Major Factors Influencing Learners’ Achievement in Second Language Acquisition.

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

Two kinds of evidence have typically been used in these challenges. The first is the identification of older learners who achieve nativelike competence in the second language (Birdsong, 1992; Bongaerts, Planken, & Schils, 1995; Ioup, Boustagui, El Tigi, & Moselle, 1994). The second is behavioral evidence that fails to reveal a qualitative change in learning outcomes at the close of a critical period (Bialystok & Hakuta, 1999; Bialystok & Miller, 1999; Birdsong & Flege, 2000; Birdsong & Molis, 2001; Flege, 1999; Flege, Munro, & MacKay, 1995; Flege et al., 1999). Whether such evidence is considered damaging to the critical-period hypothesis depends on the stringency of the criteria for defining the boundaries of the critical period (Birdsong, 1999; Harley & Wang, 1997; Singleton & Lengyel, 1995). Nonetheless, both weak and strong interpretations of the critical-period hypothesis require the demonstration of a significant change in learning outcome, not merely a monotonic decline with age. Defense of the position that language learning is constrained by a critical period requires specifying the maturational stage at which languagelearning potential changes, and ideally the reason for the change. However, there has been little consensus about what age constitutes the critical point, and

First and second language acquisition have been a topic of interest in linguistics for decades. Researchers have been approaching these topics from many points of view, angles, and models (Gass, 2013). Regarding second language acquisition, and especially English as a second language, the most researched topics include the effects of the Critical Period on second language learners, age of acquisition, age of onset, and individual differences (i.e. L1, motivation, aptitude) (Gass, 2013). Even though it is possible to find a wide variety of research on L2 acquisition, researchers are still debating on which elements affect learners more. Furthermore, while there is plenty of research on gender differences in the field of first language acquisition, there seems to be a lack of studies on said topic in regards to learning a second language. For said reason this research paper will focus on gender and first language influences on English as a second language acquisition, with the goal to comprehend whether one, both or neither of those factors contributes or hinders L2 acquisition and why. Furthermore, the current research paper is a follow up of Chiamenti (2016).

In his article, “My and Misconceptions about Second Language Learning,” published in 1992, Barry McLaughlin listed five major myths and misconceptions held by the general public, or specifically by some second language teachers, as well as some contradictory viewpoints about second language learning held by different scholars. In his five main arguments, he puts specific emphases on his suggestions for second language teachers about second language teaching and learning to dispel these five myths and misconceptions. Though diverse and comprehensive, McLaughlin’s synthesis of relevant language teaching and learning studies does not provide enough connections among the sources he mentioned, and relevant viewpoints are repeated and overlapped.

With the rise of globalisation, English has become the Lingua Franca as a tool to communicate among people from different countries in numerous situations and areas (Nikolov & Djigunovic, 2006, p.234). Therefore, people in various countries are closely connected economically, politically and culturally and many people are required to acquire a foreign language. As a result, there have been many researches and evidence on whether age has a great impact on second language acquisition. This essay will illustrate neurological, phonological and affective factors and the Critical Period Hypothesis as evidence that children have advantages in second language acquisition. In contrast, cognitive theories will be stated to illustrate how adult learners have advantages in many second learning strategies (Comrie & Corbett, 2009, p.12). Thirdly, it will suggest two second language acquisition methods inspired by children?s first language learning, which are Total physical Response and Natural Approach, because despite their limitations, they contain useful lessons from children?s first language acquisition such as raising interest and lowering learners? stress. Finally, this essay will assert that considering neurological, phonological and affective evidence and witnessing children?s natural and effortless language acquisition, overall children surpass adults in second language acquisition. Therefore, it is wise to elect useful factors from

Although motivation is one of the variables to learn a second language saying that “all you need to learn another langue is motivation,” is a misconception. In Brown (2014, p. 158) states that motivation is one of the most powerful effective variables in accounting for the success or failure of any task. Brown (2014) also mentions other factors that play an important role in the second language acquisition are: self-esteem, risk taking, anxiety, empathy among others. Students who have high self-esteem believe in their capabilities of second language production. Therefore, speaking and writing improves faster than the students who low self-esteem. Successful second language learners also are willing to take risk. That may be one of the reasons children are better learning a second language. They are not afraid to make a wrong guess, but some adults are inhibited, they try so hard to protect their ego. Consequently, they do not practice speaking in the foreign language classroom. Anxiety in the low level or in the high level also affects the second language acquisition. In order to acquire a language it is necessary to be in stage of relaxation. Learners of the second language who have the ability to feel empathy for native speakers of the L2 they are learning will be able to establish a better communication with native speakers. As a result, their speaking skills will improve.

