Age and Acquisition

Prepared by Manuel Jimenez 

Second Language Acquisition and Age
Language acquisition has been a major topic of research in linguistics for several decades. Attempts to explain the differences between children's and adults' acquisition of first and second languages have led to the development of the Critical Period Hypothesis (CPH).
This hypothesis states that there is "a biologically determined period of life when language can be acquired more easily and beyond which time language is increasingly difficult to acquire." (Brown 53) Originally, this hypothesis only included first language acquisition, but later researchers have extended it to second language as well. Many aspects of first language acquisition were brought into the domain of second language acquisition, but the assumption that the two types of acquisition are similar is fundamentally flawed.

Genesee’s article explains the research of linguists who tried to relate the CPH to second language acquisition, but whose results remained questionable or inconclusive. Working independently, Penfield and Lenneberg suggested two reasons why language acquisition is difficult after puberty. Penfield maintained that the plasticity of the brain is lost "at puberty, after which complete or nativelike mastery of languages, first or second, is difficult and unlikely." (Genesee 98) This plasticity assigns functions to different areas of the brain and cannot be changed. Penfield noted that children who suffered brain damage before 9 to 12 years of age could recover language skills completely, but children who had suffered brain damage after puberty could not.

Lenneberg agreed that language learning after puberty was more difficult, but argued that the completion of "lateralization of language functions in the left hemisphere" (98) was the cause. Lenneberg studied children who suffered damage to the left hemisphere of the brain before and after the age of 12. The transfer of language function to the right hemisphere was found in children who suffered damage before age 12, but rarely in those who suffered damage after age 12.

Finally, age and acquisition is a process in which the individual has to select the best option in order to communicate effectively and have a good input .

See, Look at, Watch, Hear , and Listen to

By Professor Manuel E. Jiménez Campos 

 'Look', 'see' and 'watch' can easily confuse students of English as they all relate to actions done with our eyes. The difference between the three verbs can be explained in the following way...see if you can understand!

SEE, LOOK AT, WATCH, HEAR, AND LISTEN TO

SEE, LOOK AT, and WATCH (a)  I see many things in this room . (b)  I´m looking at the clock. I want to know the time. (c)   Bob is watching TV.	In (a) :see= a nonaction verb . Seeing happens because my eyes are open . Seeing is a physical reaction , not a planned action. In ( b) : look at = an action verb . Looking is planned or purposeful action .  Looking happens for a reason In (c) :watch  = an action verb . I watch something for a long time , but I look at something a short time.
HEAR and LISTEN TO (d) I´m in my apartment . I´m going to study I hear music from the next apartment . The music is loud .         (e) I´m in my apartment . I´m studying . I have a tape recorder . I´m listening to music . I like to listen to music when I study.	In ( d) : hear= a nonaction verb. Hearing is an unplanned act. It expresses a physical reaction. In (e) : listen ( to) = an action verb, Listening happens for a purpose.

Adapted from : Basic English Grammar , Betty Schrampfer Azar , Stacy A. Hagen , Third Edition .

Glossary

This Glossary is about Chapter 2 from Principles of Language Learning and Teaching , Fourth Edition, H. Douglas Brown .

Parallel distributed processing PDP

First Language Acquisition

First Language acquisition, a review.

By Professor Manuel E. Jiménez Campos

A First Language Acquisition is a process in which an individual at his first few years acquires a Language; it has been a subject of interest for many investigators and professionals during many years. We have witnessed the remarkable ability of children to communicate.  When they are babies they produce sounds or gestures in order to communicate their actions or messages.  How can we explain this amazing process from a baby to an adult, from simple sentences or words? . Second language acquisition, or sequential language acquisition, is learning a second language after a first language is already established. Many times this happens when a child who speaks a language other than English goes to school for the first time. Children have an easier time learning a second language, but anyone can do it at any age. It takes a lot of practice! 

What is the best way to teach a second language?

There are many different things that factor into the decision about how to teach a person a second language, including the following:

a)                             language spoken in the home

b)                            amount of opportunity to practice the second language

c)                             internal motivation of the learner

d)                            reason that the second language is needed (e.g., to learn at school, to talk to a friend, or for work)

There are different ways that to introduce the second language:

a)                             by setting (e.g., English is spoken only in the school, and Urdu is spoken only in the home)

b)                            by topic (e.g., French is spoken only during meal time, and Spanish is spoken during school/work activities)

c)                             by speaker (e.g., Mom will speak only in German, and Dad speaks Russian only)

The ability of a person to use a second language will depend on his or her family's ability to speak more than one language. It is important for parents/caregivers to provide a strong language model. 

For Further information regards to Language acquisition visit http://www.bcatml.org/LLED324/Brown_principles.pdf