1. Theories of Language Acquisition
Lecture VI

2. Individual Differences in Second Language Learning
Individual differences and classroom instruction
Age and Second language learning
The critical period
Intuitions of grammaticality
Rate of learning
Age and second language instruction

3. Individual differences and classroom instruction
There are many teaching approaches
Approaches do not hinder students from learning
Difficult for the teacher to customize his approach to all learners
Use of various activities to suit learners
Teachers to help learners learn from a number of learning approaches in order to be flexible to learning ways

4. Age and second language learning
Age – another learner characteristic
Easy to define and to measure compared to other learner characteristics
Immigrant children succeed in L2 learning
Adult L2 speakers achieve excellent language skills
Joseph Conrad an example of success
CPH confirms the time when the brain is ready for success in language learning
CHP is valid for L1 and L2

5. Age and second language learning
Language acquisition is affected by developmental changes in the brain
Language learning occurring after the CPH is not based on the innate biological structures that contribute L1 acquisition
Older learners depend on general learning abilities similar to acquiring other skills
The general learning abilities are not effective as innate abilities available for L1 acquisition
CPH ends around the puberty or even earlier

6. Age and second language learning
Conditions for language learning are often different
Informal learning environments offer a better opportunity for language learning because of no pressure to speak
Older learning find it more difficult as they are under pressure to produce correct language
Lack of mastery of the language embarrass and frustrate adults
Such negative feelings affect their motivation and willingness
L2 learning will succeed if it begins when learners are young
Older learners are more efficient than younger ones, using their metalinguistic knowledge, memory strategies, and problem-solving skills.

7. The critical period: more than just pronunciation
Older learners have a noticeable foreign accent
Mark Patkowski studied the language (syntax and morphology) of those who had started to learn English before and after puberty
Pre-puberty learners were rated 4+ or 5
Post-puberty were rated between 3 to 4
Patkowski concluded that learners who learn a L2 before the age of 15 could achieve full mastery
He also found out that age of acquisition is an important factor to achieve native-like mastery for learners who acquire L2 in natural environment

8. Intuitions of grammaticality
46 Chinese and Korean speakers who had begun to learn English at different ages were part of study by Johnson and Newport
Part of the study were also 23 native speakers of English
Grammatical judgements in syntax and morphology where half sentences were correct and half not were tested
Johnson and Newport found that the age of arrival in the US was a significant predictor of success
The earlier learners had begun to learn the highest they scored on the judgement test
In general, adult learners learn a L2 in a different way from young learners

9. Rate of personality
Older learners may have an advantage in the rate of learning as they learn faster in the first few months
By the end of the year children catch them up or some even surpass the adults
Hohle and Snow studied a group of English speakers learning Dutch as a L2
Cook argues that L2 speakers should not be compared to native speakers as the goal is knowledge of multiple languages

10. Age and second language instruction
Teaching children is no guarantee for success
It should be the goals the target not the age of learners
Assessment of goals and resources for successful L2 learning
Depending on the language goals, the L2 learning to begin
Intensive exposure of L2 may affect the L1 to children
Several hours of classes per week for L2 learners
Increasing the number of classes does not mean better success
Although age is an important factor in L2L, it does not hinder successful language learning

11. Questions
What is the role of age when learning takes place in schools?

12. Task
Conduct an interview with an ELT teaching at a private language institution and ask him/her about the characteristic of age in their teaching groups where there are learners of different ages.