At the beginning it must be said what the bilingualism and second language acquisition are. SLA (Second Language Acquisition) refers to the process by which people learn second language that means that they know one language and then start learning the other one. On the other hand, bilingualism refers to the ability to use two languages with equal fluency. But some scientists believes that even though those

Aida Walqui, who is the Director of Teacher Professional Development (TPD) Programs which includes the Quality Teaching for English Learners (QTEL) and Strategic Literacy Initiative (SLI) projects addressing all aspects of teacher development from pre-service through teacher leadership in grades 5–14, presents her perspective by suggesting that contextual factors affect second language acquisition. Walqui points out those factors that affect second language acquisition and explains how they shape second language learning. Her belief is that through language distance, native language proficiency, knowledge of the second language, dialect and register, language status, and language attitudes second language learners are able to acquire a second language.

Young children, adolescents, and adults are all being taught foreign languages around the world either by themselves or a teacher, but one certain generation should be learning the language in school. Preschools teaching foreign language increase the brains of children and he/she’s knowledge of life. Considering that, “. . . in five years the average school student gets only about 540 hours (the equivalent of only about 2 months at 8 hours a day) of exposure to the foreign language they are learning” (Nagel). Most high school students forget what they learned or are just are not interested in the language. However, children pick up languages and are additionally capable of remembering languages if taught exceedingly young. Furthermore, adolescents/adults who do not take a language would be superior if they learned a foreign language earlier in life. Learning foreign languages overall can help with the growing global economy as well. Although it may not seem important, learning foreign languages as preschoolers rather than adolescents is more advantageous for mastering a foreign language, which may contribute to an individual's success in a global economy.

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.

This paper examines literature which regards the effects of age on foreign/second language acquisition. Given the fact that adults often fail to learn a foreign or second language, many linguists and researchers have hypothesized that a critical period exists in the realm of language acquisition. Proponents of the Critical Period Hypothesis (CPH) claim that there is a critical point for foreign/second language acquisition that occurs around puberty, beyond which people seem to be relatively incapable of acquiring a foreign/second language. On the other hand, opponents pointed out that there are late learners who achieve native or native-like competence in a foreign/second language and even in pronunciation. Others opposing the CPH suggest that rather than a critical period in acquiring a foreign/second language, other factors such as the learners’ educational, social, and affective variables should be considered.

In order to investigate why some language learners appear to be more successful than others, researchers examine the differences between individual learners. The current consensus among experts is that “individual learners learn differently depending on variables like learning opportunities, the motivation to learn, individual differences and learning styles in second language acquisition” (Bista, 2008, p. 2). Therefore an individual’s success is dependent on the combination of many factors. Educators may attempt to determine an individual’s chances at learning a language by measuring their language aptitude. While researchers thus far failed to create a universal definition for language aptitude, they have identified some aspects of

The literature review of this research study is based on second language acquisition (SLA) theory. In this section I address a number of studies that have been conducted on vocabulary acquisition and share results of studies that are related to the topic. This is the framework I use for establishing the importance of the study and a benchmark of comparing results with other findings.

As a result of some data irregularities in a prior study, with the same research goal, the authors conducted a follow-up investigation with greater constraints on participant and judge selection, thereby reducing some noticeable confounds. The first study was comprised of three groups. Group 1 was a control group with only native speakers of British English. Group 2 consisted of Dutch learners of English considered to be highly successful in their command of British English according to English as a foreign language (EFL) experts and the third group incorporated Dutch university students at varied levels of English

Finally this study could possibly lay the ground for the grater deal of further research in the field of foreign language learning. Many other questions may be raised about the findings of the study.