Age And Neurological Factors (I Presentation)
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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.
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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.
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.
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.
The Age Factor in Second Language Acquisition
This document discusses factors that influence language learning, with a focus on age as a factor in second language acquisition. It outlines the critical period hypothesis which suggests there is an optimal time period for acquiring language. While research has found both supporting and contradictory evidence, most agree learners who begin acquiring a second language before puberty can develop near-native competence, while those starting post-puberty are less likely to reach that level. The document also discusses theories around brain plasticity, benefits of early learning, and debates around whether there are ceilings on second language attainment.
second language acquisition
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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.
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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
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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.
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This document discusses factors that influence language learning, with a focus on age as a factor in second language acquisition. It outlines the critical period hypothesis which suggests there is an optimal time period for acquiring language. While research has found both supporting and contradictory evidence, most agree learners who begin acquiring a second language before puberty can develop near-native competence, while those starting post-puberty are less likely to reach that level. The document also discusses theories around brain plasticity, benefits of early learning, and debates around whether there are ceilings on second language attainment.
second language acquisition
The document presents an overview of theories of second language acquisition (SLA). It discusses domains to consider in an SLA theory, including that SLA involves cognitive variations and is intertwined with culture learning. Several SLA theories are then summarized, including Krashen's Input Hypothesis with its sub-hypotheses, cognitive models focusing on attention and implicit/explicit knowledge, and Long's Interaction Hypothesis emphasizing the role of modified interaction between learners and native speakers. The theories represent innatist, cognitive, and social constructivist perspectives on SLA.
Language Transfer.pptx
This document discusses language transfer, which is when speakers apply knowledge from their native language to a second language. It can affect grammar, vocabulary, spelling, and other language aspects. Transfer can be positive if the languages share structures, leading to correct usage, or negative if structures differ, causing errors. The degree of difference between languages impacts how much interference occurs. Transfer is an inevitable part of second language learning as learners rely on their native language rules. Factors like the languages involved, the learning stage, and individual learner differences influence the nature and amount of transfer.
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.
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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
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1) It introduces the class and syllabus, discussing what second language acquisition refers to and the basic questions researchers seek to answer about the process.
2) It defines key terms like first language, second language, and discusses diversity in how languages are learned through informal exposure, immersion, or formal instruction.
3) It outlines some class activities that ask students to reflect on their own language learning experiences and abilities.
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The age factor in second language acquisition
Second language acquisition (SLA) is known to be a very important issue in the field of linguistics. It can take place in a natural setting or through formal instruction, and, although the degree of proficiency that can be attained is related to several factors, it may begin at childhood or at the adult age, ending with different results if starting in the former or the latter.
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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.
6 individual learner differences in sla reseach
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
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.
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Children can acquire a second language from an early age through exposure in their environment. While some think young children pick up a second language easily, it is actually a complex process that takes many years. Children who learn two languages simultaneously follow the same developmental pattern as monolingual children, and being bilingual does not cause any delays or negative effects. Children who learn a second language after age 3 follow a different progression, as they already have the basics of their first language. Code switching and language mixing are normal parts of second language acquisition as children's vocabularies develop. The goal is improving communication, not enforcing strict language rules.
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The document discusses the critical period hypothesis (CPH), which proposes that there is an ideal time period for acquiring language exposure. Several studies are summarized that provide evidence for and against CPH. The author's view is that while some studies support CPH, there are too many variables in second language acquisition to say definitively that a critical period exists, and adults can attain native-like proficiency with sufficient exposure and motivation.
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Children are generally better than adults at learning a second language in natural situations due to three key psychological factors: memory ability, motor skills, and an ability to learn through induction. However, adults are better than children at learning a second language in a classroom setting due to their greater ability to learn through explicit instruction and their cognitive maturity which helps them function better in a formal learning environment. The best conditions for second language learning are in an environment where both natural situations outside the classroom and formal classroom learning can be utilized, such as learning English in an English-speaking community/country.
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1) It introduces the class and syllabus, discussing what second language acquisition refers to and the basic questions researchers seek to answer about the process.
2) It defines key terms like first language, second language, and discusses diversity in how languages are learned through informal exposure, immersion, or formal instruction.
3) It outlines some class activities that ask students to reflect on their own language learning experiences and abilities.
Stages of Learner Language Development
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Major distinctions:
Difference between first and second language
Difference between acquisition and learning
Difference between explicit and implicit learning
Difference between second and foreign language
Spolsky's Model of Language Learning
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The document defines inter-language as the language system produced by second and foreign language learners who are in the process of learning a new language. Inter-language develops based on rules from the learner's first language and the target language, and may not reflect features of either. The inter-language system changes over time as rules are altered, deleted, or added. Learners progress through stages from early approximations of the target language to later intermediate and final stages. Fossilization occurs when errors become impossible to correct despite ability and motivation.
