Age and Second-Language Acquisition What is the association between ag

(3) conceptual/theoretical models attempting to explain age effects; and (4) solutions that have been proposed to correct for learning difficulties associated with age.

In general, second language learning appears to be negatively correlated with age. One of the definitive studies in this area was conducted by Jacqueline Johnson and Elisa Newport (1989). The authors decided to study Chinese and Korean speakers who had learned English as a second language.

These two Asian languages were selected because they are less similar to English than European languages. Thus, speakers of both Asian languages would be expected to have difficulty mastering English syntax. All speakers were selected from the students and faculty at the University of Illinois, so they current shared a similar English-speaking environment.

Each research participant was tested extensively for mastery of English grammar. In each case the participant judged whether or not a spoken sentence was grammatically correct. A total of 12 different grammatical rules were tested.

. . .
ng. It is the neurological explanation that serves as the conceptual foundation for the "critical period" hypothesis. In this regard, Ioup, Boustagui, El-Tigi and Moselle (1994) define this hypothesis as suggesting that brain mechanisms/neurological wiring, etc. are such that there is a critical or optimal period for language learning in general. At this time, language acquisition is far easier than at any other time in the life-span. Another explanation is sociopsychological. This model of second language learning, according to Burrill (1985), postulates that psychological, social, and/or cultural determinants can be used to explain why younger learners acquire a second language better than older learners. Sociocultural explanations offered by Burrill (1985) include the fact that adults are less willing to take risks than children. This unwillingness inhibits their identity as a speaker of a certain language making it more difficult for adults to learn. Other areas that may also be contributive to age effects are said to be possible post-puberty psychomotor disadvantages and identification with in- or out-groups through language proficiency (Burrill, 1985). A third explanation for age effects and second language learn
. . .

Some common words found in the essay are:
Specifically Bergan, Age/SLA Studies, El-Tigi Moselle, Piaget's Chomsky's, SLA Regardless, English Beyond, Service ED, , Morris Gerstman, University Illinois, language learning, age effects, language acquisition, burrill 1985, acquire language, critical period, larsen-freeman 1990, eric document reproduction, document reproduction, service ed, eric document, document reproduction service, reproduction service ed, explain age effects, effects language learning,
Approximate Word count = 2105
Approximate Pages = 8 (250 words per page)