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age factors in language acquisition - Coggle Diagram
age factors in language acquisition
child L1
immersed in L1
experienced a lot of input and frequent use
acquired from birth onward
parental praise and encouragement
adult L2
usually not immersed in L2
recived less praise
had less experience with input and frequency of forms
less individual attention
usually acquired in adolescence or adulthood
provide age-inspired learning for the L2 classroom
give a lot of L2 input in class
provide L2 exposure outside of clas
supply effective praise and encouragement
teaching accross age levels
children's learning style
affective characteristics
language ego may be not very strong
little self awareness (teenagers have more)
cognitive characteristics
limited world knowledge, limited ability to understand abstract concepts
high tolerance of ambiguities; dont need explanations
learn from examples: inductive learning
linguistic characteristics
may experience some interference in early stages of L2 acquisition
if acquiring L2 before puberty, do not retain an accent
Adults' learning style
affective characteristics
feelings on inadequacy and frustration in L2
awareness of self image and how others see them using L2
fully developed ego
cognitive characteristics
world knowledge and ability to understand abstract concepts
low tolerance of ambiguities; need examples
learn from rules to examples: deductive learning
linguistic characteristics
adult knowledge of L1 may facilitate L2 learning
mastery of L2, has an accent
learner's characteristics
teens
foccused attention
easily embarassed
large attention span
teacher's behavior
benefit from some explicit instruction
benefit from a lot of sensory input
adults
long attention span
foccused attention
easily embarrassed
teacher's behavior
benefit from some sensory input
benefit from explicit instruction
children
less embarassed
scattered attention
very short attention spam
teacher's behavior
benefit from a whole language approach
benefit from a lot of sensory input
age awareness
TPR
The natural approach
The goal of both methods is to produce more everyday conversations and language, not academic or sophisticated structures
help adults and teenagers feel more confortable