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Second language acquisition (SLA) is known to be a very important issue in the field of linguistics. It can take place in a natural setting or through formal instruction, and, although the degree of proficiency that can be attained is related to several factors, it may begin at childhood or at the adult age, ending with different results if starting in the former or the latter.
Community language learning [ CLL ]
Community Language Learning (CLL) is a method for teaching language that uses the students' native language. The teacher acts as a counselor who translates between the native language and the target language. This creates a supportive relationship where students can express themselves freely in their native language at first. Over time, students build independence speaking in the target language through activities like translation, tape recording, reflection, and group work. CLL aims to reduce students' anxiety and help lower-level learners improve their speaking skills.
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.
6 individual learner differences in sla reseach
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
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http://takelessons.com/blog/tips-and-tricks-to-learn-a-new-language
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This document discusses theories of first and second language acquisition. It begins by distinguishing between acquisition, which is subconscious, and learning, which is conscious knowledge of rules. It then covers three theories of first language acquisition: behaviorism, nativism, and functionalism. Issues in first language acquisition discussed include competence vs performance, comprehension vs production, nature vs nurture, universals, and the role of input, imitation, practice, and discourse. The document concludes by outlining Krashen's five hypotheses of second language acquisition, including the acquisition-learning distinction and the role of comprehensible input.
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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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While first and second language acquisition processes share some similarities, there are important differences in how children learn their first language compared to how adults learn a second language. Children acquire language naturally by listening extensively to caregivers from a young age, while second language learners have more limited exposure and must rely on classroom instruction. The document outlines various stages of acquisition for both first and second languages and discusses implications for language teachers, such as providing comprehensible input, modeling, and avoiding early correction of errors.
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1) The document summarizes key findings from research on first and second language acquisition, noting that children learn language creatively by interacting with their environment rather than just imitating.
2) Grammatical structures like plurals and verb forms are acquired sequentially as the child's cognitive abilities mature, and metalinguistic skills emerge in pre-school which allow for wordplay.
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1. Both first and second language learners pass through similar initial stages of language acquisition like a silent period and formulaic speech. They also acquire grammatical structures in a predictable order, with some structures being acquired earlier than others.
2. However, there are also important differences. First language learners rely solely on universal grammar, while second language learners' first language provides a basis for learning. Younger learners spend more time listening before speaking, while older learners can use metacognitive skills.
3. Factors like age, opportunity to practice with native speakers, and differences in universal grammar access can impact whether second language learners attain native-like proficiency, unlike first language learners.
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The document discusses several key differences between how a first language is acquired compared to a second language. It notes that a child acquires their first language through natural exposure and practice from birth, while second language acquisition for adults involves a formal classroom setting. Additionally, a child's brain is still developing during first language acquisition, making it easier for them to pick up language skills naturally, whereas an adult's brain is already lateralized and less plastic. Pronunciation and accents are also generally more difficult for adult second language learners to acquire compared to children due to already developed speech patterns in their first language.
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2. The natural order hypothesis claims that certain grammatical structures are acquired earlier than others in a predictable pattern.
3. The monitor hypothesis describes editing abilities that allow conscious learning but not natural acquisition.
4. The input hypothesis states that comprehensible input is necessary for acquisition but not sufficient on its own.
5. The affective filter hypothesis proposes that low anxiety and defensiveness allow input to be acquired more easily.
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The document examines how the first language can influence second language acquisition, such as relying on reliable word order patterns from the first language. Contrastive
Language Acquisition
- Children acquire language through a creative process, not through direct instruction, and are born with an innate language faculty that enables them to learn grammar from linguistic input.
- Children progress through stages in language acquisition from babbling to one-word utterances to putting words together in sentences according to the grammatical rules of their language.
- Theories of language acquisition include the idea that children extract rules through analogy, imitation, and reinforcement from their environment or that they are guided by an innate universal grammar.
Language Acquisition
- Children acquire language through a creative process, not through direct instruction, and are born with an innate language faculty that enables them to learn grammar from linguistic input.
- Children progress through stages in language acquisition from babbling to one-word utterances to putting words together in sentences according to the grammatical rules of their language.
- Theories of language acquisition include the idea that children extract rules through analogy, imitation, and reinforcement from their environment or that they are guided by an innate universal grammar.
