Myth-Conceptions About Children Learning a Second Language

2008

Many people seem certain that children learn additional languages rapidly and with ease. This “fact” is widely believed, but research in a number of language learning contexts suggests that it is necessary to refine – if not to refute – this assumption. In this paper, some of the experience and research that have been used in support of the conclusion that “younger is better” will be reviewed. The relevance of this conclusion to different learning and teaching environments will be discussed, and the conventional wisdom that for children, language learning is easy as pie will be challenged. The emphasis will be on how different learning contexts and conditions lead to different outcomes as well as how research designed to answer one question is often cited to answer another – one that it cannot in fact answer.

Hiroshima Bunkyo Women's University Kiyou (ISSN 0919-181X), 2016

This paper reviews a broad spectrum of literature in uncovering the similarities and differences between L1 and L2 language acquisition. Three theories of L1 acquisition in children (Behaviorist, Nativist, and Developmental) are examined. These theories are then applied to the nature of how language is acquired in the L2 classroom, which itself comes under scrutiny for its conduciveness as a language facilitation vessel. Additionally, variables impacting the L2 learner, including motivation and willingness to communicate are examined as further factors that may inhibit L2 language acquisition. The author finds breadth of linguistic interaction as a key factor that brings L2 acquisition closer to its L1 counterpart while acknowledging its replication in the L2 classroom is not so simple. L2 language acquisition challenges in Japan are the primary contextual focus of the paper, though examples from other worldwide contexts are also observed.

The present study investigates that similar amount of exposure to two languages at early age does not impede child's L2 acquisition. L2 acquisition endures tenaciously encompassing early learners. They not only speak new language with concern but also acquire it inextricably. They are never diffident like adults enterprising new language. They replicate their age-mates and teachers without malevolence and successively develop linguistic contrivance themselves. It reveals that exposure is undoubtedly efficacious in L2 acquisition but not subservient to L2-exposure. The study elucidates that English language is a contagious language. Children learn it without any justification and special assistance. Besides, the study entails the details of L2 acquisition at early age and acquaints with techniques which collaborate in L2 acquisition. Three kindergarten classes were randomly selected at a community public school and were observed thrice a term for data collection. Likewise, a questionnaire was distributed amongst 10 teachers and 100 parents whose children were studying at school. Interviews of three parents are also part of this study.

Educational policies that impact second language (L2) learners—a rapidlygrowing group—are often enacted without consulting relevant research. This review synthesized research regarding optimal conditions for L2 acquisition, facilitative L2 learner and teacher characteristics, and speed of L2 acquisition, from four bodies of work—foreign language education, child language research, sociocultural studies, and psycholinguistics—often overlooked by educators. Seventy-one peer-reviewed journal articles studying PK-12 L2 learners met inclusion criteria. Findings included: 1) Optimal conditions for L2 learners immersed in a majority-L2 society include strong home literacy practices, opportunities to use the L2 informally, well-implemented specially-designed L2 educational programs, and sufficient time devoted to L2 literacy instruction, whereas L2 learners with little L2 exposure require explicit instruction to master grammar; 2) L2 learners with strong L2 aptitude, motivation, and first language (L1) skills are more successful; 3) Effective L2 teachers demonstrate sufficient L2 proficiency, strong instructional skills, and proficiency in their students' L1; 4) L2 learners require 3-7 years to reach L2 proficiency, with younger learners typically taking longer but more likely to achieve close-to-native results. These findings, even those most relevant to education, are not reflected in current US policy. Additional research is needed on the characteristics of successful or unsuccessful L2 learners and L2 teachers. Such research should attend systematically to the differences between L2 learning in maximal versus minimal input settings; whereas the psycholinguistic challenges of L2 learning might be common across settings, the sociocultural and interactional challenges and opportunities differ in ways that can massively impact outcomes.

Studies in Applied Linguistics & TESOL, 2020

A fundamental distinction in the field of second language acquisition (SLA) is route versus rate of acquisition (or L2 development). While the former has traditionally referred to developmental sequences of learning, the latter denotes the speed with which learners progress through developmental trajectories (Muñoz, 2006). A second distinction at the center of SLA is the ultimate L2 attainment of children versus adults. Although researchers in the field hold different views regarding the role and effects of age in language learning ability and ultimate attainment— such as whether learners are subject to one or multiple critical or sensitive periods of development— researchers generally converge on the fact that early (child) L2 learners fully acquire the target language (TL) while most late (adult) learners do not (Hartshorne et al., 2019).

1986

The American Journal of Applied sciences, 2021

Second Language Acquisition (SLA) is one of the debatable topics regarding to speed and effectiveness in adults or children foreign language learning. There have been several researches to solve the issue; however, the results are different and contradicting. In this research two volunteers participated in three staged survey which showed children’s priority in acquiring foreign language in a short period of time.

International journal of humanities and social sciences, 2017

This paper investigates language acquisition both of children leaning their first language and of adults learning their second language. This is done by examining recent studies in this field led by a group of post Chomskyian linguists and psycholinguists who have covered the process of language acquisition with great detail focusing on the four tendencies and developments within psycholinguistics that have bearings on language teaching. These are: the creative aspect of language; the abstractness of linguistics representation; the universality of underlying structures and the role of intrinsic organization in cognitive process. A review of the methods of teaching second languages (L2) in the past decades shows that psychological theories and cognitive studies popular at the perspective times had a great deal of influence on the choice of text books, classroom materials and other digital means. Therefore, the significance of studying the current theories on child language acquisit...

Traduction et Langues , 2014

This article deals with child's second language acquisition and learning within the scope of the very early stages of school system. Normally, children learn language through their everyday social environment. In other words, from everyday language use with parents at home and outside home. To teach a foreign language to children, however, takes a little more effort. If one is teaching a child between 4 and 10, one will need to collect kid-friendly materials and get in understanding to how children use languages in appropriate methodology which corresponds to children's needs. Thus, our proposal takes into account some basic principles that allow the child and get him ready to learning process. We will also focus on the parents' and teachers' role for acquiring an efficient background in his preparatory stages. So, how soon can one begin before introducing L2 instruction at school and how can this be reached in the teaching / learning process?