Children and Adults in Second-Language Learning

Hadna Suryantari (1)
(1) SMA Muhammadiyah Pleret, Bantul, Yogyakar, Indonesia

Abstract

Learning is a process in which people study to acquire or obtain knowledge or skill. Second language learning is a process of internalizing and making sense of a second language after one has an established first language. Learning a second language is different from learning first language. Second language is learnt after one is able to speak and has absorbed knowledge, which influences him  in learning a second language. Most of us believe that children are better than adults in learning second language. This statement is supported by common observation stated that young second-language learners seems to be able to learn another language quickly by exposure without teaching. In this article, the writer tries to present how children and adults in second-language learning based on factors involved in it. Steinberg (2001) states that there are three factors involved in second-language learning. The first is psychological category. It includes intellectual processing which consists of explication and induction process, memory, and motor skills. Then, social situation consists of natural situation and classroom situation. The last is other psychological variables. It consists of ESL or EFL community context, motivation, and attitude. It is complex to determine whether children or adults are better in second-language learning. The common belief that children are better than adults has been proved, although with some qualification regarding the classroom situation. Put another way, adults do not do best in any situation. In the natural situation of language learning, it is determined that young children will do better than adults, and so will older children. It is not even uncommon for young children to learn a second language in a year or less. Therefore, children do better than adults. In the classroom situation, older children will do better than adults. However, young adults will do better than young children to the extent that the young children’s classroom is not a simulation of the natural situation. In the simulation case, young children will do better.

Full text article

Generated from XML file

References

Brown, Douglas, H. (1980). Principle of Language Learning and Teaching. New Jersey: Prentice Hall Inc.

Cook, Vivian. (2008) Second Language Learning and Language Teaching. London: Hodder Education.

Dornyei, Zoltan. (2009). The Psychology of Second Language Aqcuisition. New York: Oxford University Press.

Ellis, Rod. (1992). Second Language Acquisition and Language Pedagogy. Adelaide: Multilingual Matters.

Fathmann, A. (1978). ESL and EFL Learning: Similar or Dissimilar? In C. Blatchford & J. Schachter (eds), On TESOL (pp. 213 – 23). Washington, DC: TESOL.

Gardner, R. A.(1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Edward Arnold.

Harley, B., & Dough, H. (1997). Language aptitude and second language proficiency in classroom learners of different starting ages. Studies in Second Language Acquisition, 19I3, 379 – 400.

Herschensohn, Julia. (2007). Language Development and Age. United States of America: Cambridge University Press.

Krashen, Stephen D. (1981). Second Language Acquisition and Second Language Learning. Oxford: Pergamon Press Ltd.

Krashen, Stephen D. (2002). Second Language Acquisition and Second Language Learning. California: Pergamon Press.

Oyama, S. (1975). The sensitive period for the acquisition of a non-native phonological system. Journal of Psycholinguistics Research, 5, 261-85.

Preston, D. (1989). Sociolinguistics and Second Language Acquisition. Oxford: Blackwell.

Salthouse, T. A. (1982). Adult Cognition: an experimental pedagogy of human aging. New York: Springer – Verlag.

Snow, C., & Hoefnagel – Hohle, M. (1978). The critical age for language acquisition: evidence from second-language learning. Child Development, 49, 1114 – 28.

Staats, A. (1993). The study of cognitive process in second language learning. Applied Linguistics, 2, 117 – 31.

Steinberg, D. D.,Nagata, H., & Aline D. P. (2001). Psycholinguistics: Language, Mind, and World. Malaysia: Pearson Education.

Authors

Hadna Suryantari
imhadnaa93@gmail.com (Primary Contact)
Suryantari, H. (2018). Children and Adults in Second-Language Learning. Tell : Teaching of English Language and Literature Journal, 6(1), 30–38. https://doi.org/10.30651/tell.v6i1.2081

Article Details