A Children-adults Comparison In Second Language Acquisition And Children Second Language Teaching

In the research on second language acquisition (SLA), the effect of age differences on eventual attainment has always been the study focus of linguists and perhaps one of the most controversial issues. A popular belief in many researches is that the younger the better to begin studying a second language (L2). Younger acquirers will always outperform older ones in SLA because of the age superiority. Researchers also believe that, as in the first language (L1) acquisition, there is also a critical period (stretching roughly from 18 months to puberty) in SLA. A nativelike acquisition of an L2 beyond this period seems to be less possible and successful.Based on the Brain Plasticity Theory proposed by Penfield and Roberts, and the Critical Period Hypothesis by Lenneberg, this thesis compares children with adults studying an L2 in a non-linguistic environment from developmental, cognitive and motivational aspects. The purpose is to, through the comparative study, prove such a hypothesis that in a non-linguistic environment, the younger the learner who begins to learn an L2, the greater the probability that he or she will achieve a nativelike command of it. Subjects are 100 Chinese learners who study English as the L2 in China and who begin learning at different ages. An analysis of the results of the tape-recording of their paragraph reading and casual speech, and a collection of the data in the questionnaire show that the results obtained turn out to be consistent with the hypothesis. On the basis of the study results, a discussion is made on the effect of age on classroom teaching; some teaching methods for children are also presented. Total Physical Response (TPR), as one of the methods, is presented in detail and tested with its results showing the effectiveness of improving scores and enhancing interest in learning English.The purpose of this study is an attempt to provide some insights into the existing issues concerning the English language education system in China, particularly the children L2 teaching. For instance, what is the optimal age to begin studying an L2? What is the right view on the existing overlap of teaching contents in elementary schools and junior high schools? Do students of difference ages need different teaching methods? What are the most effective and helpful methods for teaching children English according to their psychological characteristics?...