The History About Oyama

Published Date: 02 Nov 2017

Learner: Alisia L. Daily

EDU8005-8

Dr. Jiang

Qualitative Research Design

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Qualitative Study Discussion Section

EDU8005-8: Qualitative Research Design

Northcentral University

Dr. Jiang

April 7, 2013

Qualitative Study Discussion Section

For this assignment please write a discussion section that thoroughly describes what was "learned" in one of the mock studies proposed in Sections 1 or 2.

The critical time frame discusses the notion that the skill to learn a language is connected to how old one is and there is a perfect time frame to attain a language, later it is not likely. This theory was initially offered by Penfield and Roberts (1959) and shadowed by Lenneberg (1967) who proposed that it can be stretched to the second language acquisition. Consequent research shows the exact outcome that second language learning performance associates adversely with the age at which the education starts before adolescence. Adversely, amid late bloomers, the connection of age with education proposes that diverse instruments are changing adult’s ability rather than progression. (Birdsong & Molis, 2001; Hakuta et al., 2003; Oyama, 1976) On the other hand, it is debatable that there is not a good connection amid age and learning that could be credited to a physically grounded critical time frame for second language acquisition that stops mature adults from realizing native capability in phonology in addition to grammar of a non-native language. It is theorized that native achievement of second language acquisition is swayed by community, learning and inspirational influences like how old someone is at the time of their arrival and how much of second language education they possess.

Early language exposure is better learned sooner than later, backing the time that it takes to learn another language. However, there are some who believe that no matter how early a child starts to learn another language they will not always reach native levels in articulation. Adversely, there are adults who could learn another language with a native accent in articulation and conversational understanding through rigorous drills and exercises. With further examination comes opposition to deductions of Jakobovits (1970) in stressing that student’s capacity to learn another language is usually better than adults after suitable circumstances aimed at education are accessible. Moreover, research conducted by Krashen (2009) has revealed that if acquisition started earlier than 11 years old, accents were uncommon, 11 to 15 they were rare and beyond 15 they were practically global. Likewise, Shim (1994) studied the restrictions of second language acquisition by examination of English acquisition of Korean people who differed in age of second language acquaintance. Shim decided that acquaintance to the second language earlier than 5 years old guarantees native proficiency.

Lambert (1963) tried to offer other motives to initial beginner’s capacity to ensure a native accent. He credited distinct differences in linguistic learning aptitude to changes in neediness with the natives. Kids as a whole stay extra ready to assimilate themselves by way of others. Furthermore he credited copying to the foundation for language acquisition. Kids are usually more sufficient in mimicking someone than grown-ups. Consequently, we could contend that a foreign teenager might inevitably dominant his or her articulation due to his or her strong incentive to assimilate and his or her cleverness at mimicking. (Lambert, 1963)

Oyama (1976) argued the idea of a critical time frame, signifying that it rather suggests organic aspects, but not entirely. The critical time frame is not an everything or not anything occurrence; there are adults who pick up new languages like natives. Conversely, it is true that learning to communicate like a natural appears to be somewhat demanding for adults and one should use additional skills which are not linked to progress. All in all, these results prove the theory that there is a progressive time frame in which it is imaginable to completely obtain the phonology of a non-native language. To fully attain is tremendously questionable, which backs the reality of a critical time frame. This literature backs the theory that the native achievement of second language acquisition is swayed by community and learning issues and shows the significance of the first phase of onset and huge quantity of proper instruction of the second language to arise to a native place in non-native languages. (Birdsong & Molis, 2001; Hakuta et al., 2003; Oyama, 1976)

Birdsong and Molis (2001) saw outcomes in contradiction of the proof for a critical time frame of learning; through discovering proof for after the maturational period and native language properties, in addition to looking for adults who speak like natives in another language. Likewise, Hakuta (2003) could not prove a critical time frame through inadequately searching for a gap in linguistic education prospective. The teachings revealed that ability keeps on failing even through the apparent completion of a critical time frame, during the course of its existence. (Birdsong & Molis, 2001; Hakuta, 2003) Oyama (1976) concentrated on attainment of the phonological method of a non-native language. The outcomes have revealed that the presence of such an organic issue restricts adults from realizing a native accent, nonetheless the presentation in grammar and sentence structure were not recognized. Other than the effects of the quantity of second language acquisition and age at onset, effects of inspirational aspects were likewise taken into consideration by Oyama (1976). Hereditary and physical confines were talked over fully in the study by Birdsong. (2001) and Hakuta (2003) Oyama (1976) backs the existence of a critical time frame by discovering that there is no proof those late blooming individuals who tested as a native or tested as the first onsets. This nonexistence of native achievement between adult second language learners is unpredictable with the results of Hakuta (2003) and Birdsong & Molis (2001) that saw adults reaching native proficiency in second language learning.

Additional research has been done on immigrants that have been in the U.S. from 5 to 15 years, which may have been the purpose for not discovering the quantity of accents when speaking English. Future studies ought to examine immigrants with an extended stay in the U.S. to search for an outcome on accents of a non-native language learner. Furthermore, other longitudinal investigations ought to be completed with additional couplings of first-second language to see if it affects second language acquisition. The investigation of the information revealed that age was a strong judge of accent however the amount of time in the target language country had minimal affect. Surprisingly, the act of just talking revealed fewer accents and age had little or nothing to do with it. These outcomes specify that there is a strong correlation between how old someone is and linguistics, which offers an idea for the supposition of a critical time frame for second language acquisition.

In the past, Johnson and Newport (1989, 1991) have found a strong age-related decline in proficiency for languages learned prior to puberty and random variation in second language achievement among later learners, supporting the Critical Period Hypothesis. However, the data were controversial because age of exposure, duration of exposure, and social and linguistic backgrounds of the participants are possible confounding factors (Bialystok and Hakuta, 1994). Besides social factors, there are age-related changes in cognitive processing which affect the ability to learn a new language. Therefore, older learners would have more difficulties in acquiring a second language than younger ones (Salthouse, 1992).

"As SLA research has matured, and the key constructs which form its theoretical basis have become established, the field has become better able to look outwards and investigate the role of different contexts of learning. Furthermore, there has been renewed interest in grammar pedagogy partly because of the perceived failure of contexts of learning promoting 'natural' communication in producing learners who are consistently accurate in their productions. Consequently, the role of instruction and the role of the input in facilitating the L2 learning process have increasingly become foci of interest.

To conclude, SLA research is an extremely buoyant field of study which has attracted much theoretical and empirical work in the last two or three decades. Much progress has been made in gaining a better understanding of the processes involved in learning second languages, as well as the different external factors which affect this process. Although these complementary agendas remain less integrated than one might wish, bridges are being built which connect them. Similarly, the implications of SLA research for teaching are now receiving more attention, as is the specificity of the classroom context for understanding learning, but much more work remains to be done in these areas. There is still a huge gap - not unsurprisingly, given the limits of our knowledge - between the complementary agendas of understanding the psycholinguistic processes involved in the construction of L2 linguistic systems, and understanding what makes for effective classroom teaching." (Myles, 2004, para. 25)