammar Translation but still prioritizes form over meaning.
- The Natural Approach aims to maximize comprehensible input through use of the target language and meaningful topics while minimizing error correction.
Approaches to language teaching 1
The document discusses various approaches to language teaching, including grammar translation, audio-lingualism, cognitive-code, the direct method, the natural approach, total physical response, suggestopedia, and applied linguistic research. It examines the principles and characteristics of each approach, how they differ in their views of language learning, and implications for classroom instruction and materials development. The goal is to understand different methods and address problems or gaps to help students better acquire a second language.
Social language, conversation and intertextuality
This document provides an introduction to discourse analysis. It discusses how language allows people to express different social identities depending on context, such as a professor or market seller. Conversation is composed of interactional events between people in specific times and places. Conversations with a capital C refer to public debates in society over issues like abortion or smoking, which people recognize in terms of the positions taken and who typically supports each side. Intertextuality refers to how oral or written texts can directly or indirectly reference other texts. Discourses are ways of interacting through language that allow people to enact different social roles.
Ma tesol e609 approaches to discourse analysis lecture 5
This document discusses discourse analysis tools and approaches. It introduces the "Doing and Not Just Saying Tool" which encourages analyzing what a speaker is trying to do with their language rather than just what they are saying. Several examples of utterances are provided and questions are asked about the purpose or function of each. The document also discusses direct and indirect speech acts, and how grammar can be viewed as a set of tools for building structures and meanings with language rather than just a way to convey concepts. Traditional views of language as a conveyor of ideas are criticized for ignoring context and performative aspects of communication.
Final 13 ways discourse analysis can improve tesol 2011
This document discusses 13 ways that discourse analysis can improve second language writing skills. It outlines techniques for analyzing different levels of text, from individual sentences to overall document structure. These include identifying discourse markers, linkages between sections, recognizing genre conventions, and leveraging information from text features like titles and headings. The goal is to make implicit writing conventions explicit in order to socialize students into academic communities of practice and empower them as confident writers.
Cultural approaches to discourse
This document outlines Cultural Discourse Analysis (CuDA) as a way to investigate cultural communication through ethnographic methods and communication theory. It discusses five modes of inquiry in CuDA: 1) theoretical perspectives, 2) descriptive analysis of communication practices, 3) interpretive analysis of meaning and importance to participants, 4) comparative analysis of similarities and differences across cultures, and 5) critical analysis of advantages and disadvantages. The overall aim is to understand how culture is enacted and reinforced through everyday communication.
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Volaris is the leading ultra-low-cost airline serving Mexico and the US. In the first quarter of 2015, Volaris saw a 36% increase in total operating revenues and a 22% increase in TRASM. Volaris maintained the lowest unit costs in the Americas through disciplined capacity management and cost controls. Non-ticket revenue per passenger increased 53% driven by Volaris' ancillary revenue strategy. Volaris has significant growth opportunities through expanding its route network within Mexico and to more destinations in the US, Central and South America.
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This document discusses language and social inequality. It begins by explaining how a speaker's linguistic choices reveal their social status and background, showing levels of linguistic and social inequality. It then discusses how linguists in the 20th century focused more on linguistic commonalities between languages rather than differences. Finally, it defines social inequality as disparities in access to social goods and services based on factors like class, race and gender. Specific forms of social inequality mentioned include those based on gender, race, caste and age. The relationship between language and social inequality is that some expressions and speakers are valued more highly than others in a way associated with social valuation.
A case study on college english classroom discourse
This document analyzes classroom discourse in college English classes in China. It discusses how classroom discourse is studied through analyzing the amount of teacher talk, the initiation-response-feedback structure of exchanges, and types of teacher questions. The study collected audio recordings and observations from 4 teachers and their classes totaling 200 students. It analyzed the recorded discourse based on amount of teacher talk, discourse structure, and question types. The findings showed the classes were still teacher-oriented, with teachers controlling the subject matter and students in a passive role.
DISCOURSE ANALYSIS FOR LANGUAGE TEACHER
1. The document provides an overview of discourse analysis, which is the study of language use in context. It discusses the historical development of the field and various approaches to analyzing both spoken and written discourse.
2. Key aspects covered include speech acts, discourse structures, models for analyzing classroom conversations and casual talk, cohesion in written texts, interpretation of meaning, and patterns in larger text structures.
3. Discourse analysis examines both form and function in language and how language is used for social purposes. It draws from various related fields and has applications for language teaching.
Intertextuality
This document discusses James Porter's concept of intertextuality and discourse communities. Some key points:
- Intertextuality challenges the idea of the writer as a lone genius and instead sees writing as constrained and situated within various discourses and traditions.
