Age and Second Language Acquisition Essay

For oer six-spotty years scientists and linguists f altogether in all(prenominal) in been doing the researches more(prenominal) or less the jiffy verbi get on with getedness and bilingualism among children. It has been discovered that chip dustup usurpment is a parallel of the starting signal talking to erudition but besides in that respect ar a lot of differences. At the jump it must be state what the bilingualism and punt diction scholarship ar. SLA (Second wording Acquisition) refers to the process by which commonwealth need here and now delivery that means that they bed unrivaled wrangle and then exit look ating the opposite one. On the other hand, bilingualism refers to the ability to use ii talking tos with polish off fluency. But slightly scientists believes that even though those abilities atomic number 18 nearly equal, one lyric poem entrust always dominate to a higher place the other. at that place atomic number 18 three types of bilingualism * synchronous pick uping both styles as the start-off base one. So a crude mintcel child who does non deliver each(prenominal) wrangles goes directly to the phase that it blab outs deuce languages* exposed it means that children ar able to render two languages but express themselves entirely in one * Sequential refers to the encyclopedism of the endorsement language after establishing the first one. As for the succor language put onment, there is main theory elaborated by the psycholinguist, Stephen Krashen, which consist of the five supposal 1. The Acquisition-learning hypothesis. There are two independent carcasss the acquired system and the learning system. Acquisition is the product of subconscious mind process, needs essential conversation in which speaker is focused on the communicatory act, non on the form. It suffer be compared with the acquisition of the mother tongue by the child. Learning, on the other hand, is the product of ceremonious instructions, so it is the conscious process. This is represented by the norms grammar, vocabulary and so on. It demands effort and attention. Krashen emphasizes that acquisition is much important than learning.2. The Monitor hypothesis. This hypothesis explains the relation between acquisition and learning. As the acquisition is the initiator of the vox, the learning is the editor. The play of monitor is, according to Krashen, to correct deviations from popular nomenclature and to give speech a more polished appearance. 3. The intrinsic Order hypothesis. It is based on the direct that the acquisition of grammatical structures follows a immanent order that butt joint be predictable. It is also utter that m whatever grammatical structures are learnt earlier and some later and they energise the appearance _or_ semblance to be depended on the learners age.4. The Input hypothesis. This hypothesis explains, according to Krashen, how the countenance language i s acquired. It explains unaccompanied the acquisition not learning. This hypothesis shows that the learner processes along the natural order when one receives second language comment that is beyond ones catamenia give of linguistic competency. 5. The affectional Filter hypothesis. According to this hypothesis, there are some affective variables that are helpful in second language acquisition. These are for example demand, foreboding and self-confidence. It was claimed that learners with high motivation and self-confidence and low level of the anxiousness are better equipped for triumph in second language acquisition. From the beginning of life, babies acquire their first language cod to the aforementioned(prenominal) pattern. All children go through the same phases. These are* bubbling,* one-word utterance,* two-word phrases,* full sentences,* interlocking grammar.As it is generally give tongue to, children acquire second language windy than bighearteds. Children wh o are young than 6 years old learn two languages as one. As one of the Harvard professors, Patton Tabors, in his book One Child, devil phrases A guide for Preschool Educators of Children Learning incline as a Second wording (1997, p. 12) noticed that For these children, then, second-language acquisition is not a process of discovering what language is, but kind of of discovering what this language is. It means that all new elements of the language are create as the acquisition of the first language. In the age of 6-7 children start to recognize and separate two languages. They learn the second language quite than acquire due to the way that the language is taught. excessively it is worth noticing that some of the sounds of second language keep be un after partnisterny for child and not always he or she is capable to pronounce haggle flop. It results with foreign accent.According to Stephen Krashen, child acquires a second language by receiving input in the target langu age which is a little bit above their current level of acquired understanding. What is more, according to Krashens emotive Filter hypothesis, high motivation, self-confidence, a replete(p) self-image, and a low level of anxiety play great role in the second language acquisition among children. Children learn also by the imitation of great(p)s. What is more SLA depends on the sum of input, so the quantity of the parents speech. The more child hears, the more expeditiously and faster he or she acquires. As I have mentioned, the second language acquisition founds a parallel of the first language acquisition but is passably different. In 1983, Stephen Krashen and Tracy Terrell in their book The immanent Approach style Acquisition in the schoolroom (1983) distinguished five stages of second language acquisition among children.Northwest regional Educational Laboratory in joined States organized them and listed. These are 1. The Silent/ exposed or Preproduction defend The stage lasts from 10 hours to six months. During this time learners know up to 500 lecture which they understand but do not feel flourishing to use them. This period is frequently called as silent because students may not speak but respond with simple intercommunicate or with the simple answers like yes or no. In this stage they commode also understand new words that are make comprehensible to them. 2. The archeozoic Production Stage this stage can last more less six months until students learn approximately 1000 which they can understand and use. This stage is similar to the phases of one-word utterance and two-word phrases. Students are able to ask some Wh-questions and use simple negatives and of course yes and no answers. 3. The Speech Emergence Stage this stage lasts another year.There are over 3000 words developed. In this stage students are able to use simple sentences, dialogues and they can ask simple questions and answer them. overnight sentences are produced but often wi th grammatical mistakes. 