The problem of age in second-language acquisition: Influences from language, structure, and task  

Oleh:

Bialystok, Ellen ; Miller, Barry

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Bilingualism: Language and Cognition (sebagian Full Text & ada di PROQUEST th. 2001 - ) vol. 2 no. 2 (Aug. 1999), page 127-146.

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/BLC/2 Non-tandon: tidak ada Tandon: 1

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three groups of participants were given a grammaticality judgment test based on five structures of English grammar in both an oral and written form. The first group consisted of native speakers of Chinese, the second, native speakers of Spanish, and the thrid, native English speakers. The two learner groups were devided into those who had begun learning English at a younger (less than 15 years) or older (more than 15 years) age. Performance was measured for both accuracy of judgment and time taken to respond. The results showed that performance patterns were different for the two learner groups, that the linguistic structure tested in the item affected participants' ability to respond correctly, and that task modality produced realible response differences for the two learner groups. Although there were proficiency differences in the grammaticality judgment task between the younger and older Spanish learners, there were no such differences for the Chinese group. Furhtermore, age of learning influenced achieved proficiency through all ages tested rather than defining a point of critical period. The results are interpreted as failing to provide sufficient evidence to accept the hypothesis that there is a critical period for second language acquisition.

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