- Writers are influenced by 11 different types of texts and act as "collectors of fragments" when piecing together their own writing.
- Discourse communities are groups bound by common interests that regulate acceptable communication within the group. Writers belong to multiple discourse communities that further influence their work.
- No text is truly original or the product of a single author, as all writing borrows and builds on previous texts through intertextual references and traditions.
Discourse analysis for language teacher.
Discourse analysis is concerned with studying language in use and the relationship between language and context. It examines both written texts and spoken language. Several influential approaches developed in the 1960s and 1970s from fields including linguistics, psychology, and sociology. Discourse analysis considers how grammatical form relates to communicative function. It also examines speech acts, the structure of conversations and written texts, and how language is used as social activity.
CONTRIBUTION OF DISCOURSE ANALYSIS TO LANGUAGE TEACHING
Discourse analysis and pragmatics paved away for emergence of such a change. It has become clear that the learners should experience form with function to provide accuracy and fluency in target language.
Study form and function shouldn’t be kept apart
Form and function are two different dimension in language and there may interpretation of the same form
To avoid pragmatic difficulties in language teaching, discourse of language has to be studied carefully by the teachers and students
Ppt discourse analysis
The document discusses the interface between discourse analysis and language teaching. It argues that discourse analysis provides the basis for creating learning contexts and teaching language areas and skills. A discourse-oriented curriculum focuses on context, text types, and communicative goals to provide teachers with proper grounding in discourse analysis and training in pedagogical discourse and cross-cultural communication.
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The document provides an overview of the field of linguistics, covering several subfields and concepts. It discusses linguistics as the study of language as a cultural phenomenon and tool for social interaction. Key areas covered include phonetics, phonology, morphology, syntax, semantics, pragmatics, historical linguistics, sociolinguistics, generative grammar, and systemic functional linguistics. Major theorists in these areas discussed include Noam Chomsky, M.A.K. Halliday, and J.R. Firth.
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Ma tesol e609 approaches to discourse analysis lecture 3
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Ma tesol e609 approaches to discourse analysis lecture 6
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Ma tesol e609 approaches to discourse analysis lecture 2
Ma tesol e609 approaches to discourse analysis lecture 5
Ma tesol e609 approaches to discourse analysis lecture 5
Final 13 ways discourse analysis can improve tesol 2011
Final 13 ways discourse analysis can improve tesol 2011
A case study on college english classroom discourse
A case study on college english classroom discourse
CONTRIBUTION OF DISCOURSE ANALYSIS TO LANGUAGE TEACHING
CONTRIBUTION OF DISCOURSE ANALYSIS TO LANGUAGE TEACHING
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Aspects of consideration in second language acquisition
The document discusses four key aspects of consideration in second language acquisition: neurobiological, cognitive, affective, and linguistic. The neurobiological section describes how the left and right hemispheres of the brain process language differently. The cognitive section outlines Piaget's stages of cognitive development and how the transition from concrete to formal operations is critical for language learning. The affective section notes how emotions influence language acquisition. The linguistic section examines differences in how children and adults acquire a second language in terms of bilingualism, interference between languages, and other factors of acquisition.
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This document discusses factors related to age and second language acquisition. It addresses questions around whether there is an age effect in SLA and how it can be explained. Younger learners may have an advantage in ultimate attainment, especially for pronunciation, while older learners initially learn faster due to cognitive abilities. Two broad explanations are a critical period for language learning and the influence of psychological and social factors. Evidence is discussed relating to neurological development, cognitive development, social influences, and linguistic differences between first and second language acquisition, and how these may impact the age effect in SLA.
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Learning a second language involves learning a new culture and way of thinking. Children begin learning language from birth through making noises and cries. By ages 3-4, they have mastered the essential communication skills of their first language. The process of acquiring a first language is natural and not linked to intelligence, and occurs in stages from prelinguistic sounds to two-word phrases to grammar development aided by adults. Second language acquisition theories include behaviorist views of imitation, cognitive views of rule deduction, and the critical period hypothesis that language learning is best before puberty due to brain development.
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This document discusses factors that influence first and second language acquisition. It identifies biological, psychological, socio-cultural, and linguistic factors. Biological factors include the critical period hypothesis, which proposes there is an optimal time period for acquiring language skills, as well as neurobiological considerations like brain lateralization. Psychological factors encompass cognitive processes like different stages of cognitive development, and affective factors such as attitudes and identity. Socio-cultural factors refer to the role of culture and acculturation. Linguistic factors analyze how aspects of language itself, such as differences between the first and second languages, influence acquisition.
