Second language acquisition, in particular English, is nowadays more important than ever before. As a consequence, it is of great importance to improve second language education at school. In order to do this, learner factors as for instance age, motivation or aptitude have to be considered more closely.
The present research paper considers the question if second language learning can be affected by age, particularly if there is a critical period that can affect the learning success in a negative
way. The common sense that children are the most successful language learners will be examined and compared to contrary opinions. In a last step, the results will be used to draw
conclusions for second language instruction.
Table of Contents
1. Introduction
2. First and Second Language Acquisition
2.1. First Language Acquisition
2.1.1. The Behaviourist Theory
2.1.2. The Innatist Theory
2.2. Second Language Acquisition
3. The Critical Period Hypothesis
3.1. The Critical Period in First Language Acquisition - The Case “Genie”
3.2. The Critical Period Hypothesis in Second Language Acquisition
3.3. The Optimal or Sensitive Period
3.4. Younger vs. Older Learners
3.4.1. The “Younger = Better” Position
3.4.2. The “Older = Better” Position
3.4.3. “Younger = Better in the Long Run” Position
4. Implication for Second Language Teaching
4.1. The Constructivist Classroom
4.2. Second Language Instruction from a CLIL-Perspective
5. Conclusion
References
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