Chomsky's theories of-language-acquisition1-1225480010904742-8
The document discusses four main theories of language acquisition: imitation/behaviorism, innateness/nativism, cognition, and motherese/input. The key points covered include:
- Imitation theory views language learning as a process of reinforcement through stimulus-response and feedback.
- Nativism/innateness theory posits that children are born with an innate language acquisition device that allows them to deduce grammar from primary linguistic data.
- Universal Grammar proposes principles and parameters that are common across languages.
- Theories have both similarities and limitations in fully explaining the complex process of language acquisition.
Comparing and contrasting first and second language acquisition
This document discusses comparing and contrasting first and second language acquisition. It begins by outlining types of comparisons that can be made, including comparing first and second language acquisition in children, second language acquisition in children and adults, and first language acquisition in children and second language acquisition in adults. The document then discusses considerations for these comparisons, including the critical period hypothesis, neurological considerations, psychomotor considerations, cognitive considerations, and affective considerations. It aims to analyze differences and draw insights from systematic study of first language learning to help understand challenges with second language learning.
Psychology of SLA.
The document provides an overview of psycholinguistics, which is an interdisciplinary field that brings together linguistics and psychology to understand how humans acquire, process, and use language. It discusses several topics within psycholinguistics including language acquisition, comprehension, production, the relationship between language and the brain, aphasia, individual differences that influence language learning, information processing approaches, theories of connectionism, complexity theory, processability theory, age differences in second language acquisition, the critical period hypothesis, the role of motivation and sex in language learning, and aptitude for language learning.
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Age And Neurological Factors (I Presentation)
- 1. By: Lorena Palomares and Jorge Isaac
- 4. “ Biologically determined period of life when language can be acquired more easily and beyond which time language is increasingly difficult to acquire.”
- 5. Lenneberg (1967) proposed the Critical Period Hypothesis The notion derives from biological evidence which was proposed by Lorenz (1958), using example of the new born goslings. Lennerberg based on neurophysiological evidence with studies of aphasia children Before age 2 the brain has not developed enough, and after puberty it is has developed too much, with the loss of “plasticity” and the completion of “lateralization” of the language function. “ Adults are capable of learning to communicate a foreign language” “ Foreign accent can’t be easily to overcome” “ Foreign accent emerge at the age of 11-14”
- 6. - When exactly is the Critical Period for a Second Language Learning, or does it really exist? How long does the Critical Period last? Does a Critical Period exist for first language acquisition?
- 7. How might neurological development affect Second language success? Does the maturation of the brain at some stage show the failure of language acquisition ability?
- 8. As the brain matures, certain functions are assigned to either the left or right hemisphere
- 10. believed that the development of lateralization may be complete around age 5 http://www.youtube.com/watch?v=TSu9HGnlMV0&feature=related
- 11. For mulate and unde rstand the mean ing of the word s and senten ces Interprests the emotion co gnotation of those words .
- 12. Such studies seem to suggest that second language learners, particularly adult learners, might benefit from more encouragement of right-brain activity in the classroom context.
- 14. TEACHERS TEACHERS RIGHT BRAIN Visula spacial orientations. Hand-on actvities Art-manipulations Visual, music Howard Gardne’s multiple intelligences. Group projects Active and noisy classrooms RIGHT BRAIN Using lectures and lectures Give problems to resolve Research/writing Read independetly Quiet classroom Perfeccionist (afraid to fail)
- 16. Production of language, or language outputs The processing of words that we hear being spoken, or language inputs
- 17. Children who acquired a second language after the age of 5 may have a physical advantage in that phonemic control of second language is physically possible yet that mysterious plasticity is still present.
- 19. The acquisition of the communicative and functional purposes of language is, in most circumstances, far more important than a perfect native accent. http://www.metacafe.com/watch/105659/french_learning_english/
- 20. We among all animals possess the gift of tongues b ecause we have a time to speak .
- 31. The Natural Approach was aimed t the goal of basic interpersonal communication skills that is everyday language situations. The initial task of the teacher was to provide comprehensible input. The students did not need to say anything during the silent period until they feel to be ready to do so. The teacher was the source to the learners and the creator of the input and the creator of interesting and stimulating variety of classroom activities commands, games, and small- group work
- 32. References: Brown, D. H. (2000). Principles of language learning & teaching. (4th ed.). New York: Longman. (pp. 49-58) Lightbown, P.M. & Spada, N. (1993). How Languages are Learned. Oxford University Press. (p. 11) http :// www.literature.freeservers.com / image_polat / ccfsla.html#PSC http://thebrain.mcgill.ca/flash/d/d_10/d_10_cr/d_10_cr_lan/d_10_cr_lan.html#1