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L2 acquisition in childhood, adulthood and old age - Coggle Diagram
L2 acquisition in childhood, adulthood and old age
Pennfield
,,the optimal period for language acquisition ends when, at the end of childhood, the brain starts to lose its plasticity" (255)
the language functions can be brought form in unjured part of the brain to a healthy one more easily in children than in adults
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current perspective is that ,,the brain retains
plasticity throughout life, and that it may be modified by experience at any age" (256)
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Lenneberg
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,,Lenneberg’s version of the nature
and timescale of lateralization is, in fact, no longer taken seriously by neuroscientists." (256)
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- The critical period hypothesis
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some changes the term to sensitive period which means that there is a period where children acquire a language more easily
in biology: ,,a limited phase in the development of an organism during which a particular capacity or behaviour must be acquired if it is to be acquired at all" (257)
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it suggests that after the critical period, language acquisition cannot happen
the acquiring of another language on a native-like level is common - it is a tendency - but it does not happen in all cases
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,,The growing consensus is that additional language users’ relationship with their languages cannot be explained simply in terms of maturation" (259)
the slight differences between natives and non-natives who are native-like has connections with the effects of multi-competence
the difference between early and late starters has connections with various socio-affective factors, rather than age
- The effects of early second language instruction at school
at 1960's/50's, they started to reduce the starting age of L2 learning
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for one group, it is beneficial: for ,,bilinguals who were biliterate and had in addition recieved substantial parental suuport" (262)
- Language learning in older adulthood
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the belief that ,,beginning to learn an additional language at kindergarten or primary school confers a clear linguistic advantage over those who start its learning at secondary school turns out to be contrary to the truth" (268)
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