In the first section, this research paper will present the role of age on L2 phonological acquisition by explaining the strong and weak version of the critical period hypothesis. Furthermore, it will give insight into important studies that either support or decline the opinion of age being a relevant factor for a native-like acquisition of a second language phonology. Subsequently, in the last section, it will be sketched to what extent other socio-motivational circumstances among L2 learners can cause individual differences throughout the acquisition of an L2 phonology. Both sections critically examine the relevance of the L2 learner’s age regarding the acquisition of an L2 phonology in order to find an answer to the question if age does affect the acquisition of a native-like pronunciation. As a last step, the main points and findings of this research paper will be summarised in the conclusion.
Table of Contents
1. Introduction
2. Age as a factor in second language phonological acquisition
2.1. The critical and sensitive period hypothesis on second language acquisition
2.2. Supportive studies vs. opposing views
2.3. The controversy of the age factor
3. Other influential factors in second language acquisition
4. Conclusion
5. References
Objectives and Research Focus
This paper examines the influence of learner age on the acquisition of second language (L2) phonology, specifically investigating whether the ability to achieve a native-like accent diminishes over time as suggested by the Critical Period Hypothesis (CPH). It aims to determine if age is the primary predictor for native-like pronunciation or if other socio-motivational and environmental factors play a more significant role in successful L2 acquisition.
- The validity and limitations of the Critical Period Hypothesis (CPH) in phonological acquisition.
- Comparative analysis of studies supporting versus those challenging the existence of a critical age range.
- The role of individual differences, such as aptitude, motivation, and L1/L2 use.
- Evaluation of exceptional cases where adult learners achieve near-native proficiency.
Excerpt from the Book
2.2. Supportive studies vs. opposing views
To begin with the studies supporting the existence of the CP in second language phonological acquisition, one should take a closer look on the case study on speech production of Flege, Yeni-Komshian and Liu (1999) with Korean immigrants, and especially on Ioup’s study (1984) with L2 learners whose pronunciation was evaluated by linguistically trained judges. In regard to the production of L2 speech sounds, Flege et al. had 240 Korean immigrants to the USA with different AOA recite sentences in their L2 to native-speakers of English. These native-speakers “[rated] the quality of their accents“ (Ioup 2008: 44). As can be seen in figure 1.1., the earlier the Korean immigrants arrived in the USA, the lower their accent rating was (cf. Flege et al. 1999: 85). This implies that the age of arrival and therefore exposure to the L2 surely has an impact on the production of L2 speech sounds on native-like standard and that young L2 learners are better at producing native-like accents. Ioup, as well, let native-speakers of English judge the speech production of adult L2 learners and came to the conclusion that adult L2 learners of English were easily identified by linguistically trained native-speakers (cf. Ioup 2008: 44). One could argue that Ioup’s study is quite convincing regarding the existence of the CP in L2 phonological acquisition. Next to the adult L2 learners, who had to write own texts and read them aloud, native-speakers of English had to read these texts, too. While the „syntactic information“ of the written texts was native-like, the judges could state clearly, who is a native-speaker and who is an L2 learner of English by listening to their recitation. Even though L2 learners were able to produce syntactically correct texts, age seems to play a huge role when it comes to native-like speech production.
Summary of Chapters
1. Introduction: This chapter provides an overview of the topic, defining key terms and establishing the research goal of exploring the impact of age on L2 phonological acquisition.
2. Age as a factor in second language phonological acquisition: This section details the theoretical background of the Critical Period Hypothesis, discusses supportive and opposing studies, and examines the inherent controversy of the age factor.
3. Other influential factors in second language acquisition: This chapter shifts focus to alternative variables, such as L1 background, amount of L2 use, motivation, and aptitude, which may influence L2 proficiency beyond the learner's age.
4. Conclusion: The conclusion summarizes the main findings, emphasizing that while age is a significant predictor, it is not the sole determinant of success in acquiring a native-like accent.
5. References: This section provides a list of all academic sources cited in the research paper.
Keywords
Second Language Acquisition, Phonological Acquisition, Critical Period Hypothesis, Sensitive Period, Age of Arrival, Foreign Accent, Native-like Proficiency, Voice Onset Time, Speech Production, Individual Differences, Aptitude, Motivation, Immersion, Language Input, L2 Learners.
Frequently Asked Questions
What is the primary focus of this research paper?
The paper explores the role of age in second language phonological acquisition, specifically assessing how age influences the ability of learners to achieve a native-like accent in their L2.
What are the central thematic areas?
The study centers on the Critical Period Hypothesis (CPH), the distinction between strong and weak versions of age-based learning constraints, and the influence of non-age related factors like motivation and environmental input.
What is the core research question?
The research asks whether the ability to learn L2 phonology fades with increasing age and if age is the definitive factor in reaching a native-like level of pronunciation.
Which scientific methods are employed?
The author utilizes a literature review of major linguistic studies and case studies, such as Flege et al. (1999) and the individual case of 'Julie', to analyze empirical data regarding accent ratings and native-like proficiency.
What content is covered in the main body?
The main body investigates the theoretical foundations of the CPH, evaluates evidence for and against this hypothesis, and addresses secondary factors like L1/L2 use and aptitude that affect pronunciation.
Which keywords best characterize this work?
Key concepts include the Critical Period Hypothesis, L2 phonological acquisition, accent-free production, and individual learner differences.
Who is the subject known as 'Julie' mentioned in the paper?
Julie is a specific case study of an adult learner of Egyptian Arabic who achieved native-like proficiency after the typical window suggested by the Critical Period Hypothesis, serving as an exception to the rule.
Does the research conclude that age is the only factor for accent acquisition?
No, the research concludes that while age is a significant predictor of accent acquisition, it is not the sole factor; other elements like aptitude, instruction, and immersion play a crucial role in the outcome.
- Quote paper
- Isabel Richter (Author), 2018, The Age Factor. The Role of Age in Second Language Phonological Acquisition, Munich, GRIN Verlag, https://www.grin.com/document/510567
