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Essay / Research Paper Abstract
A 21 page paper. There are many factors that influence second language learning and acquisition. Motivation is one of these factors. The introduction provides a basic overview of language acquisition. The rest of the paper is devoted to the role motivation plays in learning a second language. Instrumental, integrative, intrinsic and extrinsic motivation are discussed. Studies and expert opinions are reported. Bibliography lists 12 sources.
Page Count:
21 pages (~225 words per page)
File: MM12_PG2ndlgRv.rtf
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becoming more entwined with 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
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