Age and Second Language

Abstract This academic paper is emphasis in an study which attempt to investigate the principal factors that influences the learning on Second Language Acquisition process; for instance the English as a foreign language. Age has been regarded as a significant aspect in acquiring second languages successfully as well as in acquiring rst languages. In this journal article, previous studies showing age and language acquisition are examined, and the ways in which age may affect the process of acquiring second language are discussed. The competency of a learners in his or her first language has a direct relationship with his/her or age. Motivation, teaching and cognitive development are the other factors affecting the second language acquisition. In research and studies made on second language acquisition, the learners who completed their first language acquisition have been found more successful in second language acquisition. Key Words: Age, Second Language Acquisition, Second Language learning, Motivation, the Critical Period Hypothesis.

Introduction There is no doubt that language acquisition is a complex process which includes many factors that affects the Second Language Acquisition as the level of cognitive development, socio-economic and cultural background, the ability to acquire a language, age and motivation (Collier, 1998). The age factor is one of the most important aspects which influence the learning in this procedure. Children, unlike adults have an innate ability for learning language with facility and minor effort (Chomsky, 1995). Some students learn a new language more quickly and easily than others. This simple fact is known by all who have themselves learned a second language or taught those who are using their second language in school. Children and adults both have advantages and disadvantages for learning second languages. Children can acquire greater competition from the second language in the long run, because the Learning takes place in an unconscious way. However, Adults get more specific knowledge of grammar rules but fail in the proper use of the language due to lack of integration of this knowledge. Learning a second language to adults sometimes becomes a continuous learning and adjustment of prior knowledge. This phenomenon is clarified by the theorists by whom have supported this research.

Theories The Critical Period Hypothesis was advanced by biologist Eric Lennerberg (1967). According to Lennerberg, the ability to develop normal behaviors and knowledge in a variety of environment does not continue indefinitely. Children who have never learned language (because of deafness or extreme isolation) cannot do so if these deprivations go on for too long. He argued that there was a fixed span of years during which the Language Acquisition Device, like other biological functions, works successfully so that language learning can take place naturally and effortlessly. He believed that the critical period lasts until puberty (around the ages of 12 or 13 years). On the other hand Lenneberg (1967) argued that there is a certain period in acquisition of a second language. In this period, which is identified critical period hypothesis in language acquisition, Lenneberg theorizes that the acquisition of language is an innate process determined by biological factors which limit the critical period for acquisition of a language from roughly two years of age to puberty.

Lenneberg believed that after lateralization, which is a process by which the two sides of the brain develop specialized functions, the brain loses plasticity and lateralization of the language function is normally completed by puberty, making post-adolescent language acquisition difficult. In addiction Collier (1988) claimed the factors that affect second language acquisition and advancement in language learning depend on the learners

cognitive style, socioeconomic background, formal schooling in first language so on. He argued that older students between the ages of 8 to 12 are faster, more efficient acquirers of school language than younger students between the ages of 4 to 7. In many studies, young children beginning the study of a second language between the ages of 4 to 7 take much longer to master skills needed for academic purposes than older children do. The reason why students acquire the language skills better is that children who enter school at the age of 5 or 6 have not completed acquisition of their first language, which continues through at least age 12. While critical period studies usually focused on child-adult differences and suggested that younger learners should be superior learners, studies of oral language skill acquisition by children of different ages have led to the conclusion that older children acquire faster than younger children. On the other hand, motivation is an aspect which is directly related to the learning of a second language and moreover, it is linked with age. Motivation is defined as a sort of desire for learning. It is very awkward to teach a second language in a learning environment if the learner does not have a desire to learn a language. Researchers in the field of applied linguistic in the 1990s, entitled for an expansion of the motivational concept in second language learning (Skehan 1991; Oxford & Shearing, 1994; Drnyei, 1994). Preliminary evidence has emerged in recent research, which not only demonstrates the significance of the new motivational concepts (such as goal-setting, causal attributions and so on) in language learning, but also shows that incorporation of such new elements into

existing theoretical models is likely to result in more elaborate models of language learning motivation (Tremblay & Gardner 1995). Motivation depends on the social interaction between the teacher and the learner. To be able to generate an effective learning environment having highly motivated students necessitates strong interpersonal and social interaction. The success of a teacher in second language acquisition in school affects directly the success of learners. Cooper & McIntyre (1998). The effect of motivation according Kritsmanson (2000): The success in second language acquisition depends on many factors. Age and motivation factors are among the most important ones, it has been found that motivates students are more successful in a second language acquisition that those who are not motivated. Is important to know some suggestion about effective learning acquisition: Encouraging and supporting the students at all times Being energetic and enthusiastic about you are teaching, if you are not energetic improvise some activities and methodologies in which students put the majority of their enthusiastic. Allowing opportunities to talk about themselves for example, their interest, their experiences, and their culture. Avoiding tension-causing strategies such as surprise quizzes, overly competitive activities, putting students in front of their peers with no warning or chance for preparation, and correcting errors in a negative, accusatory fashion

Creating an atmosphere in which students are not afraid to males risk and encourage to taking risk.

Creating tension with activities and methodologies for example putting students in front without opportunities of preparing the topic.

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