Advantages and disadvantages of early language learning - Английский язык - Курсовые работы

Информация о документе

Цена	9000UZS
Размер	44.0KB
Покупки	0
Дата загрузки	12 Август 2021
Расширение	docx
Раздел	Курсовые работы
Предмет	Английский язык

Advantages and disadvantages of early language learning

Купить

Theme: Advantages and disadvantages of early language learning Plan: Introduction……………………………………………………………………2 Chapter I. THE CHARACTERISTIC FEATURES OF EARLY LANGUAGE LEARNING 1.1 Young learner’s acquisition and learning of a foreign language……… 4 1.2 A controversial issue over early language learning…………………… 10 Chapter II. ADVANTAGES AND DISADVANTAGES OF LEARNING ENGLISH AT AN EARLY AGE 2.1 A practical investigation of young learner’s language learning……… 21 2.2 Advantages of early language learning………………………………… 25 2.3 Disadvantages of early language learning……………………………... 29 Conclusion…………………………………………………………………… 33 Appendix…………………………………………………………………….. 35 Used literature ~ 1 ~

Introduction The actuality of the work. Learning a foreign language at an early age has become a controversial issue over the last decade. Young learner’s acquisition of a foreign language is more important than any other phases of the age period, since this stage of age defines the further future of their learning. When a child starts learning a foreign language, the process of learning becomes more motivative, interesting and encouraging for them as the foreign language itself is a new and strange or wonderful adventure in their view. Together with being motivative and interesting, it enriches their knowledge of language and vocabulary. However, just as a coin has two sides early childhood foreign language learning also has its own advantages and disadvantages. The course work will gener

 to study various scientists’ views on this topic to make a balanced conclusion and to decide whether a foreign language should be taught to young learners or not; The practical significance of the work. The results of the course work will be useful:  for teacher and students to take into account the peculiarities of childhood language learning when teaching a foreign language;  for independent investigators when carrying out an experiment on young learner’s ability to acquire a foreign language;  for those who are interested in methods of teaching to create a new methodology for young language learners. The structure of the work. It includes an introduction, two chapters, a conclusion, an appendix and used literature. Chapter I provides information about the characteristic features of

Chapter I. THE CHARACTERISTIC FEATURES OF EARLY LANGUAGE LEARNING 1.1 Young learner’s acquisition and learning of a foreign language First of all, we should begin with the word “childhood” and its meanings. The word “childhood” varies from country to country. In many parts of the world kids take on “adult” responsibilities at ages when in other countries they are still protected within their schools. These differences will guide to differences in the purposes of language learning. Likewise, attitudes to authority, to teaching and to learning generally vary from culture to culture. However, we can list a number of characteristics which young learners share. In the first place, young learners are merely now starting their schooling, so that teachers have an important chance to mould their e

There is a widely-held belief that younger learners do better than older learners. This is supported by the critical period hypothesis according to which there is a fixed span of years during which language learning can take place naturally and easily and after which it is not probable to be totally successful, of course this will be examined extensively in another part of this project. Studies of learners in naturalistic learning situations provide the most convincing evidence that the younger the better. From the above we understand that age is an important aspect in the field of second language acquisition and plays a special role in the process of learning a language. So, early start is strongly connected with age or let ‟ s put it in another way, age and early start is the same thing

most prestigious one still today. Moreover, the material was very limited because there was no interest in foreign languages. Nowadays, things have changed rapidly due to globalization which played a basic role in the development of the English language. In Greece, a significant step is that English has been introduced in public schools as a required lesson for children and there has been an increase in foreign language institutes known as frontistiria in the Greek market and all that due to the increased interest from the people. Moreover, the books concerning young learners come out every year in many different colors and each of these books offers different things and at the end you do not know which book to purchase for your child. In addition to the above, we have to mention that in t

because their brain is like a sponge which keeps everything inside and we should take advantage from that and find ways to help children learn as much as possible easily. Now, we will move on to the next section in which we will learn about the human brain and its procedures. There is an intimate link concerning language and the brain. Specific areas of the brain are devoted to language and damage to these areas disrupts language. After much research conducted in this field has proved that injury, removal or any kind of problem in the left hemisphere can cause severe consequences for language development especially in children. According to the above findings scientists have also come up with the conclusion that normal brain development depends on early and regular exposure to language. Bu

which are primarily localized to one side of the brain or the other. Nowadays, with such damages in Broca ‟ s area are said to suffer from Broca ‟ s aphasia. Aphasia is the neurological definition used to refer to language problems that follow brain lesions caused by a stroke, a gunshot wound, or infection. The basic problems that patients who have Broca ‟ s aphasia face are the following: labored speech, disturbed word order, omission of grammatical morphemes such as articles, prepositions etc., and also word-funding pauses; for instance, a patient said “yes-ah-Monday ah-dad-and dad-ah-hospital-and ah-…..ah girl-and gums and I”. Moreover, as we understand Broca ‟ s aphasics show syntactic deficits. Let ‟ s return to language and more specifically how a child can acquire language. Under no

