VoyForums
[ Show ]
Support VoyForums
[ Shrink ]
VoyForums Announcement: Programming and providing support for this service has been a labor of love since 1997. We are one of the few services online who values our users' privacy, and have never sold your information. We have even fought hard to defend your privacy in legal cases; however, we've done it with almost no financial support -- paying out of pocket to continue providing the service. Due to the issues imposed on us by advertisers, we also stopped hosting most ads on the forums many years ago. We hope you appreciate our efforts.

Show your support by donating any amount. (Note: We are still technically a for-profit company, so your contribution is not tax-deductible.) PayPal Acct: Feedback:

Donate to VoyForums (PayPal):

[ Login ] [ Contact Forum Admin ] [ Main index ] [ Post a new message ] [ Search | Check update time | Archives: 1, 2, 3, 4, 5, 6, 7, [8] ]

[ Next Thread | Previous Thread | Next Message | Previous Message ]

Date Posted: 20:04:25 04/10/07 Tue
Author: Arlete Silva da Costa
Subject: Re: Task One Group Four
In reply to: Adriana 's message, "Task One Group Four" on 06:07:54 04/08/07 Sun

Universidade Federal de Minas Gerais- FALE
Disciplina: Inglês Produção de texto
Professora: Adriana Tenuta
Aluna: Arlete

Task one

The interference of the age in a second language acquisition


Although some research indicates that adults are capable of acquiring a high degree of pronunciation in a second language, we know that age interferes in the accurate comprehension of sounds that does not occur in the student’s mother tongue because not only their brain get older but their neuromuscular too, so adults are unable to achieve perfect or target-like pronunciation in a second language . Besides, children are less likely to hold negative attitudes towards other speech communities or to be aware of other factors which may produce barriers to interaction and leaning. The purpose of this paper is to review two line of research that supports these claims: one neurological and one affective consideration.
One line of research was originally formulated by Penfield and Roberts ( 1959) and Lenneberg (1967) . This research posits a period( occurring around puberty) after which brain lateralization, or the assigning of certain functions to the different hemispheres of the brain, is completed. This period called critical period , represents the biologically determined period of life during which maximal conditions for language acquisition exist, the brain is flexible and language learning can occur naturally and easily. Since this period ends around puberty, adults can no longer call upon these natural learning capacities. Scovel( 1981) and later Krashen (1973) claimed an increasing loss of brain plasticity, which renders an individual incapable of achieving nativelike pronunciation in a second language after puberty. The result is that language learning becomes an artificial, laborious process.
Another line of research which has been explored consists in that differences in the affective states of young and older learners account for age differences in second language acquisition. Brown (1980 b) proposes that second language acquisition is related to stages of acculturation. In your book “ Principles of language learning and teaching” he identifies four stages of acculturation: (1) initial excitement and euphoria;(2) culture shock, leading to feelings of estrangement and hostility towards the target culture;(3) culture stress, involving a gradual and vacillating recovery; and (4) assimilation or adaptation to the new culture . Browns argues that stage (3) is the crucial phase . Young children are seen as socio-culturally resilient, because they are less culture-bound than adults. They move though the stages of acculturation more quickly and so acquire the second language more quickly. Furthermore, children are strongly motivated to become part of the first language community and require a native-like accent to achieve this , so they will prove the more successful learners , particularly when pronunciation is concerned.
To summarize, children often have more favourable learning conditions, not only because of a critical period before which and after which certain abilities do not develop, but also because children are less culture-bound than adults. Respectively, affective consideration and neurological consideration.





Bibliography
Krashen, S.D. 1973: Lateralization, language learning, and the critical period: Some new evidence. Language Learning 23: 63-74.
Krashen, S.D., R.C. Scarcella and M.A. Long (eds.) 1982: Child-adult differences in second language acquisition. Rowley, MA: Newbury House. ]

Lenneberg, E. H. 1967: Biological foundations of language. New York: John Wiley

Scovel, T. 1981: The effects of neurological age on nonprimary language acquisition. In R. Andersen (ed.): New dimensions in second language acquisition research. Rowley, MA: Newbury House. Pp. 33-42.

[ Next Thread | Previous Thread | Next Message | Previous Message ]

Replies:

[ Contact Forum Admin ]

Forum timezone: GMT-8
VF Version: 3.00b, ConfDB:
Before posting please read our privacy policy.
VoyForums(tm) is a Free Service from Voyager Info-Systems.
Copyright © 1998-2019 Voyager Info-Systems. All Rights Reserved.