Ducklings after hatching
only within certain time period.
After? fear of strange objects.
If the same goes for language acquisition
maturational constrains apply only to implicit language learning mechanisms
such findings reflect general cognitive changes affecting language learning but impacting on other areas of development also
findings:
a steady linear decline of reported proficiency as age arrival increases but no indication of a dramatically sharper rate of decline at any point between infancy and senescence; data on the relationship between L2 accent and age of arrival show a similar continuous decline
Generally, it is reasonable to expect that learners will be satisfied with a level of L2 proficiency that allow them to use language effectively for their needs and puropses.
Among the late bilinguals two
distinct but adjacent centres
of activatin showed up for
both languages
There is a general congruence of brain areas activated in the L1 and the L2 by proficient later learners, although stronger activation tends to be found during L2 processing.
Why did I choose this article?
Critical Period
CRITICAL
PERIOD
L2-related interpretations of CPH
After a certain maturational point, the L2 learner
1) is no longer capable of attaining to native-like
levels of proficiency;
2) needs to expand more concious effort than in
earlier L2 acquisition; and/or
3) makes use of different mechanisms from
those displayed in L2 acquisition during childhood.
point 3
2) More concious effort than in earlier L2 acquisition
Different mechanisms between children and adults
CPH &
DeKeyser (2000)
The adult beginners in his study who scored within the range of the child beginners manifested high levels of verbal analytical ability, an ability that seems to play no role in the performance of the child beginners.
L2 Acquisition
Some Chomeskyans claimed that post-pubertal L2 language learning has no access to UG
point 2
Effortfulness of later language learning
non-UG-oriented research
point 2
Breathnach,1993 claims that
Liu Bates and Li 1992
one of Ioup's highly successful adult learners of Arabic was untutored, and her performance was native-like even in areas of which she had no awareness-- e.g. subtle aspects of syntax and morphophonology
the infant learns to pronounce and use the language he hears around him with ease and perfection while adult L2 learning demands a systematic and determined effort.
Ioup, 1995
Chinese learners of English whose exposure to English began after 20 applied Chinese sentence-processing strategies to English, whereas those whose learning of English began before age 13 deployed the same processing strategies as monoligual English speakers.
point 1
those who begin to be exposed to an L2 after age 12 cannot ever pass themselves off as native speakers phonolgically
Long (2007)
for L2 morphology and syntax to reach native levels exposure to the L2 must begin before age 15
does not mean "different mechanisms"
Many other researchers questioned this claim
point 1
Hyltenstam and Abrahamsson (2000) point out that
increasing the extent to which the L1 influences L2 processing as a function of years of experience of the L1 and the degrees to which it is entrenched
there is no recorded case of a post-pubertal L2 beginner behaving in every single detail like native speaker,
but they also acknowledge that very early L2 beginners tend to differ too at the level of fine lingusitic detail from monoglot native speakers.
This means it might be a matter of possessing knowledge of another language more than maturational issue.
Aram, Bates, Eisele, Fenson, Nass, Thal & Trauner (1997)
1) attaining to native-like levels of proficiency
"the end of the critical period for language in humans has proven difficult to find, with estimates ranging from 1 year of age to adolescence"
Critical Period
in biology is a phase in the development of an organism during which a particular capacity or behaviour must be acquired if it is to be acquired at all
mother
Dog?
The same goes for birdsong.
After critcal period
?
Age-related decline in the language-acquiring capacity
In sum
Age-related decline in the language-acquiring capacity
Around and Beyond
1) The available evidence does not support the simplistic "younger= better in all circumstances over any timescale"
While adolescent and adult subjects may have an initial advantage, eventually younger beginners are more likely to attain to native-like level of proficiency
naturalistic studies
In a study of Down Syndrome subjects, Lenneberg, Nichols, and Rosenberger (1964) were able to record progress in language development only in children younger than 14
for CPH
Evidence
Lenneberg
"Progress in language learning comes to a standstill after maturity"
2) Even the "younger = better in long run" positions is sustainable only as a general tendency.
