6. learners characterictics

learner characterictics

individual factors that influence the process and yputcome of second/forgein lang. acq.

main categories of learner characteristics

linguistic experience

experience with L2

sociopsychological factors

cognitive factors

biological factors

leraners lignustic experience - definition

the leraner pror knowledge at the start of L2 learning

L1 expereince - effect on L2

→ More developed L1 = more transfer
→ Can be facilitating or interfering
→ Strong L1 may make restructuring harder

experience with additional languages

→ Previous L2/L3 learning can lead to positive transfer
→ Multilingual learners often learn additional languages more efficiently

experience with L2 (definition)

length of learning, quantitiy and quality of input

input quantity vs quality

→ Quantity = amount of exposure
→ Quality = richness, authenticity, interaction

sociops\chological facotrs (examples)

→ Motivation
→ Attitudes
→ Anxiety
→ Identity

cognitive factors (examples)

→ Intelligence (IQ)
→ Language aptitude
→ Memory
→ Attention
→ Analytical ability

biological factors (examples)

→ Age
→ Sex
→ Hearing
→ Brain plasticity

age in SLA - what is studied?

How age affects success, rate, and ultimate attainment in L2 learning

age of onset (AOL)

age at which L2 learning begins

age of arrival (AOA)

→ Age at which a learner arrives in an L2-speaking environment (SLA).

general finding: early vs late starters

→ Early starters usually achieve higher ultimate attainment
→ Late starters often learn faster at the beginning

why do early starters often outperform late starters

→ Longer exposure
→ More input
→ Less entrenched L1 system
→ Higher brain plasticity

critical period hypothesis (CPH)

The claim that language acquisition must occur within a biologically determined time window for native-like attainment.

key name - critical period hypothesis

Eric Lenneberg

Lenneberg calim (critical period hypothesis)

→ Language is biologically based
→ Linked to neurological maturation
→ Similar to imprinting in animals

critical period hypothesis claim for L2 learning

Native-like proficiency is impossible if L2 learning starts after puberty.

main problem with critical period hypothesis

Difficult to define exact boundaries

Evidence is mixed

Scovel and pronouncation - main claim

→ Late learners may acquire syntax and vocabulary
→ Native-like pronunciation is impossible after the critical period

Johnson & Newport

One of the most cited studies supporting CPH.

what did Johnson & Newport study?

Relationship between age of arrival and grammatical proficiency in English.

main finding (Johnson & Newport)

Strong negative correlation between AOA and test scores before puberty
Weak correlation after puberty

what does thier study support? (Johnson & Newport)

Maturational State Hypothesis

two versions on critical period hypothesis

exercise hypothesis

maturational state hypothesis

Maturational State Hypothesis

→ Language-learning capacity declines with biological maturation
→ Applies to both L1 and L2

Exercise Hypothesis

→ Humans have a capacity for language learning
→ If not exercised early, it disappears
→ If exercised, language learning abilities remain intact for life

Cerebral lateralization (definition)

Neurological specialization of brain hemispheres for language

Effect of completed lateralization

→ Brain becomes less flexible
→ New language systems cannot fully develop

Continuous mode (children)

→ All speech sounds are perceived equally
→ No fixed phonological categories

Categorical perception

→ Sounds are categorized into L1 phonemes
→ Emerges as L1 phonology stabilizes

Effect on L2 phonology

→ New L2 sounds are mapped onto existing L1 categories
→ Leads to foreign accent

Who learns faster initially?

→ Older learners (better cognitive skills)

Who achieves higher ultimate attainment?

→ Younger learners

Correlation (definition)

→ Statistical relationship between two variables
→ Values range from –1 to +1

Important warning about correlation

→ Correlation ≠ causation

Confounding factors (definition)

Variables that influence results alongside age

Key confounding factor in age studies

→ L1 experience (development and use)

Why L1 experience matters

→ Stronger L1 → stronger transfer
→ Can interfere with L2 restructuring

Main conclusion about age effects in SLA

→ Age matters, but effects are gradual, not absolute
→ Experience, input, and L1 development are crucial