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Ch6 Psycholinguistic PDF

Chapter 6 compares children and adults in second-language acquisition, discussing psychological and social factors that influence learning. It highlights that children benefit from brain plasticity and immersive environments, while adults leverage cognitive skills but face challenges like anxiety and limited social interactions. The chapter also addresses the Critical Period Hypothesis, suggesting that younger learners have an advantage in achieving native-like fluency.

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10 views10 pages

Ch6 Psycholinguistic PDF

Chapter 6 compares children and adults in second-language acquisition, discussing psychological and social factors that influence learning. It highlights that children benefit from brain plasticity and immersive environments, while adults leverage cognitive skills but face challenges like anxiety and limited social interactions. The chapter also addresses the Critical Period Hypothesis, suggesting that younger learners have an advantage in achieving native-like fluency.

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vjrnrjfdns
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Psycholinguistic

“Children vs. Adults in Second-Language Learning.” Chapter 6, it covers several


sections related to the comparison between children and adults in second-
language acquisition. Here’s a brief explanation of each section:

1. 6.1 Children are better: a common belief (Page 123):


• This section likely explores the widespread assumption that children are
inherently better at learning second languages compared to adults. It might
delve into whether this belief is supported by evidence or if it’s a general
misconception.
2. 6.2 Basic psychological factors affecting second-language learning (Page
124):
• This section is probably focused on the psychological factors that influence
second-language learning in both children and adults. Factors such as memory,
motivation, anxiety, and cognitive development may be discussed.
3. 6.3 Social situations affecting second-language learning (Page 130):
• This part seems to examine how different social environments and contexts
influence the process of learning a second language. It might address the role of
social interaction, cultural immersion, and communication in language acquisition.
4. 6.4 Is there a critical age for second-language learning? (Page 135):
• This section is likely about the “Critical Period Hypothesis,” which suggests there
is an optimal window during which language learning is most effective. It will
probably explore whether this concept applies to second-language learning and how
age might impact the ability to learn a new language.

This chapter seems to be examining various factors that affect how children and adults
learn a second language and whether there are differences in how they acquire
language skills.
The factors influencing second-language learning in children versus adults, as
suggested by the table of contents, can be broadly categorized as psychological and
social. Here’s a breakdown of the key factors:

1. Psychological Factors (Section 6.2):


These factors relate to mental and cognitive processes that influence language
acquisition.
• Cognitive Development:
• Children: Their brains are still developing, which may make it easier for them to
absorb new information like grammar rules and vocabulary in a more natural and
intuitive way. They are also more likely to pick up a native-like accent.
• Adults: Though cognitively mature, adults often rely more on their first language
(L1) knowledge, making language acquisition a more deliberate and conscious process.
They can sometimes struggle with pronunciation or achieving fluency that mirrors
native speakers.
• Memory:
• Children: Typically, they have better procedural memory for learning language
patterns, which helps them acquire language skills unconsciously.
• Adults: Their declarative memory is stronger, allowing them to remember vocabulary
and grammar rules explicitly, but they may find it harder to integrate these into natural
usage.
• Critical Period Hypothesis (touched in 6.4):
• There’s a theory suggesting that there is a “critical period” for language learning,
usually ending around puberty, after which it becomes much harder to learn a new
language fluently. The idea is that younger learners, particularly children, have an
advantage during this period due to brain plasticity.
• Motivation and Learning Strategies:
• Children: They may be more motivated by external factors like the need to
communicate with peers or adapt to a new social environment, relying more on
immersion and play.
• Adults: They may have intrinsic motivation, often learning for career advancement,
education, or personal goals. Adults may use more strategic and conscious methods like
grammar study, rote memorization, and structured practice.
• Anxiety:
• Children: They tend to be less self-conscious about
making mistakes, which can make them more open to
experimentation and practice.
• Adults: Adults are often more afraid of making
errors or being judged, which can result in language-
learning anxiety that hinders progress.
2. Social Factors (Section 6.3):

These factors refer to the external conditions and environments that affect
language learning.

• Social Context:
• Children: They are typically immersed in environments that encourage
language learning, such as schools and peer interactions. This immersion
provides plenty of opportunities to use the new language naturally.
• Adults: They may have fewer opportunities for immersive language
experiences if they are not in a setting where the second language is
commonly spoken. Adults may rely more on formal instruction than real-world
practice.
• Social Interactions:
• Children: Their social interactions with native speakers, especially through play and school activities
often conducive to language acquisition because they are exposed to more informal and context-rich
language use.
• Adults: Their social interactions tend to be more formal and task-specific, which can limit exposure
the casual, everyday language that helps build fluency.
• Cultural Integration:
• Children: When children learn a language, they are often integrated into the culture simultaneously,
which helps in understanding the context in which the language is used.
• Adults: Adults may find it more difficult to culturally integrate due to established social groups, cult
norms, and less frequent interaction with native speakers.
• Support Systems:
• Children: They usually receive more support through structured school systems and are often in
environments that encourage bilingualism, which can help foster second-language learning.
• Adults: They may have fewer structured support systems (depending on their circumstances), and th
lack of frequent social exposure to the target language can be a barrier.
3. The Critical Age Factor (Section 6.4):

This concept posits that there is an optimal period, typically during early
childhood, when the brain is most receptive to language learning. After
this period, which is thought to end around puberty, the ability to learn a
second language to a native-like level may decline.

• Children: Those learning during the critical period tend to achieve


better pronunciation and are more likely to attain native-like fluency.
• Adults: While adults can still learn a second language well, they may
struggle more with pronunciation and certain aspects of fluency due to
reduced neural plasticity. However, adults may excel in learning specific
grammatical structures or vocabulary due to better analytical skills.
In summary, children tend to learn languages
more naturally through immersion and social
interaction, aided by brain plasticity during the
critical period. Adults, on the other hand, bring
greater cognitive and strategic resources to
language learning but may face psychological and
social barriers that children typically do not
experience.

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