nt more years in the United States and therefore had more years of practice speaking English, thus producing higher scores. However, the correlation coefficient between years in the United States and test scores was not significant (r=.161). Thus, this alternative explanation cannot account for the major part of the relationship between age and mastery of these grammatical forms.
While Johnson and Newport's (1989) study clearly shows that children under seven years of age acquire grammar easier and more competently than those over seven years of age, it can also be noted that younger children also tend to lose their accents faster than older children, adolescents, or adults (see: Flege, 1987). However, despite these findings, there is some empirical research indicating that there are aspects of language where age is positively correlated with second language learning. For example, Morris and Gerstman (19 ) found that retention in second language learning, at second week testing, was superior for children in grades 7, 8, and 11 than for children in the fourth grade.
In summary then, younger learners, especially children seven years of age or younger, tend to acquire language quickly and to do so with little difficulty in terms of speaking like native speakers. However, there appear to be instances where older learners evidence superior language skills than younger learners.
Research Methods Used in Age/SLA Studies
The contrasting effects of age (in some situations age is negatively correlated with SLA while in other situations age is positively correlated) may, at least in part, be attributable to the research methods used in studies of the influence of age on second language learning. In this regard, an extensive review of the literature on age and second language learning, was compiled by Larsen-Freeman and Long (1990).
According to the authors, the research in the area can be divided into two categories: (1)...