Instructor: Pho Phuong Dung, PhD

Group 4: Phạm Phúc Khánh Minh

Võ Thị Thanh Thư

Đỗ Thị Bạch Vân

AGE DIFFERENCES

HCMC University of Social Sciences and HumanitiesFaculty of English Linguistics and Literature

OUTLINE

Summary

An article review

Applications

SUMMARY1. Critical Period Hypothesis vs. Sensitive Period Hypothesis

2. Age differences in language learning

2.1. Learning speed vs. Learning attainment

2.2. Linguistic abilities

3. Explanations for adults’ learning incapability

Critical Period Hypothesis (CPH)

A limited developmental period during which it ispossible to acquire L1 or L2 to native-like levels.

After this period learning decline

Birdsong (1999)

Sensitive Period Hypothesis (SPH)

A gradual period of declining

Allowance for greater variation in attainment

Long (1990)

CPH: discontinuity –a dramatic drop-off

SPH: sensitivity – a gradual decline in

learning

Larsen-Freeman and Long (1991): adults do quite wellon most tests measuring language learning speed.

=> Learning speed: adults > children

Age differences in language learning

Snow and Hoefnagle-Hohle (1978): adolescentsoutperformed children on tests given after threemonths of residence in Netherlands, but after tenmonths the children had caught of on mostmeasures.

=> Learning attainment: children > adults

Age differences in language learning

Age differences in language learning

Flege (1999, 2000, 2001) and otherresearchers: a foreign accent can occur evenwhen exposure begins at age 6 or earlier.

=> Phonology: children > adults

Johnson and Newport (1991): learners’ capabilitiesfor acquiring the syntax of a second languagedecline with age.

=> Syntax: children > adults

Bialystock (1997): age of onset of learning doesnot have significant effects.

=> Syntax: children >< adults

Age differences in language learning

Children Adults

Speed - +

Attainment + -

Phonology + -

Syntax +/- +/-

Social psychology

not wanting to give up their accent

being unwilling to lower their ego

Cognitive factors

being too sensible when learning L2

Neurological changes

losing plasticity or flexibility

Language input

not being exposed to L2 input as well as children

Possible explanations for adults’ learning incapability

No single explanations can account for age differences in L2 learning.

AN ARTICLE REVIEW

1. Introduction

2. Methods

3. Findings

Online Supplement to Proceedings of the 33rd Boston University Conference on Language Development

Sep2011, Vol. 54 Issue 3, p38

AGE EFFECT ON THE ACQUISITION OF SECOND LANGUAGE PROSODY

Becky H. Huang & Sun-Ah JunUniversity of California, Los Angeles

Aims:

to explore the effect of age on the acquisition of L2prosody among Mandarin speaking immigrants

Prosody is the rhythmic and intonational

aspect of language.

Introduction

Is there an age effect on the ultimateoutcome of various aspects of secondlanguage prosody?

If so, which prosodic features are impactedby the age effect?

Research questions

Participants

10 native speakers (NS) of American English (control group)30 non-native speakers who:

spoke Mandarin (L1).

varied in their Age of Arrival (AoA, Range=5-27).

had received either none or only English instruction in a

regular foreign language classroom prior to their arrival.

held a college degree or were current college students.

have never been diagnosed with hearing problems, language

disorders, or learning disabilities.

Participants

LEARNER GROUPS

Child Arrival AoA=5-9

Adolescent Arrival AoA=12-17

Adult Arrival AoA=20-26

Procedure

1. Ask the participants to read aloud a paragraph (69 words, 77 syllables, 4 sentences) twice at their natural pace.

2. Record

The significant influence of age on the acquisition of various aspects of L2 prosody:

Speech rate: Adults < NS

Adults < Children

Adults = Adolescents

Filtered speech rating: Adult < NS

Adolescents < NS

Adult < Child

Prosodic groupings: Adult < NS

Pitch accents: Adult < NS

Findings

APPLICATIONS

1. For teaching children

2. For teaching adults

Pronunciation

Vocabulary

For teaching children

from

L2

different speakers

songs, stories, games, etc.

imitating the sounds

Pronunciation

to like

Vocabulary

needs to be taught

in context

meaning of the words should be clear

The context given through:

1. Pictures and flashcards

2. Stories

3. Games

4. Songs

For teaching adults

generate interests

give sensible tasks and activities

assist the short-term

goals

For teaching adults

Making the English Classroom a Supportive Language Environment

Encouragement

Trustworthiness

A variety of materials

and models

Comprehensible and

contextualized language

Becky, H. H., & Sun-Ah, J.(2011). Age Effect on the Acquisition of Second Language Prosody. Retrieved Dec 22, 2013, from :

http://www.bu.edu/bucld/files/2011/05/33-Huang.pdf

Cac thim cho them ref nhe!!!

REFERENCES