Teachers of English to Speakers of Other Languages, Inc. (TESOL)
Age, Rate and Eventual Attainment in Second Language Acquisition Author(s): Stephen D. Krashen, Michael A. Long and Robin C. Scarcella Reviewed work(s): Source: TESOL Quarterly, Vol. 13, No. 4 (Dec., 1979), pp. 573-582 Published by: Teachers of English to Speakers of Other Languages, Inc. (TESOL) Stable URL: http://www.jstor.org/stable/3586451 . Accessed: 09/01/2013 08:48
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Distinguishingrate in and attainment, then,resolvesthe apparent contradictions the literature. In order to provide support for these generalizations,we examined inof in in vestigations child-adultdifferences eventual attainment second language studieswhich compare childrenand adults acquiring and short-term acquisition as naturalenvironments, well as formal, classroom second languages in informal, environments. I. Investigationsof Eventual Attainment:Long Term Studies There have been surprisingly few studies investigating child-adultdifferences in eventual attainmentin second language acquisition. The available studies all concur,however,that age of arrival in the countrywhere the language is spoken is the best predictorof eventual attainment:1) those who and 2) arrive as children attain higher levels of second language proficiency, aftera certainperiod (see discussionbelow) lengthof residence (where length of residence taps linguisticinteraction/input) not a factor.(see Table 1)3 is 2. Investigationsof Rate: Short-term Studies 2.1. Comparisonsof Adult/ChildDifferences. The short-term studies comparing children and adults (see Table 2) show adults to be superior to childrenin rate. Treatmentor length of residencyin these studies
Many second language acquisition theories have been developed over the years. These theories examine the avenues in which second language is acquired and the avenues in which they are learned. The avenue of socialization is crucial in learning a second language. When natural conversations occur with native and non-native speakers, a natural
Judie Haynes’ article, “Stages of Second Language Acquisition”, clearly states five stages that a new learner of English may go through. In Haynes’ theory, there are five stages in total, and they are pre-production, early production, speech emergence, intermediate fluency, and advanced fluency. According to Haynes, new learners of English acquire language by going through the same stages. However, how much time each student spends at a particular stage may be different. Despite the different time length, the stages of people acquiring new language are worth discussing.
* support structures for learning and language development at home and at school (NALDIC, 1999)
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Since, the second language is an additional language after we acquire the first language, the L2 learning process can be influenced by the L1 learning process This essay will demonstrate the similarities and differences in L1 and L2 acquisition by discussing various theories. Then, draw a conclusion based on the evidence provided and my own experience.
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Many second language acquisition theories have been developed over the years. These theories examine the avenues in which second language is acquired and the avenues in which they are
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp
Children acquire language since they were born. They communicate with their parents. Furthermore, children and parents interact with each other using a language that we often call the first language or mother tongue. At an early age, children are only learning one language that is the mother tongue. By age and speech development, children improve to acquire a second language from the school or the environment around them. In terms of speed of langgauge acquisition, children are factorized by both the child and the child’s learning environment. Therefore, it is important to understand how children acquire second language. This paper is provided
Acquiring the first language is much easier than acquiring any second language as it comes “naturally” after birth. The child passes through different stages before acquiring the language till he masters it. Children follow a predictive language development through their language acquisition but it can vary from a child to another according to the external surroundings especially in the early stages.
An older starter’s exposure to a second language will likely be mostly classroom based and acquired in a more structured and explicit way, e.g. night classes, language courses etc. In this case, then, their L2 input will be a lot more limited than that of a younger immigrant and it will probably take them longer to become proficient. There is also the idea that some individuals may have access to more natural input than others depending on their area of work. What this means is that some individuals may be employed in jobs that require a lot more interaction in their target language than other fields of work. Compare, for example, the exposure an immigrant whose job involves working as a personal assistant will have access to, versus the input of L2 work as a cleaner may entail. The two jobs provide different levels of interaction, and as such, some individuals may progress in their second language at a faster rate than other depending on their field of work. This idea is supported by the statement that immigrants are ‘exposed to qualitatively and quantitatively different samples of the new language’ (Hakuta, Bialystok and Wiley, 2003:31).
Abstract: In second language acquisition, age factors has always been the study focus and one of the most controversial issues of linguistics. Based on the Brain Plasticity Theory and the Critical Period Hypothesis, the purpose is to prove such a hypothesis that the younger the leaner who begins to learn an second language,the greater the probability that he or she will achieve a native-like command of it.