Alternative interpretation
1) what Lenneberg et al. were observing was a general development phenomenon rather than specifically language-related
while adolescent and adult subjects may have an initial adavantage, eventually younger beginners are more likely to attain to native-like level of proficiency
First Language
2)that what was involved was not in fact a complete arrestation in development but a temporary plateau; and/or
3)that the halt in progress was due to an absence of the right kind of stimulation.
Sign Language
profoundly deaf subjects deprived of processable language input in their early years and who then acquire sign language as their L1 at a later stage
some elements are observable in the language of the later signers that differentiate them from early signers
It can be argued that deprivation of language input during the phase in a child's life when cognative development is at its most intense may have general cognative effects, and that it may be these general effects that are reflected in later language development.
theory of mind
Some researchers see these two cases as
"first language acquisition after the critical age"
others see them as evidence of
"specific constraints and limitations on language acquisition outside of the critical maturational period" (Curtiss,1977,p.234)
Is age-related decline abrupt
so called "elbow" or "7" shape
All one can conclude from such cases is that life in dark closets, wolves' dens, forsets or sadistic parents' backyards is not conducive to good health and normal development
Genie
Birdsong 2006 agrees
Victor
Bialystok and her colleagues
Lenneberg, 1967, p.143
The "father" of CPH
"a recurrent finding is that a linear function captures the relationship between age of acquisition (AoA) and outcome over the span of AoA."
analysed the age of arrival in an English L2 speaking environment and reported English poficiency;
He finds no evidence for a sharp maturational cut-off point-- at least not at the end of maturation
proficiency
age of arrival
Critical Period Hypthesis
collaborate across times zones or on the go
Broadening Horizons
CPH
limitations of CPH research
new trends
- examined L2 learners' mean performance across large-sized age group,
- context of learning has been very broad
- information about biological variables has been scarce
- input across participants has not been comparable
- participants' personal goals and expectations regarding long-term achievement in L2 have not been explored
Age-related differences
environmental
variables
only on
Neurobiological factors
social variables
long-term L2 attainment
Research directions dealt with are representative of innovative development :
- the role of input,
- the influence of learners orientations on ultimate attainment,
- the differences in age-effects in naturalistic and instructed L2 learning, and
- the influence of proficiency on L2 representation and processing, as gleaned from brain-based studies.
AoA
factor
Prezi launched in Budapest in 2009.
affective
variables
TED Conferences invested in Prezi because of their shared mission.
In Dec. 2011, Prezi raised a $14 million Series B financing led by Accel Partners.
Prezi operates on a freemium business model, which makes Prezi available to all,
The company has been cash-flow positive since year one.
The company now has 80 employees, in its Budapest and San Francisco offices - hailing from 14 countries,
David Singleton and Carmen Munoz
In accordance with CPH expectations, research has focused to inordinate degree on the effects of age of onset (AoO) on L2 outcomes.
But recent research has questioned this approach to the role of L2 exposure;
- what counts as age of onset,
- the measurment of input.
age of arrival in the target language community
Traditionally,
AoO of L2 learning
is the age of significant exposure
(full immersion in the L2 and interaction with native speakers)
not simply the age of arrival
investigated ultimate attainment in the L2 lexical domain for Hungarian-L1 adult onset learners with 20 years of significant exposure to English.
Snow 1983, the paradox is methodological
AoO was when significant daily interaction with native speakers began.
within the first year adults are better,
after a long period of exposure to L2 childern show superiority
LoR were predictive of success in L2 speech learning
when learners had received substantial amount of native-speaker input
Results,
76% of the adult onset L2 learner participants were native-like on all L2 vocabulary measures and that the accmplishments of five of them were above comparably educated native-speaker mean.
in contrast to non-students
Krashen 1979; LoR does not have significant effect after an initial period of 5-10 years
Johnson and Newport (1989) found
no LoR effect, and
Flege (2009) draws a similar conclusion from
Separated subjects by occupation,
LoR has an effect on speech outcomes only in the case of students,
Dekeyser and Larson-Hall (2005) argue that
Winitz, Gillespie and Starcev's (1995) study of Polish boy who arrived in the US at the age of 7
input plays a very limited role once variation in age of arrival is controlled for statistically.
