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Essay / Research Paper Abstract
This 19 page paper discusses the factors that influence second language acquisition, emphasizing the role of motivation. The introduction provides an overview of first and second language acquisition and discusses the age controversy and Krashen's theory of second language acquisition. Contextual factors are discussed, including language status and language distance along with comments about Gardner's socio-educational model. A number of affective factors are reported, such as personality. Krashen's Affective Filter is discussed. Instrumental and integrative motivation are discussed as is the link between motivation and opportunity. Bibliography lists 9 sources.
Page Count:
19 pages (~225 words per page)
File: MM12_PG2ndlg.rtf
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each other (McCain, 2002). Migration and immigration into certain nations has grown exponentially, more marriages between persons of different languages are occurring (McCain, 2002). The importance of being bilingual or
multilingual in business is well-know but it may soon be essential for all people to be proficient in at least one other language just for communicating with others (McCain, 2002).
These changes in society have led to a renewed interest in language acquisition and the factors involved in developing proficiency in another language (McCain, 2002). We know that initial language
acquisition is a function of neurological development in the infant and toddler (McCain, 2002). A child develops language simply by listening to those around her (McCain, 2002). We also know
that children acquire language more easily than adults because they are not as self-conscious and because having linguistic abilities gets them what they want, such as a drink or food
or getting their parents attention (McCain, 2002). Clyne cites Eric Lenneberg and Derek Bickerton who assert "there is a biological timetable for optimal language learning" (Clyne, n.d.). When one is
past that timeline, learning a language becomes far more difficult (Clyne, n.d.). Judith Strozer, a theoretician, says that the difference in "brain plasticity" is the reason learning a second
language after childhood is more difficult (Clyne, n.d.). Not everyone agrees with the limitations of age theory. Professor Catherine Snow, for one, 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). Snow did comment that there are differences between younger and older learners, however, and these differences are the same
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