The proposition has various forms. It is said that:
 Children can learn languages faster than adults  Immigrate children translate for their parents who have not learned the languages  Child learners speak without a foreign accent, whereas this is impossible for adult learners.

 It frequently happens that children are placed in more situations where they are forced to speak the second language than are adults. Children may be more motivated than adults to learn the second language. There is probably more incentive for the child on the playground and in school to communicate in the second language than there is for the adult on the job (where they often can get by with routine phrases and expressions) or with friends (who may speak the individual’s first language anyway). .

The bases for this myth are:  According to Lenneberg. .  The “frozen brain hypothesis” is the corollary hypothesis which applied to adult learners. they said that when pressed. 1967. people asserting the superiority of child learners resort to some variant of the “critical period hypothesis.” The argument is that children are superior to adults in learning second languages because their brans are more flexible. 1959. Penfield & Roberts.

Newport. 1989. Harley. the “critical period hypothesis” has been challenged by many researchers in recent years and quite controversial (Geneses. .However. rather than biological one that favor child learners. 1981. 1990)  The evidence for the biological basis of the critical period has been examined and the argument made that differences in the rate of second language acquisition may reflect psychological and social factors.

even when the method of teaching appears to favor learning in children. . they perform less well than do adolescents.The evidences (researches) to refute the claim that “children learn second languages quickly and easily”  Using Experimental research. children have been compared to adults in second language learning has consistently demonstrated that adolescents and adults perform better than young children under controlled conditions.  According to Asher & Price (1967).

Similarly. although even here some studies show better results for older learners.One exception is in the area of pronunciation. . 1978). research comparing children and adults learning second languages as immigrants does not support the notion that younger children are more efficient at second language (Snow & Hoefnagel-Hoehle.

.  The requirements to communicate as a child are quite different from the requirements to communicate as an adult.People continue to believe that children learn languages faster than adults. The proofs to disprove the claim:  One difficulty in answering this question is that of applying the same criteria of language proficiency to both the child and the adults.

results typically indicated that adult (and adolescent) learners perform better than young children.  The child does not have to learn as much as an adult to achieve competence in communicating. The child’s constructions are shorter and simpler. and vocabulary is relatively small when compared with what is necessary for adults to speak at the same level of competence in a second language as they do in their first language. in both formal and informal learning situations.  When controlled research is conducted. .

D. . Lisa Ann . Walden University..Ph.Additional Researches to invalidate the claim 1. 2010 Results of this study may affect positive social change by leading to more effective instructional and assessment practices for adult English language learners and by fostering research into the viability of educational technology communication tools with all English language learners and there is significant result of the adults learners.) A Q-methodology study of adult English language learners' perceptions of audience response systems (clickers) as communication aides by Rodriguez.

Ph. . Stanford University.D.2. but responded differently to the order of teaching effects and items used for teaching and testing. 2009 The results showed that early and late L2 learners performed similarly on the non-self-paced vocabulary learning tasks (both slow and fastpaced). Asha Halima . It was concluded that language-learning history may be tied to differences in how adults go about learning words in new languages.) Language learning in adulthood: Why some have more trouble than others by Smith. Just how flexible these strategy differences are and their direct implications to language learning success is an open question for future research..

.Ph.D.) Evaluating the impacts of professional development: A mixed method study of adult education learning communities by Dilworth. Jessica S..3. 2010 Adult education programs providing classes to students preparing for high school equivalency and learning English that demonstrate characteristics of learning organizations may be better able to thrive when confronted with less-than-ideal circumstances and revealed the strengths of adult education programs and the result was significant in learning the English language among adults. . Capella University.

The teachers should expect that learning a second language is as difficult for a child in their class as it is for the teachers as adults. 2.Pedagogical Implication 1. The research shows that teachers should not expect miraculous results from children who are learning English as a second language (ESL) in the classroom context. .

Children are likely to be more shy and more embarrassed before their peers than are more mature adults 5.3. Some cultural backgrounds are extremely anxious when singled out and called upon to perform in a language they (children) are in the process of learning. such discomfort will quickly pass. 4. because children supposedly learn the second language quickly. Teachers need to be sensitive to these feelings and not assume that. .

.Personal Reflection  A teacher will check the background and capacity of the his/her students in acquiring the second language.


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