Quantity of input received
Deykeyser: at least 10 years
The effects of input on ultimate attainment- generally around 10 per cent of the variance observed- may be stronger than so far observed.
This learner showed a stronge LoR effect in contrast to other learners of the same age. Indistiguishable from native speakers
rural town, very few NNSs, no ESL classes.
Jia and Aaronson's (2003) longitudinal study
of 10 Chinese learners of English aged 5-16
the same amount of LoR may involve L2 use in varying amounts and intensities.
children enjoyed more L2 context of use than the adolescents.
Children learn L2s more slowly than adults; yet the earlier one starts to learn an L2 the better one will typically speak it in the long run.
Flege argues that age of arrival is a proxy for several variables including
- state of neurological development,
- state of cognative development,
if age of arrival is seen as "macrovariables" its effect cannot be compared to those of one "simple" variable such as percentage of L1 use.
- state of L1 phonetic category development,
- frequency of L2/L1 use and kind of L2 input (native speaker versus foriegn-accent).
late-beginning near-native L2 users
recent research uses two comlex measures of input:
three participants show native-like performance
- married to native speakers of L2
- immersed both at home and at work in L2
- had the intention of residing permanently in the L2 country.
measuring of language use is not just about time on task. It is essential to find out "why learners use the target language as they do, that is, for what function and to what social and psychological effects". (Moyer, 2009)
Munoz and Singleton (2007) also found the same results as Kinsella
Presented by: Khalif AlJumah
https://prezi.com/xwja941po289/wonderland/
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https://prezi.com/7zvirx7ckytt/a-colonial-commencement/?auth_key=9360a17bf756177ddd042f577de0baaac0f65c90
Foreign language settings
In Sum,
1) for the attainment of native-likeness phonologically, it is requisit that learners receive substantial amount of native-speaker input
http://prezi.com/qu3ogkdnh5vb/prezume-of-charity-temple/
foreign language learning
input and learning are confined mainly to the classrom
2) it seems to be no reason to suppose that younger starters in a foreign language setting will ever outperform older starters in the long term, in the light of Munoz arguments.
The Impact of Proficiency
on L2 Representation and Processing
Abundance - The Future is Better Than You Think
http://prezi.com/g4_rsqna6kvl/abundance-the-future-is-better-than-you-think/
In naturalisic settings...
Recent studies tried to integrate quantitative and qualitative perspectives.
http://prezi.com/_zjirtmsoxrb/tedmed-2011-daniel-kraft-md/
An important issue relates to the shift in language dominance towards the L2. Specifically, learners with very early AoO stand a very high chance of reaching near-nativelikeness while at the same time losing their mother tongue
Munoz (2006a)
After long term
In naturalistic settings
LoR has an effect until 10 or even 13 years
In foreign language learning setting
LoI has an effect until 10 years. Munoz 2008c
Initial age of learning in a foreign language environment with limited input is not, by definition, the beginning of significant exposure and, in consequence, applying to instructed learning settings the same parameters as are used in naturalistic settings appears in principle to be misconceived
no difference
cognitive advantage will disappear
an intitial advantage on the part of older starters,
Study on 25 successful late L2 learners who were immigrants to Germany. Her analysis was based on qualitative and quantitative data
Young children may be superior to older learners at implicit learning but implicit learning requires massive amounts of input that a typical foreign language setting does not provide.
Claim
http://prezi.com/u1401xeapltd/emotional-equations/
Moyer (2004,2009)
once the transition in language affiliation is made, the relationship between accent and LoR becomes predictable.
Concluded
psychological factors such as satisfaction with attainment and personal motivation to acquire fluency in German account for 76 per centof the varience in attainment.
an eventual long-term advantage on the part of younger starters
In contrast, older learners are superior to younger young children at explicit learning, owing to their superior cognitive development, and typical foreign language learning provides such learning.
Weber-Fox and Neville (1996)
http://prezi.com/row6dzyapfic/jr-inside-out-project/
Munoz (2006a, 2008a, 2008c)
An innovative proposal has included L2 acquisition motivation in the explanation of the link between ethnolinguistic affiliation (language identity) on the one hand and measures of L2 proficiency on the other
The generalization across learning contexts, namely, the expectation that younger starters-- after an initial slower rate of learning-- will in the long term outperform older starters after the same amount of hours or courses of instruction is not warranted in a typical limited-input instructed setting.
