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How does age affect second language acquisition
Interactionist theory of language acquisition
How does age affect second language acquisition
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At a very young age recovery of a first language may be very difficult for even children. Ventureyraa, Pallierb, and Yooc (2004) found that the Korean adoptees do not have easy access to the phonetic categories of the Korean language, which suggest that L1 may be lost and unrecoverable at native speaker levels depending time and distance away from it practice. Ventureyraa, Pallierb, and Yooc (2004) investigated if early exposure to a language leaves enduring traces in the brain. They examined the issue by testing a group of native Koreans adopted by French-speaking people. Previous results suggest that they are not able to identify Korean sentences, nor determine Korean words. In the current study, Ventureyraa, Pallierb, and Yooc (2004) focus on the possible remnants of L1 phonology, by assessing the adoptees’ capacity to distinguish Korean voiceless consonants which are difficult to detect by native French speakers. Data from groups of adoptees, native speakers of French, and native speakers of Korean show that the adoptees do not recognize the differences between Korean phonemes better than natural French speakers once unexposed to Korean. Also, adoptees having been re-exposed to Korean and those without re-exposure perform similarly on this task.
Factors in Age and Language Attrition for Adults
Adult learners find themselves in a similar position as a second language learners in many regards: 1) they already have a “first language” so to speak, in that they have completed basic education courses; 2) since they are older they are more conservative in their ways and learning new information requires mental flexibility, which means going through the pain of learning something new; 3) they are, in many cases, having pressing o...
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... (2009). Cross-linguistic Similarity in Foreign Language Learning. In M. Long, & C. Doughty, Language Teaching. Blackwell Publishing Inc. Retrieved July 20, 2012, from http://onlinelibrary.wiley.com/doi/10.1002/9781444315783.ch7/summary
Schmid, M. S., & Keijzer, M. (2009). First language attrition and reversion among older migrants. International Journal of the Sociology of Language, 83-101.
Ventureyraa, V. A., Pallierb, C., & Yooc, H.-Y. (2004). The loss of first language phonetic perception in adopted Koreans. Journal of Neurolinguistics, 17, 79-91.
Xie, M. (2010, Spring). First Language Maintenance and Attrition among Young Chinese Adult Immigrants: A Multi-Case Study. Thesis. Edmonton, Alberta: University of Alberta.
Ziglari, L. (2008). The Role of Interaction in L2 Acquisition: An Emergentist Perspective. European Journal of Scientific Research, 23(3), 226-453.
Pallier, C. (2003). Brain Imaging of Language Plasticity in Adopted Adults: Can a Second Language Replace the First? Cerebral Cortex, 13(2), 155-161. Oxford University Press. doi:10.1093/cercor/13.2.155
In recent years, large numbers of immigrants have migrated into the USA from Mexico, Philippine, Vietnam, China, and other counties. As of 2009, immigrants comprised 12.5% (38.5 million) of the total U.S. population (Batalova and Aaron par. 7). In 2011, the U.S. Census Bureau found that 50.4% of children younger than the age of one were Hispanic, black, Asian American, or belonging to other minority groups (Morello and Ted par. 2), and more than 60 million people who are 5 years old and older spoke a language other than English at home (Camille 3). Faced with the cultural diversity brought by immigrants, many nativists worry that the United States will lose the English language as an important core of a common cultural unity. With the help of organizations such as U.S. English and ProEnglish, the English-only movement is experiencing its second resurgence since the 1980’s.
The migrant population, from different backgrounds, is increasing the numbers of children learning English in the United States. The children whose first language (L1) is other than English inability to communicate is the main issue they are facing during ...
For more than 300 years, immigrants from every corner of the globe have settled in America, creating the most diverse and heterogeneous nation on Earth. Though immigrants have given much to the country, their process of changing from their homeland to the new land has never been easy. To immigrate does not only mean to come and live in a country after leaving your own country, but it also means to deal with many new and unfamiliar situations, social backgrounds, cultures, and mainly with the acquisition and master of a new language. This often causes mixed emotions, frustration, awkward feelings, and other conflicts. In Richard Rodriguez’s essay “Aria: Memoir of a Bilingual Childhood”, the author describes the social, cultural and linguistic difficulties encountered in America as he attempts to assimilate to the American culture. Richard Rodriguez by committing himself to speaking English, he lost his cultural ties, family background and ethnic heritage.
Canada, being recognized as one of the best destinations for immigrants, has been and will be attracting more residents through immigration. Meanwhile, with its accelerated development, an increasing number of Chinese residents decide to move to Canada to experience a completely new way of living. Along with these immigrants are the dependent children that are bought Canada by their parents. New immigrants face challenges from all aspects, such as English being the new language, different culture and traditions, and an unfamiliar way of living (Pottie et al., 2008). To help immigrants through this difficult transition period, the government offers free English lessons to adult immigrants and many communities and organizations offer help with administrative tasks such as applying for health care and registering in local clubs and community centre. From the tremendous amount of effort by different organizations and sectors, it is easy to see how difficult it is to face the impact for adult new comers can be.
When most people think of the process of language development in “normal” children, the concepts that come to mind are of babies imitating, picking up sounds and words from the speakers around them. Trying to imagine that a child who cannot hear one single sound a person makes can learn to speak a language is absolutely fascinating. These children range from amazin...
