Children vs Adult Second-Language Learning

If doubt has ever crossed your mind about learning a second language, always remember that you managed to learn your first very well when you were only a child.

So is it possible to learn a second language in the same way?

This question has been raised and debated by linguists and psychologists for some time. One of the most influential concept was that of Krashen in 1977, who believed that language cannot be taught like science, history or mathematics with facts and formulas. Instead, learners should acquire a second language in the same way as children do.

Language Acquisition

Language acquisition is the process by which children or adults gain the capacity to absorb and understand language then produce an output of words and sentences in order to communicate with others.

The earliest scientific explanation of language acquisition was provided by Skinner in 1957, who claimed that the process was by means of environmental influence. Skinner argued that children learn a language through reinforcement principles by associating with the meaning of the language. For instance, a young child may ask their caregiver for “milk” and then receive positive feedback and milk as a reward. Each time this is happening, it is further enhancing the child´s development of the language (Ambridge & Lieven 2011).

By the time a child is approximately 5 years of age, they are able to express themselves almost perfectly without the need of a parent or caregiver systematically breaking down the grammar rules and patterns to them. This would suggest that purely through exposure of the language and meaningful communication that a first language is acquired.

In Krashen´s view, we acquire languages when we understand the message and the emphasis of learning should be on meaningful interactions and not about the form. For example, “Mummy dog bed”, rather than the parent correcting the grammar, they are likely to respond with, “Yes, you´re right, the dog is on the bed.”

This ability to acquire a language without having to memorise rules is used to its advantage in many bilingual schools, where they teach the children to “acquire” a language rather than “learn” a language.

But are children really better at second-language learning?

The language acquisition and second-language learning of children and adults are very interesting topics. Let us consider the factors that affect language proficiency for both child learners and adult learners.

Fluent knowledge of at least one language

Having this pre-existing knowledge of a language, may confuse the way adults think about language in general. However, while children are still grasping an understanding of how language works, adults already know more advanced grammar, punctuation and spelling and therefore know how a sentence needs to be constructed and how it can be made more complex.

Responding to other people´s reactions

Some studies have claimed that children are not afraid to make mistakes whereas adults are more self-conscious and tend to protect their egos by hardly speaking or staying completely quiet to avoid embarrassment. They argue that children are less intimidated as there is no pressure to perform well, meaning they can practice communicating freely. However, it shouldn´t always be assumed that children do not shy away from their peers, particularly children from high-pressured cultural backgrounds.

Different measures

Children who have smaller vocabularies converse with parents or caregivers who adapt their speech in order to accommodate for the child´s less advanced linguistic abilities. However, adults communicate in equal relationships and are expected to go more in-depth than what children do and also expected to speak at the same level and speed of natives. This therefore requires adults to gain more vocabulary and language competence in order to be considered fluent.

Pursuance

The brains of adults are more resistant to change whereas those of children are more sensitive and are more likely to absorb the different pronunciations and patterns. Adults only recognise sounds that are similar to their first language therefore takes a lot of work to overcome; this can also be difficult for school-aged children.

Resources

Language acquisition all comes down to opportunity, not ability, of observing, identifying patterns to then testing and gaining feedback. With the same resources, both adults and children can learn successfully.

Children who learn languages in schools benefit from an organised curriculum, experienced teacher, educational books, songs and games. Although, an adult maybe immersed in a similar environment, the learning process is less child-orientated and more conceptual and analytical.

Studies have suggested that individuals lose ability to fully learn a language after a particular age in childhood. However, others argue that it is possible for adults to achieve native-like fluency in a foreign language but only through immersive situations and consistent usage. This topic of language acquisition of adults and children, will continue to be a mystery to linguists and psychologists worldwide for many years to come.

References

Ambridge, B., & Lieven, E.V.M. (2011). Language Acquisition: Contrasting theoretical approaches. Cambridge: Cambridge University Press.

Chomsky, N. (1965). Aspects of the Theory of Syntax. MIT Press.

Pine, J.M., Conti-Ramsden, G., Joseph, K.L., Lieven, E.V.M., & Serratrice, L. (2008). Tense over time: testing the Agreement/Tense Omission Model as an account of the pattern of tense-marking provision in early child English.Journal of Child Language, 35(1): 55-75.

Rowland, C. F.; & Noble, C. L. (2010). The role of syntactic structure in children’s sentence comprehension: Evidence from the dative. Language Learning and Development, 7(1): 55-75.

Skinner, B.F. (1957). Verbal Behavior. Acton, MA: Copley Publishing Group.

Theakston, A.L., & Lieven, E.V.M. (2005). The acquisition of auxiliaries BE and HAVE: an elicitation study. Journal of Child Language, 32(2): 587-616.