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Languages formed by adults without formal instruction, a product of language contact, likely replicate the emergence of grammars in hereditary languages. The phenomena attested in such languages provide new insights into how grammatical forms and meanings emerge in languages.
Master's Thesis from the year 2006 in the subject Pedagogy - Adult Education, National University of Modern Languages, Islamabad (English Department), course: Research Project, language: English, abstract: The present study aims to investigate, that age is not a detriment to language learning .As young students are biologically disposed to better second language learning, as well as given certain benefits such as lower self-monitor and affective filter, but at the same time adults are also not at a lower vantage point in L2 learning process. In the language learning program, adult learners bring with them certain advantages. Adults are better at understanding grammatical rules since they are aware of the rules and structures in their own language. [...] Especially in the areas of vocabulary and language structure, adults are actually better language learners than children. Adult learners have more highly developed cognitive systems, are able to make higher order associations and generalizations, and can integrate new language input with their already substantial learning experience. They also rely on long-term memory rather than the short-term memory function used by children and younger learners for rote learning. Adults have already developed learning strategies that have served them well in other contexts. They can use these strategies to their advantage in language learning. This research will suggest ways of dealing better with adult learners in their academic performance in the language class. The researchers' aim will be to investigate that they have potentials to become accomplished language learners with the advantage of more advanced cognitive development in the first language, and they integrate new language input with their already substantial learning experience. To prove her point of view the researcher will involve 10 teachers and 30 students of Diploma, Certificate and Foundation level at the Department of English (functional Courses) at National U
Forget everything you’ve heard about adult language learning: evidence from cognitive science and psychology prove we can learn foreign languages just as easily as children. An eye-opening study on how adult learners can master a foreign lanugage by drawing on skills and knowledge honed over a lifetime. Adults who want to learn a foreign language are often discouraged because they believe they cannot acquire a language as easily as children. Once they begin to learn a language, adults may be further discouraged when they find the methods used to teach children don't seem to work for them. What is an adult language learner to do? In this book, Richard Roberts and Roger Kreuz draw on insights from psychology and cognitive science to show that adults can master a foreign language if they bring to bear the skills and knowledge they have honed over a lifetime. Adults shouldn't try to learn as children do; they should learn like adults. Roberts and Kreuz report evidence that adults can learn new languages even more easily than children. Children appear to have only two advantages over adults in learning a language: they acquire a native accent more easily, and they do not suffer from self-defeating anxiety about learning a language. Adults, on the other hand, have the greater advantages—gained from experience—of an understanding of their own mental processes and knowing how to use language to do things. Adults have an especially advantageous grasp of pragmatics, the social use of language, and Roberts and Kreuz show how to leverage this metalinguistic ability in learning a new language. Learning a language takes effort. But if adult learners apply the tools acquired over a lifetime, it can be enjoyable and rewarding.
This book explores the motivations of adult second language (L2) learners to learn Italian in continuing education settings in Australia. It focuses on their motivational drives, learning trajectories and related dynamics of identity development triggered by the learning process. Central to the study are adult L2 learners, who are still a largely under-researched and growing group of learners, and readers will gain a better understanding of the learning process of this specific group of learners and ideas for sustaining L2 adult learning motivation in continuing education settings. Furthermore, the book discusses the role played by the Italian migrant community in Australia in making Italian a sought-after language to learn. It explores how a migrant community may influence motivation, and highlights and expands on the notion of L2 learning contexts, showing the existence of sociocultural environments where second language learning trajectories are affected by the presence of migrant groups.
Analyse et identification des besoins en langue. Définition du rôle joué par l'identification des besoins dans le système unité/crédit. Suggestions pour de nouvelles méthodes d'identification.
The focus of this volume is on how language is used between adults and children. The results is a volume that will appeal to readers in language development and narrative discourse. Has the potential to become a classic graduate-level text/reference.
An accessible introduction to language development aimed at a wide audience of students from different disciplines such as psychology, behavioural science, linguistics, cognitive science, and speech pathology. It requires only minimal knowledge of psychology, and is intended for undergraduates from the second year of studies onwards. The wide accessibility to undergraduates is achieved by avoiding technical terminology when possible and explaining all crucial concepts in the text. From the first moment of life, language development occurs in the context of social activities. This book emphasises how language development interacts with social and cognitive development, and shows how these abilities work together to turn children into sophisticated language users—a process that continues well beyond the early years. Covering the breadth of contemporary research on language development, Brooks and Kempe illustrate the methodological variety and multi-disciplinary character of the field, presenting recent findings with reference to major theoretical discussions. Through their clear and accessible style, readers are given an authentic flavour of the complexities of language development research. With such research advancing at a rapid pace, Language Development uncovers new insights into a variety of areas such as the neurophysiological underpinnings of language, the language processing capabilities of newborns, and the role of genes in regulating this amazing human ability.
The relevance of the research topic is determined by the need to create a new technology for applying the most effective methods of forming speech skills of foreign language proficiency in adults. The research is interdisciplinary and is located at the intersection of psychology, pedagogy, linguistics, information technology and systems analysis. The goal is to implement a visual approach in an electronic educational environment to accelerate the acquisition of a new language by adults. The peculiarity of the approach is the logical relationship of the entire language system, time-saving learning of the material and the dynamics of the use of language structures. The proposed training management system is a distributed system for managing the formation (acquisition) language skills of adults. In the course of the system,Äôs operation, a detailed statistical analysis of the results is carried out, dynamic learning curves of each student are displayed, coefficient tables are justified and indicators of the formation of speech comprehension skills by ear are specified, and speaking levels are determined from the initial to the threshold level of spontaneous speaking. The conceptual solution of such a system has been obtained, and its use will lead to a synergistic effect in the learning process and, as a result, the accelerated creation of a new language zone in the student,Äôs mind. The system provides a process of controlled formation of speech skills to a threshold level that allows you to move from learning a language to improving it in the process of using it. Continuous evaluation of the level of competence of the learner leads to the formation of logarithmic learning curve and compensates for the prerequisites of the degradation of a learning curve in the direction of loss of expected competence, which opens up a new area of search in building learning management systems.