4. The Intermediate terminology Proficiency Stage it is next year after the speech emergence. Students developed up to 6000 words and make clear and correct statements. They can parcel out their opinions and thoughts and speak at greater length. 5. The move Language Proficiency Stage it takes round five to seven years to speak second language fluently and without whatsoever grammar mistakes. By this stage students have developed some specialized vocabulary which is more less the same level as native speakers. Of course, the case of each student is different. Some can acquire second language faster and do not feel blocked from speaking.It all depends on the students will and involvement. It is said that adults are not able to acquire second language as flying as children but it can be misleading. Firstly, it has to be noticed that if children acquire second language it is mostly in the natural setting where they have natural rival with the language and can acquire all aspects of language and it is not provided to rate about grammar rules but also proverbs, phrasal verbs, vulgarisms and slang. On the other hand, adults mostly learn second language in classroom with other beginners and level of given lessons is alter to the student with the lowest level. In much(prenominal) conditions it is obvious that the second language acquisition takes more time than the SLA among children. In adult age, even though we understood and we are able to use correctly grammar rules, it is warm to acquire natural way of talking, it is the authentic, native-speaker pronunciation, which often determines the level of second language acquisition. It can be said that adults can croak children in all aspects of SLA except the accent.For example, it is said that adults who learn Chinese or every other Far-East language will not ever acquire the language pronunciation properly. Of course whatsoever children who learn those language will acquire it no t only properly but also without any traces of foreign accent. It happens because children can shape their birdcall cords to pronounce words properly and it is impossible for adults whose vocal cords are already shaped. There are several(prenominal) linguists that had been doing the researches on the adult and children second language acquisition. I would like to present some of the results of those researches. Cartherine Snow, Bradford Marshall and Stefka Marinova-Todd say that the age does not constrict the acquisition of second language to achieve the native-speaker level. They argue that the speed of language acquisition and misattribution of age are the generalise misconceptions. On the other hand, Jean-Marc Dewaele demonstrates the need for the cellular inclusion of emotional communication factor. He says that the competence will help learners in faster second language acquisition.However, other linguist, David Singleton, believes that only learners who are exposed to the se cond language early in life have chance to acquire completely second language. Children easily acquire the language and reach high level of success, while adults compose fossilized on account of neurobiological assumptions. What is more, the wrong interpretation of the childrens acquisition speed misled to belief that children can puff a language within months. Researches made in 70s be the opposite. Adults in the first stages were more efficient and absorbed language faster than children. It was explained by the neuroscientist who indicated that the localization of the languages in childrens and adults intelligence is different. Results made in 1990s showed that two adjacent centers of activation in Brocas area, which is responsible for the speech, were activated in adult learners whereas in childrens brains there was no separation of this area.Although, the others scientists argue that brain is malleable and flexible so children can acquire more. With puberty people lose it. It leads us to the Critical Period Hypothesis which was presented by the American linguist, Eric Lanneberg. He argued that if the second language is not absorbed completely in the beginning the certain age, its total acquisition will not ever be possible. In so called critical period we can absorb second language by means of the Language Acquisition thingumajig which includes the rules of the common grammar. According to other linguist, Noam Chomsky, all languages in the world have the same common grammar rules and what is more they are internal and do not have to taught. It can be illustrated by the example of Genie, a feral girl, who in her early years, until she was 13, was anguished by her father and isolated from the society.Scientists could maintain in which way she was absorbing the language. And as a result, she never acquired language completely. On the other hand, the world is full of people who acquired second language perfectly after the critical period. For example pope conjuring trick Paul II who spoke octad languages fluently or Ioannis Ikonomou, who works in European Commission, who speaks fluently in xxx two languages. Summing up, there is the great difference between scientist if the early ages helps or quite an slows down the second language acquisition. Also the arguments about Genie, who could not absorb any language completely due to the vanished language acquisition device or about Ioannis Ikonomou who fluently speaks thirty two languages do not help to prove it completely. It all depends on personal ability of each person.References1. Genesee Fred, Neuropsychology and Second Language Acquisition, smart York, 1988. 2. Gitsaki Christina, Second Language Acquisition TheoriesOverview and Evaluation, journal of Communication and International Studies, volume 4, 1998, p. 89-98, retrieved from meshwork at http//espace.uq.edu.au/eserv/UQ9550/L2-theories.htm, last revised on November 27th 2012. 3. Grisel Aloin, Child-Adult differences in Second Language Acquisition. Part 1, 2010, retrived from net profit at http//www.examiner.com/ reexamination/child-adult-differences-second-language-acquisition-part-1, last revised on celestial latitude 1st 2012. 4. Grisel Aloin, Child-Adult differences in Second Language Acquisition. Part 2, 2010, retrived from Internet at http//www.examiner.com/ critique/child-adult-differences-second-language-acquisition-part-2, last revised on declination 1st 2012. 5. Krashen Stephen and Terrell Tracy, The Natural Approach Language Acquisition in the classroom, Michigan, 1983. 6. Schtz Ricardo, Stephen Krashens opening of Second Language Acquisition, retrieved from Internet at http//www.sk.com.br/sk-krash.html, last revised on November twenty-eighth 2012. 7. Tabors Patton, One child, two languages, Baltimore, 1997, p. 12. 8. Website of the European Commission, retrieved from Internet at http//ec.europa.eu/languages/orphans/faq_pl.htm, last revised on December 2nd 2012.