Is Second Language Learning like the First

Ervin-Tripp, Susan

doi:10.2307/3585535

Cited by 214 publications

(134 citation statements)

References 12 publications

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“…Oxford (1982), based on Genesee (1978), cites the two main arguments in favor of learning foreign or second languages at younger ages: (1) the cognitivenativist argument that language learning is an innate ability that dissipates with age (Chomsky, 1972) and (2) the neurological argument that one's neural plasticity decreases with age, thus affecting language learning ability (Lenneberg, 1967). There are also several opposite arguments, focused on the fact that in some instances older learners attain higher levels of foreign or second language acquisition than their younger counterparts (Ervin-Tripp, 1974;Fathman, 1975;Burstall, 1974). Advantages for different ages have been variously attributed to: (1) prior experience in language learning, (2) onset of formal operations (Le., abstract thinking abilities), (3) cognitive maturity, (4) kind of input, (5) affective factors, (6) sociocultural factors, and (7) one or more sensitive or critical periods (Oxford, 1982).…”

Section: Agementioning

confidence: 99%

Who Are Our Students? A Synthesis of Foreign and Second Language Research on Individual Differences with Implications for Instructional Practice

Oxford¹

1992

TESL

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Teachers of second or foreign languages, to be most effective, must understand who their students really are. This means teachers must comprehend differences among their students in many individual characteristics, such as age, sex, motivation, anxiety, self-esteem, tolerance of ambiguity, risk-taking, cooperation, competition, and language learning strategies and styles. This article synthesizes previous and current research on these individual differences among students and provides implications for instructional practice. Researchers, teachers, and administrators should heed the article's message: we need to have keys for knowing our students better, and here are some of the most significant keys available.

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Section: Agementioning

confidence: 99%

Who Are Our Students? A Synthesis of Foreign and Second Language Research on Individual Differences with Implications for Instructional Practice

Oxford¹

1992

TESL

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“…Thus, so far, creole speakers, speakers of AAVE, and English L2 learners are all consistent with the above monophthongization of English diphthongs. In what follows, an account of the child's behavior in this connection is given, thus echoing Ervin-Tripp (1974) and others' inquiry whether second language learning is like L1. The same phenomenon of monophthongization of diphthongs has been found to shape child language in general.…”

Section: Resultsmentioning

confidence: 99%

Acquisition of the Closing Diphthongs /əʊ/ and /eɪ/ in English L2 and Jamaican Creole

Mousa

2015

Sage Open

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This study investigates the claim that the strategies used by second/foreign language learners are, more or less, the same as those used by speakers of pidgin/creole languages. To this end, the speech of two speakers of the well-known Broad Jamaican Creole is compared with the performance of Saudi learners of English, with respect to the pronunciation of the closing diphthongs /əʊ/ and /eɪ/. The results show that the above claim is valid. Also, the behavior of the two groups corroborates that of child language, which will be taken as external evidence that adds to the existent literature of the logical problem of language learning. The behavior of the speakers in the three domains (i.e., L1, L2, and pidgin/creole languages) goes hand in hand with norms of historical change. That is, the two diphthongs have historically developed from the monophthongs used as substitutes. In addition, the centrality component in these diphthongs is a marked parameter, which is yet to be set before they could be mastered. The substitutes made by the speakers of Jamaican Creole and by Arab learners are the same chosen by the child.

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“…For example, in Snow and Hoefnägel-Höhle (1978), older second-language learners performed significantly better than their younger counterparts both in the middle and at the end of their 1-year longitudinal study. Ervin-Tripp (1974) also concluded that older second-language learners are better performers due to their more developed general intelligence. Therefore, if there are no age effects that cannot be accounted for by total length of time spent on second-language learning, then it should be easy to have a late starter who acquires L2 at a faster speed and whose L1 is mature enough to sustain possible L2 interference.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Early English Learning on Auditory Perception of English Minimal Pairs by Taiwan University Students

Lin

Chang

Cheung

2004

J Psycholinguist Res

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Auditory perception of English minimal pairs was tested with or without noise background. Each subject was interviewed after the test to collect information regarding their early experience on learning English as a foreign language. This study was designed to examine the differential effects of learning English at three age-starting points and two learning durations. This study hopes to determine how childhood experience of English learning (which is not mandatory in public elementary schools) has affected the auditory competence of university students in distinguishing

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Is Second Language Learning like the First

Cited by 214 publications

References 12 publications

Who Are Our Students? A Synthesis of Foreign and Second Language Research on Individual Differences with Implications for Instructional Practice

Who Are Our Students? A Synthesis of Foreign and Second Language Research on Individual Differences with Implications for Instructional Practice

Acquisition of the Closing Diphthongs /əʊ/ and /eɪ/ in English L2 and Jamaican Creole

The Effects of Early English Learning on Auditory Perception of English Minimal Pairs by Taiwan University Students

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