This term paper deals with the following questions: What is the nature of language or grammar in a bi- or multilingual person's mind, and how do different systems of language knowledge coexist and interact? How is more than one grammatical system acquired, either simultaneously or sequential? In what respect does bi- or multilingual acquisition differ from monolingual acquisition? How is the knowledge of two or more languages used by the same speaker in bilingual interaction? (SLA)
In order to get a better understanding of SLA one firstly and inevitably has to answer the question what language acquisition entails and how exactly it relates to the effect of age. Therefore Linguistic theories will be made use of to help drawing lines between acquisition and learning as well as L1 and L2 acquisition. One of the main aims of this paper is to explain Ziegésar's acquisition based approach to teaching grammar and explore its possibilities. Keeping in mind that instructed SLA (or better: assisted?) takes place in a certain environment, the role of the foreign language classroom will be discussed and evaluated.
Table of Contents
1. Introduction
2. Similarities between second language acquisition and bilingualism
3. Acquisition versus learning
4. Differences between L1 and L2 acquisition
5. Interlanguage
6. Development stages concerning grammatical morphemes
7. The Age Factor
7.1. General assumptions
7.2. Arguments for and against the the younger the better position
7.2.1. The critical period hypothesis or the younger the better position
7.2.2. The the older the better position
7.2.3. The the younger the better in some respects position and the the younger the better in the long run position
8. Ziegésars' acquiring oriented method
10. Conclusion
Objectives and Core Topics
This paper explores the theoretical distinctions between language acquisition and language learning, with a specific focus on the role of the age factor in second language acquisition (SLA). It examines how these theories inform pedagogical practices in the foreign language classroom, particularly analyzing the Ziegésar acquisition-based model for teaching grammar.
- Theoretical comparison of language acquisition and learning processes.
- Cognitive and developmental differences between L1 and L2 acquisition.
- Evaluation of the Critical Period Hypothesis and the "the younger the better" position.
- Analysis of interlanguage development and universal stages of grammatical morphemes.
- Review of the Ziegésar method for instructed, acquisition-oriented grammar teaching.
Excerpt from the Book
7.2.1. The critical period hypothesis or the younger the better position
In the 1960s, Eric Lenneberg, an American neuro-biologist, formulated a hypothesis which implies that even though the content of a specific language seems to be determined by the environment of a learner, the capacity to acquire language is first and foremost biologically determined. The critical period hypothesis states that there is a certain time span (which begins at the age of two and ends around puberty) during which language acquisition is possible. This was spurred by the observation that the neurological process of lateralisation, a process, where different functions are distributed to the right and left hemisphere of the human brain, has not been accomplished yet during the critical period, or in other words, the “immature brain exhibits markedly more plasticity than the mature brain” which makes it therefore more flexible (Singleton, Ryan, 2004: 33, 40). Flexibility, though, is needed for transferring language functions from one part of the brain to another, but as the child grows older and the two hemispheres become increasingly specialised for all kinds of functions, this results in language functions being dealt with exclusively in the left cerebral hemisphere. So it seems advisable to learn a language before puberty and the brain gets rigid and set (Penfield & Roberts 1959; Lenneberg 1967), even though Krashen (1973) argues that brain lateralisation is finished long before puberty.
Summary of Chapters
1. Introduction: Outlines the multilingual context in Europe and defines the scope of investigating L1 versus L2 acquisition and pedagogical approaches.
2. Similarities between second language acquisition and bilingualism: Discusses various definitions of bilingualism and the cognitive processes underlying the reception and production of multiple languages.
3. Acquisition versus learning: Differentiates between unconscious procedural knowledge (acquisition) and conscious declarative knowledge (learning) in a foreign language context.
4. Differences between L1 and L2 acquisition: Explores factors such as age, cognitive maturity, metalinguistic awareness, and the influence of an existing linguistic system on the learning process.
5. Interlanguage: Defines the concept of interlanguage as an evolving, rule-governed state of a learner’s language that is neither fully target-like nor identical to the L1.
6. Development stages concerning grammatical morphemes: Examines the invariant chronology of structural items and processing procedures learners pass through during language development.
7. The Age Factor: Investigates whether younger learners are inherently more effective and analyzes the neurobiological and cognitive arguments surrounding this debate.
8. Ziegésars' acquiring oriented method: Presents an influential model for teaching grammar that replicates natural acquisition stages within an instructed classroom setting.
10. Conclusion: Synthesizes the findings, emphasizing the importance of teacher knowledge regarding SLA to effectively support students' grammatical development.
Key Words
Second Language Acquisition, Bilingualism, Critical Period Hypothesis, Interlanguage, Language Learning, Grammatical Morphemes, Cognitive Development, Instruction, Ziegésar Method, Lateralisation, Pedagogy, Implicit Knowledge, Explicit Knowledge, Multilingualism, Grammar Teaching
Frequently Asked Questions
What is the primary focus of this paper?
The paper examines the theoretical foundations of second language acquisition (SLA) and assesses how these theories, particularly regarding age and cognitive development, impact the teaching of grammar in foreign language classrooms.
What are the central thematic areas discussed?
Key themes include the distinction between acquisition and learning, the developmental differences between L1 and L2, the role of age in language mastery, and practical methods for grammar instruction.
What is the core research objective?
The objective is to explain Ziegésar’s acquisition-based approach to teaching grammar and evaluate its effectiveness in an instructed foreign language environment.
Which scientific methods are primarily used?
The author employs a theoretical review and analysis of existing linguistic research, including neurobiological studies on the critical period and processability theory.
What does the main body cover?
The main body covers linguistic definitions of bilingualism, the distinction between implicit and explicit knowledge, developmental stages of grammar, and the controversial "the younger the better" hypothesis.
Which keywords best describe the paper?
Keywords include Second Language Acquisition, Critical Period Hypothesis, Interlanguage, Ziegésar Method, and Grammar Teaching.
How does the author define the role of the teacher in the classroom?
The author draws a comparison to a gardener, suggesting that just as a gardener needs to understand the needs of a plant, a teacher needs an understanding of SLA to provide appropriate support for a student’s specific stage of development.
Does the paper conclude that younger is always better for language learning?
Not necessarily. While younger learners have advantages in pronunciation, the paper notes that adults and older learners often possess superior cognitive skills that allow for faster acquisition in the initial stages, despite potential long-term differences.
- Citation du texte
- Sylwia Ekmann (Auteur), 2017, Language Learning vs. Acquisition Based Theory. Special Regards to the Age Factor, Munich, GRIN Verlag, https://www.grin.com/document/387654
