Name : Tiana Rahma Yanti
NIM :22202244010
Class : F
Subject : Psycholinguistics
Children and Adults in Second Language Learning
This week we will learn about this chapter, and there are 6 points. This chapter explores
the debate on whether children or adults are better at learning a second language. It is divided
into sections that address various psychological, social, and contextual factors influencing
second-language acquisition.
Children are Better: A Common Belief, The chapter begins by discussing the widely held
belief that children are inherently better at learning a second language than adults. This
perception is based on the observation that young children seem to acquire new languages more
quickly and effortlessly, especially in immersive environments where they are exposed to the
language naturally. The text emphasizes that understanding whether this belief holds across
different learning scenarios requires careful consideration of psychological, social, and
contextual factors.
Basic Psychological Factors Affecting Second-Language Learning addresses the key
psychological variables that impact second-language learning. These include intellectual abilities
such as inductive reasoning, which remains strong across all ages, and explicative abilities,
which improve with age. Memory and motor skills are also crucial, with children excelling in
these areas at a young age, though these abilities tend to decline as individuals grow older. These
psychological differences mean that young children may have an advantage in natural settings,
where language is learned through exposure and interaction, while older learners may excel in
structured classroom environments where explicit teaching and reasoning play a larger role.
Social context plays a significant role in language acquisition. The chapter outlines two
primary types of learning environments: natural and classroom-based. In natural settings, where
learners are exposed to language in real-life situations (e.g., family, play), younger children
generally excel because their learning style aligns with the inductive nature of these
environments. In contrast, adults and older children often perform better in classroom settings,
where they can use their superior cognitive and reasoning skills to learn more explicitly
structured information. However, it is noted that children still tend to catch up to or surpass
adults in the long term
The text acknowledges the complexity of determining whether children or adults are
better at second-language learning. In natural environments, children are generally more
successful due to their ability to pick up language through immersion and interaction, often
achieving native-like pronunciation. However, in classroom settings, older children and adults
may initially perform better due to their cognitive maturity and ability to use learning strategies.
Overall, children, especially younger ones, tend to have an edge in long-term language
acquisition .
Some Other Influences: ESL or EFL Community Context, Motivation, and Attitude,
explores additional factors that influence second-language learning, including the context of
learning (ESL vs. EFL) and individual motivation and attitudes. ESL (English as a Second
Language) learners benefit from immersion in environments where the language is spoken, while
EFL (English as a Foreign Language) learners face more limitations. Motivation plays a crucial
role, particularly for older learners in classroom settings. Highly motivated individuals tend to
achieve greater success in language learning, regardless of age .
The idea of a critical period for language learning is debated, with some researchers
suggesting that children have a unique ability to acquire languages easily before reaching
puberty. This critical period hypothesis is supported by evidence that younger children tend to
achieve higher levels of proficiency, especially in pronunciation, than older learners or adults.
However, the chapter also notes that adults can still successfully learn second languages, albeit
with greater effort and often without achieving native-like proficiency .
In conclusion, while children often have an advantage in second-language learning,
especially in natural settings, adults and older children can also succeed, particularly in
structured environments where cognitive skills and motivation play significant roles. The answer
to whether children are definitively better at learning a second language depends on the context,
the learning situation, and the specific goals of the learners.
Question : How do differences in brain plasticity between children and adults specifically
impact their ability to acquire complex grammatical structures in a second language?