Jia and Aaronson (2003) tracked a language-dominance switch from L1 to L2
(Segalowitz, Gatbonton & Trofimovich, 2009)
See page 417
Learners' orientation can also impinge on their desire or willingness to become native-like speakers of L2.
Late language acquisition makes use of different areas of the brain as compared with early acquisition
it occured among the younger arrivals (9 years or younger) and did not occur among the older arrivals (older than 12)
collected data from measures of self-rated proficiency and from standarized tests of English grammar of L2 learners of different ages and conducted observations of the ERP patters in these learners.
Your Story Can Change the World
http://prezi.com/ptve2tu78evu/your-story-can-change-the-world-master/
They suggest that the stronger the willingness to use L2 and the subsequent greater L2 use by younger as compared with older L2 learners may partially explain the proficiency transition from initial advantage of older learners to the long-term advantage of younger arrivals.
http://prezi.com/r5ldr20rbl3o/swedu-bay-feb-24-26/
In a study on Dutch learners with outstanding English pronunciation, it was observed that they were highly motivated to sound like native speakers for professional reasons.
Marinova-Todd et al. 2001
There was no control of the
prficiency level of the later beginners
the adults learners might not be highly
proficient bilinguals
the differences simply reflect
differences in
proficiency level
Kim et al. 1997
spatial representation of L1 and L2 in the cerebral cortex of early and late bilinguals sentence generation task
little or no age-related separation of activity in Wernick's area
differences in respect of activity in Broca:
But not all learners have a desire to pass for a native speaker (and hence to take on an L2 identity)
their findings showed that different parts of the brain were specialized for processing different aspects of language
Timing
Green 2005
Birdsong and Paik (2008, p.431)
Speaker charastaristics that seem to play a role on the hemodynamic activation patterns during L1 & L2
Convergence hypothesis
as L2 proficiency increases, the representation of L2 and its profile converge with those of native speakers.
Instructed Foreign Language Learning
note that people may vary in their experiences of society and culture and that "when the level of attainment and the way L2 knowledge is implemented in L2 use are determined by the learner, it would be pointless to speak of deficiency in learning ability".
syntactic processing
L2 onset
L2 proficiency
L2 exposure
comprehension
}
word-level production
not only must one be willing to sound like someone from the target culture, but one must also be willing to give up the protection that being foreign confers to non-native speakers.
Pavlenko and Lantolf (2002) indicated that people decide to learn their L2 "to a certain extent" which allow them to be proficient, even fluent, but without the consequences of losing the old and adopting the new ways of being in the world.
The convergence hypothesis is a claim about neural representation and processing profiles and not a claim about whether an L2 speaker of a language can simulate or pass for a native speaker of theat language.
Kinsella (2009) found in her study that French-L2 speakers eventually learned to appreciate that their "foreigness" confered them an advantage they would not have otherwise had.
Jared Bret
They achieved level satisfactory
"Flipped" Classroom
Students preview the days content at home, if possible, which includes videos (of both myself explaining content, and others found online), assignments, and links for further inquiry.
In the classroom students use computers, iPads, phones and tablets, to access the internet and follow our entirely web-based lesson."
John Trotwood Moore Middle School
A Brief History of Life
by: David Knuffke
http://prezi.com/boa21ytdaoxy/ap-bio-evolution-6-brief-history-of-life/
http://prezi.com/nhoodyqau2ay/e-reputation-brand-management/
http://prezi.com/xe5thxwgcxz1/if-you-put-it-that-way/
Ashley Selman a former Olympic qualifier; runs one of the top personal-training facilities in the Valley:
http://prezi.com/-zuwbm0vur7i/copy-of-peeragogy/
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Chatsworth International School
in Singapore
Facebook's new headquarter was pitched using Prezi
http://blog.prezi.com/2011/05/11/facebooks-new-campus-is-presented-in-prezi/