Age and Acquisition Chapter 3

Does age affect SLA? L1 development begins in early childhood SLA can happen at any time in life We cannot compare how FLA is learned when talking about SLA Specifically , what challenges do adult learners face when learning a second language?

Critical Period Hypothesis Critical Period – a time when language is gained more easily than adulthood Before puberty Best at the earliest ages Does not mean that adults cannot easily gain another language Accent*

Accent Authentic Phonology – basically, accent Nearly impossible to have native accent when beginning language learning after puberty What is the importance of accent when learning a second language? Is having a native accent necessary to fluency?

Cognitive Considerations Piaget’s Theory of Cognitive Development Implicit Learning Natural acquisition Explicit Learning Focused attention and learning Equilibration Organizing knowledge in a stepwise fashion Rote vs. Meaningful Learning

Equilibration

Piaget’s Theory of Cognitive Development

Affective Considerations – Age Affective Domain – means the emotions that affect learning Egocentricity – is everything about that person? Inhibitions – protections of self-identity/fear of exposure Language Ego – identity based on language Korean – collectivism, respect English – individualism, self-respect Moving to a second identity can be challenging Attitude – positive or negative Peer Pressure – do they feel comfortable to practice language?

The Role of the Affective Domain in Teaching What does the affective domain affect in teaching? Rate of learning Effectiveness of learning Openness to learning Openness to creating a new identity

Linguistic Considerations Bilingualism – speaking more than one language Child bilingualism – age and sibling factors First child -> second child -> etc. Coordinate Bilinguals versus Compound Bilinguals Coordinate – different contexts Compound – same context, one meaning system Code-switching – switching between languages

Age and Interference Interference – accents, grammar, spelling, vocabulary Children L1 and L2 are less likely to interfere Adults L1 and L2 are more likely to interfere

Order of Acquisition Order of Acquisition All children learn language in the same order (depending on language) The order is similar to adult SLA learning Most language programs follow the same pattern Creative Construction Similar to how children learn FLA, children also learn SLA through the same process Order of Acquisition Present progressive (-ing) In, on Plural (-s) Past irregular Possessive (-’s) Uncontractible copula (is, am, are) Articles (a, the) Past regular (-ed) Third-person regular (-s) Third-person irregular

Teaching Methods TPR – Total Physical Response Differentiated Instruction – focuses on kinesthetic “Draw a rectangle on the board.” “Walk quickly to the door and hit it.” Natural Approach – adults should get language the same as kids Delay production until natural emergence Relaxed classroom Comprehensible Input