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Essay / Research Paper Abstract
This 10 page paper emphasizes three aspects of second language acquisition: optimal age, Krashen's theory and Waqui's theory. Krashen's five hypotheses are identified and discussed, including the distinction between acquisition and learning. Walqui's contextual factors are identified and discussed. 1 Table included. Bibliography lists 10 sources.
Page Count:
10 pages (~225 words per page)
File: MM12_PG2ndlng.rtf
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Unformatted sample text from the term paper:
development in the infant and toddler (McCain). A child develops language simply by listening to those around her (McCain, 2002). There are different thoughts about the optimal age for acquiring
a second language. The Critical Period Hypothesis suggests there is an optimal period of time for learning a second language (The Center for Literacy Studies). Clyne cites linguists Eric Lenneberg
and Derek Bickerton who state "there is a biological timetable for optimal language learning." When one is past that timeline, learning a language becomes far more difficult (Clyne). Judith Strozer,
a theoretician, states that the difference in "brain plasticity" is the reason learning a second language after childhood is more difficult (Clyne). Other linguists do not subscribe to the biological
clock theory. For instance, Professor Catherine Snow argued: The evidence clearly demonstrates that there is no critical period for second-language learning, that there is no biologically determined constraint on
language learning capacity that emerges at a particular age, nor any maturational process which requires that older language learners function differently than younger language learners" (Bucuvalas 2002). In fact,
Snow and M. Hoefnagel-H?hle suggested that adolescents may be the "fastest language learners in all areas except pronunciation" (Clyne). Older learners, according to Snow, have a number of advantages over
younger learners when learning a second language (Bucuvalas). Older learners have already achieved proficiency in and mastery of one language, which gives them linguistic capacities that facilitates learning a second
language (Bucuvalas). Older learners also are more adept at deliberate or intentional learning and they have a variety of study and learning strategies that help them learn, such as mnemonic
devices and literary skills (Bucuvalas). On the other hand, younger learners are typically less self-conscious and they are often more willing to use what they have learned in contextual practice
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