When infants are acquiring their first language, adults speak to them differently than they would speak to other adults. This kind of speech is formally named “Infant-Directed speech”, but is also referred to as “baby talk” and “motherese”. Infant-Directed (ID) speech has several properties that distinguish it from Adult-Directed (AD) speech. There is a debate over whether or not ID speech helps infants acquire language or is a hindrance in their language acquisition process Several experiments have been performed to test the effect of ID speech on infants’ language learning. These experiments all used different properties of ID speech. Overall, the experiments have proved that ID speech helps infants acquire language better than AD speech for different reasons. Further studies can be performed on ID speech to learn more about its effects on second language acquisition and on different ages.
Service, E. (1992). Phonology, working memory, and foreign-language learning. Quarterly Journal of Experimental Psychology, 45A, 21-50.
There are three main theories of child language acquisition; Cognitive Theory, Imitation and Positive Reinforcement, and Innateness of Certain Linguistic Features (Linguistics 201). All three theories offer a substantial amount of proof and experiments, but none of them have been proven entirely correct. The search for how children acquire their native language in such a short period of time has been studied for many centuries. In a changing world, it is difficult to pinpoint any definite specifics of language because of the diversity and modification throughout thousands of millions of years.
Bilingual education have been a serious issue for immigrant student. Beginners in education who move to the United States, have an issue with communication, in how to understand English, and losing their identity. For immigrants students, not knowing a second language affect seriously their life in the United States. In his article “An Education in Language,” Richard Rodriguez presents how the English language became a barrier that changed him and his family. Rodriguez explains how hard the challenge of understanding English was for him during his early years of school. Besides, Rodriguez illustrates that his parents’ lives were affected by lacking education and their opinion about it. In addition, he moved over to pursue higher education.
Babies begin to develop language skills long before they embark on speaking. The foundation for learning language begins before birth by the baby listening and recognizing his/her mother’s heartbeat and voice in the womb. “In a study, researchers played a 2-minute recording of a popular Chinese poem to 60 pregnant women and their unborn babies while monitoring total heart rates. Heart rates rose while the babies listened to their own mother's voice, but they fell and stayed lower while the stranger recited. Obviously, the babies were paying close attention, leading the researchers to suspect they were not only recognizing morn, but beginning to learn the ins and outs of language” (Dawidowska and Harrar (2003))....
Wilder Penfield and Lamar Roberts first introduced the idea that there is a “critical period” for learning language in 1959. This critical period is a biologically determined period referring to a period of time when learning/acquiring a language is relatively easy and typically meets with a high degree of success. German linguist Eric Lenneberg further highlights Roberts and Penfield’s findings and postulated the Critical Period Hypothesis in 1967. According to the Critical Period Hypothesis (CPH), certain biological events related to language development can only happen in the critical period. During this time, the brain possesses a degree of flexibility (ability and ease of learning a language) and becomes lateralized (assignment of language functions becomes concrete – either in the left or right hemisphere) (Marinova-Todd, S; Marshall, D & Snow, C. 2000 9-10). This critical period lasts from childhood through the onset of puberty (usually at around 12 years of age). Once this period is over, it is more difficult to learn a language because language functions in the brain have become concrete. This hypothesis can be seen with the case of Genie, a woman who was isolated from human interaction and language up to the age of 13. By the time she was rescued, she was well after the critical period for language acquisition, and as such, she did not have a full command of the English language. Had she been rescued before the age of 13, she may have had more linguistic capability. However, this accounts for firs...
Still today, it is the commonly held belief that children acquire their mother tongue through imitation of the parents, caregivers or the people in their environment. Linguists too had the same conviction until 1957, when a then relatively unknown man, A. Noam Chomsky, propounded his theory that the capacity to acquire language is in fact innate. This revolutionized the study of language acquisition, and after a brief period of controversy upon the publication of his book, Aspects of the Theory of Syntax, in 1964, his theories are now generally accepted as largely true. As a consequence, he was responsible for the emergence of a new field during the 1960s, Developmental Psycholinguistics, which deals with children’s first language acquisition. He was not the first to question our hitherto mute acceptance of a debatable concept – long before, Plato wondered how children could possibly acquire so complex a skill as language with so little experience of life. Experiments have clearly identified an ability to discern syntactical nuances in very young infants, although they are still at the pre-linguistic stage. Children of three, however, are able to manipulate very complicated syntactical sentences, although they are unable to tie their own shoelaces, for example. Indeed, language is not a skill such as many others, like learning to drive or perform mathematical operations – it cannot be taught as such in these early stages. Rather, it is the acquisition of language which fascinates linguists today, and how it is possible. Noam Chomsky turned the world’s eyes to this enigmatic question at a time when it was assumed to have a deceptively simple explanation.
A child cannot learn a second language just by being exposed to it; they must learn to interact with someone in that language so it is able to stick with the child. (Bialystok, Ellen, & Kenji, 1994)
Today we are all observing an aspect of globalization which is the increasing movement of people from one country to another for different purposes, such as education, desire for a better life, the need for employment, escape from conflicts between groups including oppression of one group by another, or natural disasters. Whatever the reason, while such phenomenon may have a lot of benefits, living in another country affects one’s mother tongue. Keeping mother tongue in a foreign country does not happen spontaneously. Instead, it is an achievement that requires commitment and determination, especially from the family. Parents must establish a strong home language policy and make consistent efforts to help their children develop good