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The document discusses second language acquisition and factors that affect it. It defines second language learning as learning additional languages after one's first language. Key factors that influence second language learning include age, personality, motivation, experiences, cognition, native language, curriculum, culture, and status. While children may have an advantage in pronunciation, adults have cognitive maturity and experience with language systems that can help them learn grammatical rules more easily. The optimal age is considered to be early adolescence from 11-13 years old when motivation is high. The document also defines and discusses Krashen's affective filter hypothesis, which proposes that affective variables like anxiety and stress can prevent language input from being acquired, whereas a low affective filter facilitates learning
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The document discusses second language learning. It defines second language acquisition as the process of learning a language in addition to one's first language. Factors that can affect second language learning include age, personality, motivation, experiences, cognition, native language, curriculum, culture, and status. While early learning may aid pronunciation and imitation abilities, adults have cognitive maturity and experience with language systems that can benefit learning. The optimal age is considered to be early adolescence. The affective filter hypothesis proposes that affective variables like anxiety can prevent comprehensible input from reaching the language acquisition areas of the mind. A lower affective filter facilitates learning while a higher one impedes it.
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This document discusses several theories of second language acquisition:
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4. The input hypothesis which posits that acquisition depends on comprehensible input containing structures beyond one's level and a weak affective filter.
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The document discusses first, second, and additional language acquisition. It explains that a first language is the primary language acquired from birth, whereas second language acquisition involves learning additional languages after the first. Key aspects of first language acquisition include its rapid nature during early childhood and the various theories about its mechanisms. Second and additional language learning can be impacted by factors like age of acquisition, motivation, instructional environment, and influence from previously learned languages.
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4.5 First and Second Language Learning Compared With simultaneous bilinguals, both languages are acquired in the same way. There are, as we have seen, cognitive differences that exist in bilingual children because of bilingualism, but the processes they use in acquiring their two languages are the same—the same as each other and the same as those used by monolinguals. In succes- sive bilinguals, however, there may be differences, and most of these are associated with the age of the learner. The age of the learner is highly relevant for the following reasons:
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CHAPTER 4Section 4.5 First and Second Language Learning Compared
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This document discusses the differences between acquiring a first and second language from neurological, psychomotor, cognitive, affective, and linguistic perspectives. Some key points include:
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- Cognitively, children are in concrete thinking stages until around age 7-16, benefiting their second language acquisition without formal thought.
- Affectively, children have less developed egos and are less inhibited than teenagers and adults, whose egos are threatened by language mistakes.
- Linguistically, simultaneous bilingual children may develop a single concept system for both languages, while sequential bilinguals learn the
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2) Studies have found mixed results on how age impacts various aspects of second language acquisition, such as processes, rate of learning, and achievement levels. Younger learners generally perform better in naturalistic settings while older learners do better in formal classroom settings.
3) The strongest evidence suggests that learners who begin acquiring a second language at a young age ultimately achieve higher
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This document contains a student's exam responses for a course on second language acquisition. The student provides answers to multiple choice and short answer questions about topics relating to second language acquisition, including motivations for learning a second language, the initial state of first and second language development, necessary conditions for language learning, how language is systematic, symbolic and social, error analysis theory, Krashen's monitor model, the relationship between language and the brain, the effects of multilingualism, and models of the second language learning process including the role of input and interaction.
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The document discusses the relationship between first (L1) and second (L2) language acquisition. It notes that while L1 is acquired naturally, L2 is learned in a classroom setting. There are also differences in age of acquisition and potential interference from L1. However, the stages of L2 learning are generally similar to L1, and neither is acquired with perfect grammar from the beginning. The factors that influence L2 success and failure are also examined.
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The document discusses key differences between acquiring a first language (L1) and acquiring a second language (L2). It notes that L1 acquisition is a natural and unconscious process that occurs as children learn to communicate, while L2 learning involves more conscious learning through formal instruction. Age is also a major factor, as children's brains are most plastic and able to acquire language naturally before puberty, whereas adults associate the L2 with their L1. Motivation and anxiety can also influence L2 acquisition.
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Young children are increasingly required to start learning foreign languages like English at younger ages. While this is popular with politicians, parents, and publishers, research shows older learners consistently perform better. Younger learners make slower progress and cover half as much material in the same time period as older learners. However, starting foreign language learning young may provide intrinsic benefits by opening children's minds and potentially leading to long term benefits for individuals and society. Whether starting young is truly beneficial depends on how instruction is implemented and what happens after the early stages.
