1.
Instructor: Pho Phuong Dung, PhD
Group 4: Phạm Phúc Khánh Minh
Võ Thị Thanh Thư
Đỗ Thị Bạch Vân
AGE DIFFERENCES
HCMC University of Social Sciences and Humanities
Faculty of English Linguistics and Literature

2.
OUTLINE
Summary
An article review
Applications

3.
SUMMARY
1. Critical Period Hypothesis vs. Sensitive Period
Hypothesis
2. Age differences in language learning
2.1. Learning speed vs. Learning attainment
2.2. Linguistic abilities
3. Explanations for adults’ learning incapability

4.
Critical Period Hypothesis (CPH)
 A limited developmental period during which it is
possible to acquire L1 or L2 to native-like levels.
 After this period  learning decline
Birdsong (1999)

5.
Sensitive Period Hypothesis (SPH)
 A gradual period of declining
 Allowance for greater variation in attainment
Long (1990)

6.
CPH: discontinuity –
a dramatic drop-off
SPH: sensitivity – a
gradual decline in
learning

7.
 Larsen-Freeman and Long (1991): adults do quite well
on most tests measuring language learning speed.
=> Learning speed: adults > children
Age differences in language learning

8.
 Snow and Hoefnagle-Hohle (1978): adolescents
outperformed children on tests given after three
months of residence in Netherlands, but after ten
months the children had caught of on most
measures.
=> Learning attainment: children > adults
Age differences in language learning

9.
Age differences in language learning
 Flege (1999, 2000, 2001) and other
researchers: a foreign accent can occur even
when exposure begins at age 6 or earlier.
=> Phonology: children > adults

10.
 Johnson and Newport (1991): learners’ capabilities
for acquiring the syntax of a second language
decline with age.
=> Syntax: children > adults
 Bialystock (1997): age of onset of learning does
not have significant effects.
=> Syntax: children >< adults
Age differences in language learning

11.
Children Adults
Speed - +
Attainment + -
Phonology + -
Syntax +/- +/-

12.
 Social psychology
 not wanting to give up their accent
 being unwilling to lower their ego
 Cognitive factors
 being too sensible when learning L2
 Neurological changes
 losing plasticity or flexibility
 Language input
 not being exposed to L2 input as well as children
Possible explanations for adults’
learning incapability

13.
No single explanations can account
for age differences in L2 learning.

14.
AN ARTICLE REVIEW
1. Introduction
2. Methods
3. Findings

15.
Online Supplement to Proceedings of the 33rd Boston
University Conference on Language Development
Sep2011, Vol. 54 Issue 3, p38
AGE EFFECT ON THE ACQUISITION OF
SECOND LANGUAGE PROSODY
Becky H. Huang & Sun-Ah Jun
University of California, Los Angeles

16.
Aims:
 to explore the effect of age on the acquisition of L2
prosody among Mandarin speaking immigrants
Prosody is the rhythmic and intonational
aspect of language.
Introduction

17.
 Is there an age effect on the ultimate
outcome of various aspects of second
language prosody?
 If so, which prosodic features are impacted
by the age effect?
Research questions

18.
Participants
10 native speakers (NS) of American English (control group)
30 non-native speakers who:
 spoke Mandarin (L1).
 varied in their Age of Arrival (AoA, Range=5-27).
 had received either none or only English instruction in a
regular foreign language classroom prior to their arrival.
 held a college degree or were current college students.
 have never been diagnosed with hearing problems, language
disorders, or learning disabilities.

19.
Participants
LEARNER GROUPS
Child Arrival
AoA=5-9
Adolescent
Arrival
AoA=12-17
Adult Arrival
AoA=20-26

20.
Procedure
1. Ask the participants to read aloud a paragraph
(69 words, 77 syllables, 4 sentences) twice at
their natural pace.
2. Record

21.
The significant influence of age on the acquisition of
various aspects of L2 prosody:
 Speech rate: Adults < NS
Adults < Children
Adults = Adolescents
 Filtered speech rating: Adult < NS
Adolescents < NS
Adult < Child
 Prosodic groupings: Adult < NS
 Pitch accents: Adult < NS
Findings

22.
APPLICATIONS
1. For teaching children
2. For teaching adults

23.
Pronunciation
Vocabulary
For teaching children

24.
from
L2
different
speakers
songs, stories,
games, etc.
imitating
the sounds
Pronunciation
to like

25.
Vocabulary
needs to
be taught
in
context
meaning
of the
words
should
be clear
The
context
given
through:
1. Pictures and
flashcards
2. Stories
3. Games
4. Songs

26.
For teaching adults
generate
interests
give sensible
tasks and
activities
assist the
short-term
goals

27.
For teaching adults
Making the English Classroom a Supportive
Language Environment
Encouragement
Trustworthiness
A variety of
materials
and models
Comprehensible
and
contextualized
language

28.
 Becky, H. H., & Sun-Ah, J.(2011). Age Effect on the
Acquisition of Second Language Prosody.
Retrieved Dec 22, 2013, from :
http://www.bu.edu/bucld/files/2011/05/33-Huang.pdf
Cac thim cho them ref nhe!!!
REFERENCES