One of the central questions that SLA has tried to answer is why learners of a non-native language (L2) evince such a high degree of interindividual variation in their final attainment relative to the L2 components and skills they have acquired. In order to offer a satisfactory response to this key issue, SLA researchers have posited the existence of a set of individual factors of a very different nature, such as aptitude, motivation, attitude, personality, and intelligence, among others, that might explain such variation. However, one of the most obvious potential explanations for the lack of success of L2 learners compared to L1 learners is that the acquisition of a foreign language begins at a later age than that of the mother tongue does. Thus, it has been prevalently assumed that age itself is a predictor of second language proficiency.
This paper focuses on research which has been carried out on maturational constraints for SLA and hereby tries to find answers to various questions concerning age as a factor in SLA.
Inhaltsverzeichnis (Table of Contents)
- 1. Introduction
- 2. The Age Factor in Second Language Acquisition
- 2.1 The Critical Period Hypothesis
- 2.2 Evidence for and against the Critical Period Hypothesis in Second Language Acquisition
- 2.2.1 The 'Younger = Better' Position
- 2.2.2 The 'Older = Better' Position
- 2.2.3 The 'Younger = Better in Some Respects' Position
- 2.2.4 The 'Younger = Better in the Long Run' Position
- 3. Explanations for Age-Related Differences in Second Language Acquisition
- 4. Conclusion
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper investigates the impact of age on second language acquisition (SLA), specifically examining the validity of the Critical Period Hypothesis (CPH). It aims to analyze existing research on age-related differences in SLA proficiency, exploring various perspectives on the optimal age for language learning. The paper also seeks to determine whether current educational practices regarding the age of L2 instruction align with the findings of SLA research.
- The Critical Period Hypothesis and its implications for SLA
- Contrasting viewpoints on the relationship between age and L2 proficiency ("younger=better," "older=better," etc.)
- Empirical evidence supporting and challenging the different positions on age and SLA
- Explanations for age-related differences in SLA
- The relevance of age-related SLA research for language teaching practices
Zusammenfassung der Kapitel (Chapter Summaries)
1. Introduction: This introductory chapter establishes the central question of the paper: Does age significantly impact the success of second language acquisition? It highlights the considerable inter-individual variation in L2 attainment and introduces the age factor as a key potential explanation. The chapter contrasts the generally effortless mastery of a first language with the often less successful outcomes in second language learning, setting the stage for an examination of the critical period hypothesis and its various interpretations within the field of SLA.
2. The Age Factor in Second Language Acquisition: This chapter delves into the complexities of the age factor in SLA, presenting four main positions held by researchers: "younger=better," "older=better," "younger=better in some respects," and "younger=better in the long run." It acknowledges the wide range of studies supporting each position, emphasizing the significant disagreement within the field regarding both the facts and their interpretations. This chapter lays the groundwork for a detailed examination of each perspective.
2.1 The Critical Period Hypothesis: This section focuses on the critical period hypothesis (CPH), tracing its origins to Lenneberg's work. It explains the CPH's core tenets, which posit a biologically determined period of heightened language acquisition capacity in early childhood, before puberty. The biological basis of the hypothesis, linked to brain plasticity and lateralization, is discussed. The section sets the stage for the discussion of evidence supporting and refuting this pivotal idea within SLA research.
3. Explanations for Age-Related Differences in Second Language Acquisition: This chapter (although not fully detailed in the provided text) would likely explore the various cognitive, linguistic, and social factors that might contribute to age-related differences in SLA. This could involve examining differences in learning strategies, cognitive development, and opportunities for language exposure across different age groups. The chapter would connect these explanations to the different positions outlined in the previous section, providing a deeper understanding of why different age groups may exhibit varying levels of success in second language acquisition.
Schlüsselwörter (Keywords)
Second Language Acquisition (SLA), Age Factor, Critical Period Hypothesis (CPH), Age of Onset, Language Proficiency, Brain Plasticity, Interindividual Variation, Language Learning, Maturational Constraints, L1 Acquisition, L2 Attainment.
Frequently Asked Questions: A Comprehensive Language Preview
What is this document about?
This document provides a comprehensive preview of a paper investigating the impact of age on second language acquisition (SLA). It focuses on the validity of the Critical Period Hypothesis (CPH) and analyzes existing research on age-related differences in SLA proficiency. The preview includes a table of contents, objectives and key themes, chapter summaries, and keywords.
What are the key themes explored in the paper?
The key themes include the Critical Period Hypothesis (CPH) and its implications for SLA; contrasting viewpoints on the relationship between age and L2 proficiency (e.g., "younger=better," "older=better"); empirical evidence supporting and challenging different positions on age and SLA; explanations for age-related differences in SLA; and the relevance of age-related SLA research for language teaching practices.
What is the Critical Period Hypothesis (CPH)?
The CPH posits that there's a biologically determined period in early childhood, before puberty, during which language acquisition is significantly easier. This is linked to brain plasticity and lateralization. The paper examines evidence both supporting and refuting this hypothesis.
What are the different perspectives on the relationship between age and L2 proficiency?
The paper explores four main positions: "younger=better," "older=better," "younger=better in some respects," and "younger=better in the long run." It acknowledges the wide range of studies supporting each perspective and the significant disagreement within the field regarding both the facts and their interpretations.
What factors besides age might influence second language acquisition?
While not fully detailed in this preview, the full paper will likely explore cognitive, linguistic, and social factors contributing to age-related differences in SLA. This could include learning strategies, cognitive development, and opportunities for language exposure across different age groups.
What is the overall objective of the paper?
The paper aims to analyze existing research on age-related differences in SLA proficiency, exploring various perspectives on the optimal age for language learning and determining whether current educational practices align with SLA research findings.
What are the key chapters and their summaries?
The paper includes an introduction establishing the central question of age's impact on SLA success; a chapter on the age factor in SLA, presenting four main researcher positions; a section specifically on the CPH; a chapter exploring explanations for age-related differences (cognitive, linguistic, and social factors); and a conclusion.
What are the keywords associated with this paper?
Keywords include Second Language Acquisition (SLA), Age Factor, Critical Period Hypothesis (CPH), Age of Onset, Language Proficiency, Brain Plasticity, Interindividual Variation, Language Learning, Maturational Constraints, L1 Acquisition, and L2 Attainment.
- Quote paper
- Jasmina Murad (Author), 2006, Age as a Factor in Second Language Acquisition, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/66930
