A Literature-Based Approach on Age Factors in Second Language Acquisition: Children, Adolescents, and Adults

Burhan Ozfidan,Lynn M Burlbaw

doi:10.5539/ies.v12n10p27

Abstract

Age is an essential factor in Second Language Acquisition (SLA), impacting the success of students and instructional methods. The purpose of this study is to examine the age factor in SLA by examining three age categories – children, adolescents and adults. In doing so, the study considers the Critical Period Hypothesis as a base of linguistic research in the area of age factor. The study disapproves the assertion of the hypothesis that all prepubescent learners are able to acquire native-like proficiency in target language pronunciation. The study analyzes common SLA beliefs, including: 1) younger learners are more successful than older learners, 2) the language learning processes of younger learners are less stressful and require less of an effort, and 3) young learners are more skillful in language learning. Adolescents and adults are considered as older learners in terms of cognitive maturity. The results of the study indicated that children learn a language easier than adolescents and adults, particularly with respect to pronunciation and morpho syntax. Adolescents are good at syntax and listening sills, while the best results for adults are for reading and writing activities. Thus, the types of brain organization at learners of different developmental stages lead to the need for a diversity of instructional methods for children, adolescents and adults.

Highlights

The age factor has been a concern of debate in second language acquisition studies for several decades
This study posits that every age is suitable for language learning and that certain advantages and drawbacks may be observed in the process of language learning of children, adolescents and adults. This study considers these questions related to age factors in second language acquisition: 1) Are young learners more sucessfull than older learners?
The zone itself is measured by the distance between the level of potential, as ascertained through collaboration with more knowledgeable peers or through problem solving with the guidance of adults and the present developmental level, as ascertained by solving an independent problem (Galant, 1998)

Summary

Introduction

The age factor has been a concern of debate in second language acquisition studies for several decades. The literature includes investigations of the age factor, which consider the age of students, the learning environment, and the exposure to the target language. After briefly revisiting factors that can influence second language acquisition, such as motivation, cognition, experience, and native language, the study considers the Critical Period Hypothesis (CHP), which is based on the structure of brain and neurological changes (Vygotsky, 1962). These defining features help to justify discrepancy between prepubescent and pubescent learners in terms of language accomplishment. Numeral discords have occurred recently (Hyland, 2019; Ugurlu & Ozfidan, 2015)

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Conclusion