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Major theories of 1st and second language acquisition
Theory of first and second language acquisition
Theories of second language acquisition flashcards
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Critical Period Hypothesis: Critical Period (CP) refers to a specific and ‘fixed’ or invariant period of time during which an organism’s neural functioning is open to effects of external experiential input. To be specific, there are three important essentials in this conception. Firstly, this developmental period is biologically determined; the onset, end and the length of the critical period are invariant, which is the consequences of some internal clock that keeps time independent of what happens during the window of time. Second, the environmental input can affect the organism during this invariant period, while the system cannot be altered by external stimulus any more beyond the critical point. Third, the lack of adequate input during the critical period can result in permanent deleterious consequence for the bio-behavioral system (Werker & Tees, 2005). Lenneberg (1967) proposed Critical Period Hypothesis (CPH) for the language development by examining abundance of behavioral and neurological evidence (Johnson & Newport, 1989; Du, 2010). There are four vital components in this hypothesis. To be specific, (1) the remarkable offsetting point of achieving ultimate language attainment like native speakers is around puberty (Hyltenstam & Abrahamsson, 2000); (2) either first or second language requiring fully development must occur within the period between birth and the onset of puberty; (3) the ultimate competency of language acquiring beyond CP could not be comparable to that of language acquired during within CP (Sakai, 2005); (3) the CPH focused on age restrictions on the possibility of reaching native-like levels of the target language instead of the age restrictions on the ability to acquire a language in general (Hyltenst... ... middle of paper ... ... Stein, M., Federspiel, A., Koenig, T., Wirth, M., Strik, W., Wiest, R., … Dierks, T. (2012). Structural plasticity in the language system related to increased second language proficiency. Cortex, 48(4), 458 – 465. Stevens, G. (1999). Age at immigration and second language proficiency among foreign-born adults. Language in Society, 28(4), 555 – 578. Werker, J. F. & Tees, R. C. (2005). Speech perception as a window for understanding plasticity and commitment in language systems of the brain. Developmental psychobiology, 46(3), 233 – 251. Zhang, Y., Kuhl, P. K., Imada, T., Kotani, M., & Tohkura, Y. (2005). Effects of language experience: Neural commitment to language-specific auditory patterns. Neuroimage, 26(3), 703 – 720. Zhang, Y., & Wang, Y. (2007). Neural plasticity in speech acquisition and learning. Bilingualism: Language and Cognition, 10(2), 147 – 160.
The brain has always had an amazing ability to adapt to its circumstances, an evolutionary edge, coupled with humanities capacity for reason and logic has made for quite a versatile organ. Researching neuroplasticity and non-synaptic plasticity can lead to a better understanding of how the brain adapts as well as how a normal brain functions. Neuroplasticity has the potential to affect brain mechanism related to emotional, motivational and cognitive processes (Crocker, Heller, Warren, O'Hare, Infantolino & Miller, 2012). Another functional and extraordinary ability of the brain is language. Language can define so much about how we think and yet after a brief window of time we find it very difficult to learn new languages. It is certainly not impossible to learn a second or third language but, it seems to be the case that plasticity occurs more with children (Giannakopoulou, Uther & Ylinen, 2013). Perhaps because plasticity can occur during developmental stages when language development is taking place or younger brains are just have more plastic potential. Understanding how plasticity and bilingualism interrelate can give us a better picture of how the brain deals with language, how this stimuli causes neuroplasticity to occur and how that plasticity can effect language functions. Does developing bilingual skills cause brain plasticity?
Wessinger, C.M., Clapham, E. (2009) Cognitive Neuroscience: An Overview , Encylopedia of Neuroscience. 12(4) 1117-1122.
According to the 2011 census, over 20.8 percent of the United States population spoke another language other than English (www.us-english.org). Language barriers, cultural differences, and immigration have been a part of life in the United States for decades. Language is considered a vital tool in the construction of someone’s identity and an expression of culture. In the last 200 years immigrants have chosen to make the United States their home, but some proceeded with caution by slowly adapting to the English language and culture.
After Lenneberg's (1967) advanced analyses and interpretation of critical period in regards to first language acquisition, many researchers began to relate and study age issue in second language acquisition. In this area of study, Johnson and Newport (1989) is among the most prominent and leading studies which tries to seek evidence to test the Critical Period Hypothesis (CPH) in second language (L2) acquisition. This study aims to find identifying answers to the question of age-related effects on the proficiency for languages learned prior the puberty.
Kuhl, P. (2007). Is speech learning 'gated' by the social brain?. Developmental Science, 10(1), 110-120.
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.
To continue with the key features, language is known to be special because of how children are able to learn in ways that are different from learning other things. (Willingham, 2007). Strong evidence shows how prepared the human brain is to learn language with very little stimulation. The results that show this point of view to be true is known to be the worldwide consistency of language learning.
In her article, “Babies Prove Sound Learners,” Sohn (2008) states, “Such studies show that, up to about 6 months of age, babies can recognize all the sounds that make up all the languages in the world” (para.24). B. K. Skinner suggests that the materialization of language is the result of imitation and reinforcement. According to Craig and Dunn (2010), “Language development is linked to cognitive development that, in turn, depends on the development of the brain, on physical and perceptual abilities, and on experiences. Biological and social factors also jointly influence the early development of emotion and personality” (p. 117). In her article, A natural history of early language experience.
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...
The critical period hypothesis for language acquisition was popularized by neurologist Eric Lenneberg. The hypothesis suggests that if an individual is not exposed to language during a specific period in their childhood then they will have great difficulties acquiring language later in life (Redmond, 1993). I believe the two “wild children” cases of Genie and Victor provides evidence to support the critical period hypothesis. Genie’s case supports the hypothesis because although she developed a vocabulary and despite all of her intense therapy sessions, she still was not able to create meaningful and grammatically correct sentences (Garmon, 1994). Genie’s inability to create real sentences may indicate that she endured the extreme deprivation during her critical period and it prevented her from acquiring language. Victor’s case also supports the critical period hypothesis. The professionals in the documentary The Secret of The Wild Child stated: “While Victor knew how to read simple words, he never learned how to talk” (Garmon, 1994). This quote implicates that similar to Genie, Victor developed a vocabulary,
...d to determine exactly which part of the language is innate and universal so that humans can further uncover the valuable mechanism.
In this part, the writer will point out the importance of the biological and neural foundation of language learning by discussing the following :First, the brain anatomy. Second, l...
... proposes LAD as the innate mental mechanism that makes language acquisition possible. Chomsky's linguistic competence is the underlying knowledge that enables individuals to speak and understand their language. A native speaker has access to knowledge about the structure of his language which guides him in his language use. Second, Chomsky distinguished linguistic knowledge from language performance which is the use of language in a particular social context. Third, a child must acquire linguistic competence in order to be able to use language successfully. Forth, also he suggested universals of language which is languages share certain features. Fifth, also he suggested a critical period for language acquisition which is by the age of five children acquire almost the structure of their language. Elliot, J. A. (1981). Child Language . Cambridge University Press.
Further in this term-paper I am going to describe the stages in child language acquistion starting from the very birth of an infant till the onset of puberty.
Strozer, J.R. (1994). Language acquisition after puberty.Washington, DC: Georgetown University Press. Web. 10 Mar. 2014.