Are Children Better Language Learners? Essay

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each play a role in language development. However, I believe that in acquiring a language, one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners learn differently and so a variety of resources will need to be used based on the ability of each student. There are many theories that have been developed by highly qualified experts in the field on linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

When its comes to language it shows that in our childhood our brains are more flexible in adapting to new types of information. When we're younger it's easier to pick up than we get older. Even when we get older learning a new language may not be easy but it's not impossible. It just interference between the new and old languages. Which makes it take time to learn a new language. Age has a part in learning a language the older we get the harder it is to remembering things. So critical period of language is when you are

In the Oxford dictionary, Discourse is defined as a human oral or written communications between. Word allows people to express their thoughts and ideas through grammar, pronunciation, etc., and understand complex issues. For children in terms of education, language is a vital part of the development of education. People 's daily dialogue, learning, etc. are all required language skills. It requires the use of language between people convey their ideas. So in early childhood education, the development of language is very important. This article will relate to theories about early childhood language learning, content at different stages of children 's language development, the adult children of the relationship between language and language development, and so on.

This question is the basis for the nature vs. nurture debate. Theorists argue whether or not children are born with innate language capabilities (nature-inspired theories) or acquire language skills through interaction/experiences with others (nurture-inspired theories).

According to oncology nurse, Suzanne Robin in her article “Why Is It Easier for a Child to Learn a New Language Than an Adult,” “Young children are hard-wired to learn language in the first few years of life. When frequently exposed to two languages, they unconsciously acquire the second language naturally, applying the same skills they use to acquire their native language. Older children and adults have to learn the language consciously by studying it.” (2014, para. 2).

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.

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

According to the three articles, “ Are children really better at foreign language learning”(2013), Ann Merritt indicates that adults may have better skill of learning language. In addition,In“Why is Easier for a child to Learn a New Language Than an Adult (2016),Sharon Perkins use the four reasons to show that children may not learning language effortlessly, they also need to practice regularly in order to truly master the language. Furthermore,in the third article“Learning a Second Language Is Easier for Children,But Why?(2014),the author Suzanne Robyn describes that children learning language may be easier that adults.According to those three articles, authors have different examples to support their idea about the leaning language skill

The first area of difference between first (L1) and second (L2) language learning is input – specifically the quality and quantity of input. It is the idea of the "connectionist model that implies... (that the) language learning process depends on the input frequency and regularity" (5).. It is here where one finds the greatest difference between L1 and L2 acquisition. The quantity of exposure to a target language a child gets is immense compared to the amount an adult receives. A child hears the language all day everyday, whereas an adult learner may only hear the target language in the classroom – which could be as little as three hours a week. Even if one looks at an adult in a total submersion situation the quantity is still less because the amount of one on one interaction that a child gets for example with a parent or other caregiver is still much greater then the adult is receiving.

When discussing about “In other words”, Bialystok and Hakuta state that there is some thought that children who may appear to be learning a second languge very quickly at a vey young age (before the age of 5). They further state that accompanied by the loss of their first language, have really replaced the first language with the second language.

Second language acquisition (L2) has been often regarded as an important stage for language learning after acquired the first language. However, it is evident that Third Language Acquisition (L3) has become increasingly important and it is a new and hot topic for many scholars due to the multilingual culture in nowadays society. Over the past few decades, many scholars have investigated that L3 acquisition is more specific as L3 learners have already had an L2 in mind which they acquired certain linguistic knowledge. Gut (2009) mentioned that the learners could apply the previous language- learning experience onto the learning process of a new language. Thus, L3 learners are more competitive as they became bilingual speaker after the acquisition of two languages and they are able to draw more linguistic competence and cognitive skills and perform better than monolingual speaker. In addition, Lipinska (2015) stated that L3 pronunciation research is still an undeveloped topic to be investigated and more research are required to elaborate the reason behind the effect of L1 and L2 imposed on L3 production.

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.

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.

Nativelike proficiency is the highest level of speech competency that can be achieved by an L2 learner. In linguistics research it is often passed off as the ability for an L2 speaker to con the natives into thinking that they are part of the in-croud based on their exemplary conventional verbal performance. The two studies outlined by Bongaerts, et al. (1997) in “Age and ultimate attainment in the pronunciation of a foreign language” sought to investigate the notoriously sensationalized notion that once a certain age is reached language learning, to the point of fluency, becomes next to impossible. The researchers endeavoured to collect evidence demonstrating whether or not native speakers of a language could identify non-native, yet highly proficient, second language learners who had near nativelike mastery over the pronunciation of the second language.

How a first language is acquired and how relevant is this to the acquisition of a