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The document discusses several topics related to second language acquisition, including:
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For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
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THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
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Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Age and acquisition
- 1. 13/05/2015 LICENCIATURA EN LINGÜÍSTICA APLICADA AL IDIOMA INGLÉS
- 2. AGE AND ACQUISITION MORE RELEVANT ASPECTS CRITICAL PERIOD HYPHOTESIS: This period indicates that there is a critical period for language acquisition and that in the life of the people if there is a biologically determined period when language can be acquired more easily, very apart which time language is difficult to acquire. Initially this period was considered only to first language. After Pathological studies about children who failed to acquire the 1st language demonstrated that the age isn´t relevant fact to acquire a language if the correct environmental stimuli were not present at the crucial stage. In account to the acquisition of the 2nd language, the critic period according to the some researchers, occurs around puberty, assuming as real that by the age of 12 or 13 years, people are successful to acquire a second language, which must be discussed in undertand what means the term successful to assume as true this assumption. 13/05/2015 L I C E N C I A T U R A E N L I N G Ü Í S T I C A A P L I C A D A A L I D I O M A I N G L É S
- 3. AGE AND ACQUISITION MORE RELEVANT ASPECTS COGNITIVE CONSIDERATION: Human cognitive develops rapidly through the first sixteen years of life and less rapidly there after. Some cognitive changes are critical; others are more gradual and difficult to detect. A critical stage for a consieration of the effects of age on second language acquistion appears to occur, in Piaget´s outline, at puberty (age eleven in his model). A person becomes capable of abstraction, of formal thinking which trascends concrete experience and direct perception Cognitively, a strong argument can be made for a critical period of language acquisition and the concrete formal stage transition. AFFECTIVE CONSIDERATION: Human beings are emotional creatures. At the heart of all thought and action is emotion. As intelletual, as we would like to think we are inlfuenced by our emotions, it is only logical, then, to look at the affective (emotional) domain for some of the most significant answers to the problems of contrasting the differences between first and second language acquisition. LINGUISTIC CONSIDERATION: We have go for looked at learners themselves and considered a number of different issues in age and acquisition Now we turn to some issues that center on the subject matter itself: language. What are some of the linguistic considerations in age related questions about SLA? A growing number of research studies are now available to shed somelight on the linguistic processes of second language learning and how those processes differ between children and adults. 13/05/2015 L I C E N C I A T U R A E N L I N G Ü Í S T I C A A P L I C A D A A L I D I O M A I N G L É S
- 4. AGE AND ACQUISITION MORE RELEVANT ASPECTS HEMISPHERIC LATERALIZATION: It refers to certain functions are assigned, or lateralized in the human brain, which is dividedn into two hemispheres left and right. Each hemisphere controls its own unique set of activities or tasks. The right side of the brain tends to be more dominant in creative activities while the left side tends to be more dominant in logical or analytical activities. Language functions may be controlled in the left hemisphere, however there is a great conflict of evidence. For example, patients who have had left hemispherectomies have got evidence of comprehension and production abut a great amount of language. A researcher called Eric Lenneberg indicates that lateralization is a slow process that begins around the two years and is completed around puberty. In this time, the child is neurologically assigning functions little by little of a side of the brain or the other. 13/05/2015 L I C E N C I A T U R A E N L I N G Ü Í S T I C A A P L I C A D A A L I D I O M A I N G L É S
- 5. AGE AND ACQUISITION MORE RELEVANT ASPECTS INTERFERENCE BETWEEN FIRST AND SECOND LANGUAGE: A research focused in both children and adults, the effects of interference in the acquisition of the first and second language. This confirmed that the linguistic and cognitive processes of language learning in young children are in general similar to first language process. Adults second language linguistic processes are more vulnerable to the effect of the first language on the second, especially the farther apart two events are. Whether adults learn a foreign language in a classroom or out in the «arena», they approach the second language either focally or peripherally systematically. Adults are more cognitively secure appear to operate from the solid foundation of the first language and thus manfiest more interference. Adults and children alike appear to have the capacity to acquire a second language at any age. 13/05/2015 L I C E N C I A T U R A E N L I N G Ü Í S T I C A A P L I C A D A A L I D I O M A I N G L É S
- 6. AGE AND ACQUISITION MORE RELEVANT ASPECTS LANGUAGE AND THOUGHT: The first and second language acquisition is the precise relationship between language and thought. The language helps to shape thingking, and thinking helps to shape language. The second language learner is clearly presented with a big task in sorting out new meanings from old, making differences between thoughts and concepts in one language that are similar, but not such parallel to the second language, maybe acquiring a whole new system of conceptualization. 13/05/2015 L I C E N C I A T U R A E N L I N G Ü Í S T I C A A P L I C A D A A L I D I O M A I N G L É S
- 7. AGE AND ACQUISITION MORE RELEVANT ASPECTS 13/05/2015 L I C E N C I A T U R A E N L I N G Ü Í S T I C A A P L I C A D A A L I D I O M A I N G L É S