In the field of Second Language Acquisition (SLA), researchers often get confronted with a controversial issue: Are children better second language learners than adults? Do they always outperform older learners?
After a general introduction into the field of SLA, this term paper focuses on the relevance of age in second language learning. Theories of critical and sensitive periods during the learning process will be examined in order to emphasize that age has an important impact on effective SLA. Afterwards, specific differences in child and adult SLA will be taken into consideration; how do children acquire a second language and how is it different from the acquisition of an old- er person? By answering these questions differentiated it might be possible to come to a conclusion whether children or adults are better second language learners.
Table of Contents
1. Introduction
2. A definition of Second Language Acquisition (SLA)
3. The role of age in SLA
3.1 Critical and sensitive periods in the learning process
3.2 The relevance of age in SLA
4. Differences in child and adult SLA
5. Conclusion
Research Objectives and Key Topics
This paper investigates the influence of age on the acquisition of a second language, seeking to determine whether children possess a natural advantage over adults in language learning contexts. It examines theoretical frameworks such as the Critical Period Hypothesis and analyzes the interplay between physiological factors, motivation, and environmental influences to evaluate if age acts as a primary determinant for linguistic proficiency.
- The role of the Critical Period Hypothesis in second language acquisition.
- Cognitive and physiological differences between child and adult learners.
- The impact of extrinsic versus intrinsic motivation on language learning.
- Differences in the acquisition of morphosyntactic versus phonological competence.
- Practical implications for age-appropriate language instruction.
Excerpt from the Book
3.1 Critical and sensitive periods in the learning process
In the context of language development with a particular focus on the age factor it is important to ask whether there is a “critical period“ for effective SLA. Pawlak (2012) explains that “for biologists a critical period is a limited phase in the development of an organism during which a particular capacity must be established if it is to be established at all“ (p. 98). With regard to SLA this explanation means that language development must be established until the “critical period“ in order to be a successful language user later on. Thus, if it does not get established until this period it will not be established at all.
The notion of a “critical period“ has become a major issue in SLA research; Pawlak (2012) says that “attempts to apply the critical period notion to language development along these kinds of lines have been collectively labelled the critical period hypothesis (henceforth CPH)“ (p. 98). The CPH states that “there is a specific period of time early in life when the brain exhibits a special propensity to attend to certain experiences in the environment (for example, language) and learn from them“ (Ortega 2009, p. 13). Evidence for this hypothesis is very strong because there are cases of deaf babies who were raised by parents with the ability to hear. Studies showed that babies who do not experience spoken or sign input “usually exhibit incomplete acquisition of their late-learned first language“ (Ortega 2009, p. 14).
Summary of Chapters
1. Introduction: This chapter introduces the controversy surrounding age in second language acquisition and outlines the paper's focus on understanding how age-related developmental stages influence learning success.
2. A definition of Second Language Acquisition (SLA): This section defines the core concepts of SLA, distinguishes between naturalistic and instructed learning, and introduces the importance of the "Acculturation Model" for L2 success.
3. The role of age in SLA: This chapter provides a detailed examination of the Critical Period Hypothesis and analyzes empirical evidence regarding age of arrival and language proficiency, highlighting why age remains a critical factor.
4. Differences in child and adult SLA: This section discusses the Fundamental Difference Hypothesis and compares the learning mechanisms, brain plasticity, and motivation levels of children versus adults.
5. Conclusion: The concluding chapter summarizes the main findings, suggesting that while adults have initial cognitive advantages, children are more successful in the long run, and provides implications for language teachers.
Keywords
Second Language Acquisition, SLA, Critical Period Hypothesis, CPH, Age Factor, Brain Plasticity, Language Proficiency, Morphology, Syntax, Phonology, Motivation, Acculturation Model, Naturalistic Learning, Instructed Learning, Bilingualism.
Frequently Asked Questions
What is the primary focus of this paper?
The paper examines the role of age in second language acquisition and addresses the controversial question of whether children learn second languages more easily and effectively than adults.
What are the central themes discussed in the work?
The central themes include the Critical Period Hypothesis, brain plasticity, differences between child and adult learning mechanisms, the impact of motivation, and the distinction between phonological and morphosyntactic competence.
What is the core research question?
The research explores whether "young is better" in language learning and investigates the existence of an optimal age for second language acquisition.
Which scientific methods are analyzed?
The author reviews existing literature and seminal studies, such as the work of Johnson and Newport regarding age of arrival, and Fathman’s studies on morphological and syntactical acquisition in different age groups.
What does the main body of the text cover?
It covers the definition of SLA, the theoretical concept of critical periods in development, the influence of age on language outcomes, and the specific functional differences between how children and adults process language.
Which keywords best characterize this research?
Keywords such as SLA, Critical Period Hypothesis, brain plasticity, language proficiency, and child versus adult learning best represent the core subject matter.
What is the "Fundamental Difference Hypothesis"?
It is a hypothesis proposed by Robert Bley-Vroman, which posits that children possess an innate ability to intuit grammar, whereas adults have lost this ability and must rely on problem-solving and conscious attention for language learning.
What are the pedagogical implications for teachers?
The author concludes that teachers should adapt their strategies: younger learners benefit more from pronunciation and sound-based practice, while older learners may profit more from analytical, syntactical, and grammatical exercises.
- Quote paper
- Kevin Salzmann (Author), 2014, Do children learn second languages easier than adults? A comparative analysis of child and adult second language acquisition, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/274430
