[...] At the beginning of the semester, the students of the course concerned with the topic of “How
Languages are Learned” were asked to give an immediate response to several popular
opinions.
With the benefit of hindsight, one of the most interesting responses was that I ascribed much
importance to the following statement: “The earlier a second language is introduced in
school programmes, the greater the likelihood of success in learning.”(cf. L&S, p. xvii), and I
am sure that many of my fellow students agreed strongly as well.
After having studied several theories and research findings concerning this question – the
question whether there is the age in which a second language learner should start to get into
contact with a foreign language- I could conclude that this question cannot be answered
simply by “yes” or “no” since there is a great number of factors influencing success. Learners
vary a lot in terms of their brain’s development, their intelligence, their environment in which
a second language is spoken, etc. pp. Furthermore, in order to answer the age-question, it is
important to be aware of a certain goal of second language acquisition. Is it pronouncing
words like a native-speaker? Is it being able to take part in conversations? These factors and
questions should thus also be analyzed.
Consequently, I would like to present basic theories about this subject as well as research
findings and, as explained above, other factors influencing second language acquisition in the
following. The results will be supported by my own way of acquiring a second language and
will then form the basis for the consequences educators should consider when planning
foreign language lessons.
Since we used “How Languages are Learned” by Patsy M. Lightbown and Nina Spada as an
introduction to this topic, my elementary knowledge is based on this book. [...]
Table of Contents
1. Table of Contents
2. Quantity Assignments
I. P-1: Stephen Krashen: “What Does it Take to Acquire Language?”
II. P-2: “Acquiring a First Language”
III. P-3: “Comprehensible Input”
IV. P-4: "How age may affect learning a second language."
V. P5: Learning Implications: the “good language learner” (interview)
VI. P6: Stages in Acquisition/Learning
VII. P7: Observing learning and teaching in the second language
VIII. P8: Six proposals for classroom teaching
3. Final Assignment
4. Bibliography
Objectives and Research Themes
This portfolio examines the impact of age as a central factor in second language acquisition and learning, exploring various theoretical perspectives and their practical consequences for teaching English as a Foreign Language (EFL). The primary research aim is to determine if a "perfect age" for language learning exists, ultimately analyzing how learner-specific variables and educational approaches influence success beyond mere chronological age.
- Critical analysis of language acquisition theories (Behaviourist, Innatist, Interactional).
- Evaluation of the Critical Period Hypothesis in relation to native-like pronunciation and fluency.
- Examination of the role of motivation and individual learner characteristics.
- Assessment of classroom teaching strategies, including the concept of "comprehensible input."
Excerpt from the Book
P-1: Stephen Krashen: “What Does it Take to Acquire Language?”
Acquisition describes the act of learning a new language with its particularities such as grammar, vocabulary and other rules which are essential.
A monitor reflects certain information. In this case, Armando’s conversation with a native Israeli is shown to people who are supposed to decide whether Hebrew is Armando’s mother tongue.
Concerning language acquisition, giving information which can be understood easily describes the progress of comprehensible input. Things a learner declares as incomprehensible at first, may be understood over the years.
An affective filter is a progress learners get into contact with by receiving negative emotional responses. The lower a person’s affective filter is, the faster the competence of speaking develops.
Summary of Chapters
Quantity Assignments: A series of short assignments exploring core concepts like comprehensible input, the critical period hypothesis, and classroom observations.
Final Assignment: An integrative essay that synthesizes theoretical research on the age factor with personal analysis to conclude that language success depends on multiple interconnected variables rather than age alone.
Bibliography: A list of academic resources and seminal texts used to ground the theoretical analysis within the field of language acquisition research.
Keywords
Language acquisition, Second language learning, Age factor, Critical Period Hypothesis, Comprehensible input, Behaviourism, Innatism, Interactionism, Motivation, EFL teaching, Classroom strategies, Language learner, Linguistics, Native-like fluency, Scaffolding.
Frequently Asked Questions
What is the central focus of this portfolio?
This work explores the role of age in second language acquisition, specifically investigating how biological and environmental factors impact the success of language learners.
What are the primary themes discussed in the work?
Key themes include the Critical Period Hypothesis, theories of first and second language acquisition, the impact of teacher input, and the diverse factors that influence individual learner progress.
What is the primary goal of the research?
The aim is to evaluate whether there is a definitive "perfect age" for starting language instruction and to provide insights into effective teaching practices that move beyond a sole focus on age.
Which scientific methods are employed?
The author utilizes a qualitative research approach, combining literature review, classroom observations of film sequences, personal interviews, and the analysis of student test performances.
What topics are covered in the main body?
The body covers theoretical perspectives on first language acquisition, the concept of comprehensible input, the analysis of specific learner stages, and a critical evaluation of different classroom teaching proposals.
Which keywords best characterize this work?
The core keywords include Language acquisition, Critical Period Hypothesis, Comprehensible input, Interactionism, and Motivation in language learning.
How does the author view the "Critical Period Hypothesis" (CPH) in the conclusion?
The author concludes that while the CPH may hold validity regarding native-like pronunciation, it is insufficient to explain language success entirely, emphasizing that other variables like motivation and learning environments are equally critical.
What conclusion does the author draw regarding the importance of age?
Age is presented as only one "piece of a great puzzle." The author argues that educators should prioritize individualized support over a rigid adherence to age-based milestones, as learning styles and personal motivations vary significantly among students.
- Quote paper
- Frederik Droste (Author), 2013, Age as factor in language acquisition and learning, Munich, GRIN Verlag, https://www.grin.com/document/214713
