Second language acquisition, in particular English, is nowadays more important than ever before. As a consequence, it is of great importance to improve second language education at school. In order to do this, learner factors as for instance age, motivation or aptitude have to be considered more closely.
The present research paper considers the question if second language learning can be affected by age, particularly if there is a critical period that can affect the learning success in a negative
way. The common sense that children are the most successful language learners will be examined and compared to contrary opinions. In a last step, the results will be used to draw
conclusions for second language instruction.
Table of Contents
- 1. Introduction
- 2. First and Second Language Acquisition
- 2.1. First Language Acquisition
- 2.1.1. The Behaviourist Theory
- 2.1.2. The Innatist Theory
- 2.2. Second Language Acquisition
- 2.1. First Language Acquisition
- 3. The Critical Period Hypothesis
- 3.1. The Critical Period in First Language Acquisition – The Case “Genie”
- 3.2. The Critical Period Hypothesis in Second Language Acquisition
- 3.3. The Optimal or Sensitive Period
- 3.4. Younger vs. Older Learners
- 3.4.1. The "Younger = Better" Position
- 3.4.2. The "Older = Better" Position
- 3.4.3. "Younger = Better in the Long Run" Position
- 4. Implication for Second Language Teaching
- 4.1. The Constructivist Classroom
- 4.2. Second Language Instruction from a CLIL-Perspective
Objectives and Key Themes
This research paper investigates the impact of age on second language acquisition, specifically examining the validity of the critical period hypothesis in second language learning. It aims to determine if there is an optimal age for beginning second language acquisition and to explore the implications of these findings for improving second language instruction.
- The influence of age on second language acquisition.
- The critical period hypothesis and its applicability to second language learning.
- Comparison of different viewpoints on the optimal age for language learning ("younger is better," "older is better," etc.).
- The implications of age-related findings for classroom instruction.
- Learner-centered approaches to second language teaching.
Chapter Summaries
1. Introduction: This chapter introduces the growing importance of second language acquisition, particularly English, and highlights the need for improved second language education. It emphasizes the role of learner factors, such as age, motivation, and aptitude, in determining language learning success. The chapter poses the central research question: Does age significantly impact second language acquisition, and is there a critical period for optimal learning? It outlines the paper's objective to examine the critical period hypothesis and its implications for teaching practices, while also briefly introducing the theories of first language acquisition that will inform the subsequent discussion.
2. First and Second Language Acquisition: This chapter provides a foundational understanding of language acquisition by examining both first and second language learning processes. It explores prominent theories of first language acquisition, such as the behaviourist theory (Skinner) and the innatist theory (Chomsky), contrasting their differing perspectives on how language is learned. The behaviourist approach emphasizes environmental factors and imitation, while the innatist theory posits an innate language faculty—the Universal Grammar—that enables children to acquire language efficiently. This lays groundwork for understanding the differences and similarities between first and second language acquisition, and prepares the reader for later discussions on the critical period hypothesis.
3. The Critical Period Hypothesis: This chapter delves into the critical period hypothesis, focusing on whether a critical period exists for successful language acquisition. It explores this hypothesis in both first and second language acquisition contexts. The case study of “Genie,” a child deprived of language in early childhood, is discussed as a compelling example of potential limitations to first language acquisition during a specific period. The chapter then examines various positions regarding optimal learning ages, including arguments favoring earlier versus later language acquisition and the "younger is better in the long run" perspective. Each position is examined and compared, considering its evidence and implications.
4. Implication for Second Language Teaching: Building upon the previous chapters' findings, this chapter explores the pedagogical implications of the research on age and language acquisition. It discusses practical applications for second language teaching methodologies, introducing learner-centered approaches such as the constructivist classroom and Content and Language Integrated Learning (CLIL). These pedagogical approaches are presented as methods of facilitating successful second language acquisition in diverse learners and adjusting teaching methods based on the age and learning styles of students.
Keywords
Second language acquisition, critical period hypothesis, age factor, first language acquisition, learner factors, second language instruction, constructivist classroom, CLIL, Universal Grammar, behaviourist theory, innatist theory.
FAQ: A Comprehensive Language Preview on Age and Second Language Acquisition
What is the main topic of this research paper?
This research paper investigates the impact of age on second language acquisition (SLA), specifically examining the validity of the critical period hypothesis (CPH) in SLA. It aims to determine if there is an optimal age for beginning SLA and explores the implications of these findings for improving second language instruction.
What are the key themes explored in this paper?
The paper explores the influence of age on SLA, the applicability of the CPH to SLA, different viewpoints on the optimal age for language learning (e.g., "younger is better," "older is better"), the implications of age-related findings for classroom instruction, and learner-centered approaches to second language teaching.
What theories of first language acquisition are discussed?
The paper discusses the behaviourist theory (Skinner), emphasizing environmental factors and imitation, and the innatist theory (Chomsky), positing an innate language faculty (Universal Grammar) for efficient language acquisition. These theories provide a foundation for understanding the differences and similarities between first and second language acquisition.
What is the critical period hypothesis (CPH), and how is it applied to this research?
The CPH proposes a biologically determined time frame for successful language acquisition. The paper examines the CPH in both first and second language acquisition contexts, exploring whether a critical period exists for successful language acquisition and considering various positions regarding optimal learning ages (e.g., "younger is better," "older is better," "younger is better in the long run"). The case study of "Genie" illustrates potential limitations to first language acquisition outside a specific period.
What are the different viewpoints on the optimal age for language learning?
The paper compares and contrasts different perspectives on the optimal age for language learning: "younger is better," "older is better," and "younger is better in the long run." Each position is examined based on its supporting evidence and implications.
What are the pedagogical implications of the research on age and language acquisition?
The paper explores practical applications for second language teaching methodologies based on the findings on age and language acquisition. It introduces learner-centered approaches such as the constructivist classroom and Content and Language Integrated Learning (CLIL) as methods for facilitating successful SLA in diverse learners and adapting teaching methods based on the age and learning styles of students.
What are the chapter summaries?
The paper provides summaries for each chapter covering an introduction to SLA and the research question, theories of first and second language acquisition, a detailed discussion of the CPH and related viewpoints, and finally, the pedagogical implications of these findings for second language teaching methodologies.
What are the key words associated with this research?
Key words include: Second language acquisition, critical period hypothesis, age factor, first language acquisition, learner factors, second language instruction, constructivist classroom, CLIL, Universal Grammar, behaviourist theory, innatist theory.
- Quote paper
- Jana Schmidt (Author), 2013, The Age-Factor in Second Language Acquisition. Is There a Critical Period?, Munich, GRIN Verlag, https://www.grin.com/document/300766
