age and acquisition

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ESCUELA POLITÉCNICADEL EJERCITO

Centro de Apoyo 23 “Manta”

Student: Rusbel Zambrano SalcedoTeacher: Maricela Madrid González

Carrera:

Licenciatura en Lingüística Aplicada al Idioma Inglés

02/05/2023LICENCIATURA EN L INGÜÍSTICA

APLICADA AL IDIOMA INGLÉS

AGE AND ACQUISITIONMORE RELEVANT ASPECTS

CRITICAL PERIOD HYPHOTESIS:This period indicates that there is a critical period for language acquisition and that in the life of the people if there is a biologically determined period when language can be acquired more easily, very apart which time language is difficult to acquire.Initially this period was considered only to first language. After Pathological studies about children who failed to acquire the 1st language demonstrated that the age isn´t relevant fact to acquire a language if the correct environmental stimuli were not present at the crucial stage.In account to the acquisition of the 2nd language, the critic period according to the some researchers, occurs around puberty, assuming as real that by the age of 12 or 13 years, people are successful to acquire a second language, which must be discussed in undertand what means the term successful to assume as true this assumption.

02/05/2023L I C E N C I AT U R A E N L I N G Ü Í S T I C A

A P L I C A D A A L I D I O M A I N G L É S

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COGNITIVE CONSIDERATION: Human cognitive develops rapidly through the first sixteen years of life and less rapidly there

after. Some cognitive changes are critical; others are more gradual and difficult to detect. A critical

stage for a consieration of the effects of age on second language acquistion appears to occur, in Piaget´s outline, at puberty (age eleven in his model). A person becomes capable of abstraction, of formal thinking which trascends concrete experience and direct perception Cognitively, a strong argument can be made for a critical period of language acquisition and the concrete formal stage transition.

AFFECTIVE CONSIDERATION: Human beings are emotional creatures. At the heart of all thought and action is emotion. As

intelletual, as we would like to think we are inlfuenced by our emotions, it is only logical, then, to look at the affective (emotional) domain for some of the most significant answers to the problems of contrasting the differences between first and second language acquisition.

LINGUISTIC CONSIDERATION: We have go for looked at learners themselves and considered a number of different issues in age and acquisition Now we turn to some issues that center on the subject matter itself: language. What are some of the linguistic considerations in age related questions about SLA? A growing number of research studies are now available to shed somelight on the linguistic processes of second language learning and how those processes differ between children and adults.



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HEMISPHERIC LATERALIZATION: It refers to certain functions are assigned, or lateralized in the human brain, which is dividedn into two hemispheres left and right. Each hemisphere controls its own unique set of activities or tasks. The right side of the brain tends to be more dominant in creative activities while the left side tends to be more dominant in logical or analytical activities.

Language functions may be controlled in the left hemisphere, however there is a great conflict of evidence. For example, patients who have had left hemispherectomies have got evidence of comprehension and production abut a great amount of language.A researcher called Eric Lenneberg indicates that lateralization is a slow process that begins around the two years and is completed around puberty. In this time, the child is neurologically assigning functions little by little of a side of the brain or the other.



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INTERFERENCE BETWEEN FIRST AND SECOND LANGUAGE:A research focused in both children and adults, the effects of interference in the acquisition of the first and second language. This confirmed that the linguistic and cognitive processes of language learning in young children are in general similar to first language process.

Adults second language linguistic processes are more vulnerable to the effect of the first language on the second, especially the farther apart two events are. Whether adults learn a foreign language in a classroom or out in the «arena», they approach the second language either focally or peripherally systematically.

Adults are more cognitively secure appear to operate from the solid foundation of the first language and thus manfiest more interference. Adults and children alike appear to have the capacity to acquire a second language at any age.



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LANGUAGE AND THOUGHT:

The first and second language acquisition is the precise relationship between language and thought. The language helps to shape thingking, and thinking helps to shape language.The second language learner is clearly presented with a big task in sorting out new meanings from old, making differences between thoughts and concepts in one language that are similar, but not such parallel to the second language, maybe acquiring a whole new system of conceptualization.



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age and acquisition

Education