this child, unfortunately, will face a great difficulty to learn language later on. A large percentage of children in recent years, due to environments of extreme social isolation were unable to adapt fully the language, these examples constitute, confirm and also give insight into what happens when lateralization process takes place without an accompanying linguistic input. At this point we will present some notable examples in order to realize the importance of the situation. A distinguished one, which came to the light of publicity in 1970, is that of Genie, a 13-year-old who had spent most of her life tied to a chair locked in a small room. Her father was intolerant of any kind of noise and had beaten Genie whenever she made a noise. Moreover, there had been no radio or television and

retarded and as a result she never attended school but fortunately a neurologist, after many years, diagnosed her real problem so Chelsea received extensive language therapy and was able, little by little, to acquire a large vocabulary but, just like Genie, could not develop grammar. A study of the localization of language in her brain showed an equivalent reply to language in both hemispheres. 1.2 A controversial issue over early language learning Learning a second language, particularly in a classroom situation, is not such a natural or automatic process. The learner already has a language that allows him to communicate. To ask him/her to give up that language and return to some pre-linguistic stage of development is not particularly realistic. Most people attempt to learn another langua

native like grammatical competence in the second language. So, we can conclude that age is a significant factor in developing second language acquisition and of course, once again, we should mention that the critical period is strongly related to age and by extension not only to the acquisition of the first language but also plays a vital role in the acquisition of the second language, respectively. Many experts believe that learning the language before the age of ten years allow children to speak correct and fluent as an indigenous person. Therefore, whatever the earlier children become familiar with foreign language, he have better chance to speak proficiency. On the other hand language learning, except native language, can provide develop a lifelong ability to more communicate with othe

through age 10 is the best time to introduce new languages to a young child. The child will learn the language faster, retain it better and most often speak it with near-native pronunciation. Recent research indicates a young child up through age 5 can learn and process up to five languages! Many parents deliberate over how to bring a new language into their little one’s life. Many experts agree the bilingual approach for the very young child is best. Today’s parents know the importance of being bilingual. Now they just need to know where to turn for assistance in finding fun and affordable bilingual products that will bring the target language into their child’s life. The internet has made their search much easier than five years ago. Look for bilingual programs that allow you to sample t

children are faced with minimal language exposure can reveal the extent of inborn language-learning capacities and their effect on language creation and change. As these techniques and others probing the child's mind are developed and their findings integrated, they will reveal the child's solution to the puzzle of learning a language. Exposing your child to a foreign language young allows a child to optimize his or her learning potential, helping to shape the brain at its most flexible stage. Young children are uniquely suited to learning a foreign language. Learning a foreign language at a young age is cognitively as easy as learning a first language. Young children can acquire native-like fluency as easily as they learned to walk. Where adults have to work through an established

There are some advantages that bilingual children have when they learn English as a foreign or second language. A remarkable advantage is that bilingualism trains children to focus their attention on the relevant variables in the context, particularly information that is ambiguous or contradictory. Increased cognitive abilities may help children to develop the necessary skills that are thought to be involved in effective communication. For example, knowing two words that name the same concept like: “nice and great” could help children develop the understanding that an object or event can be represented in more than one way, which could support children’s understanding of other people’s perspectives. "Research has shown that after 10 or 12 years old the brain handles language different

Accommodation is an important suggestion that has been taken into second language learning under the label „reconstructing ‟ , used to refer to the re- organization of mental representations of a language. From a Piagetian perspective, a child ‟ s thinking develops as slow growth of knowledge and intellectual skills towards a final stage of proper, rational thinking. Though, gradual growth is punctuated with specific basic changes, which cause the child to pass through a series of stages. At each stage, the child is competent of some types of thinking but still incapable of others. Particularly, the Piagetian endpoint of development – thinking that can influence formal abstract categories using rules of logic – is held to be unavailable to children before they reach 11 years of age or mor

competently than older learners or adults. Generally speaking the data is uncertain and vague. A large percentage of people are in favor of the claim that it ‟ s better to start at a young age. First of all, young children have more opportunities than adults because they don ‟ t have other responsibilities but their only occupation is to learn and study. Second of all, they are learning all the time without having the worries and responsibilities of adults. Their parents, friends, and teachers help them in learning. We all know that children are curious and ask always “why?” even if they know the answer; this process ‟ s result is that it helps them learn the world. Moreover, they have a physically powerful individual need to learn if they are surrounded by people speaking the second langu

years and had been resident there for between 5 and 18 years. She asked two adult native speakers to judge the nativeness of the learners ‟ accents in two 45second extracts taken from performance on a reading-aloud task and a free- speech task. Oyama reports a very strong effect for „age of arrival ‟ but almost no effect for „number of years ‟ in the United States. She found that the youngest arrivals performed in the same range as native speaker controls. Other studies which have investigated the effects of age on pronunciation support the younger is better position. Similar results have been obtained for the acquisition of grammar. As Singleton writes: “Concerning the hypothesis that those who begin learning a second language in childhood in the long run generally achieve higher levels o

1. The necessity to expose children from an early age to an understanding of foreign cultures so that they grow up broadminded and sympathetic to others. 2. The need to connect communication to the understanding of new concepts. 3. The need for maximum learning time for important languages-the earlier you start the more time you get. 4. The advantage of starting with early second language instruction so that later the language can be used as a medium of teaching. Judging from the above conclusions and findings we come up with the view that there is no evidence to suggest that teaching foreign languages to young children actually produces bad results as well as the age factor in language acquisition conclude that an early start does give advantages and certainly does not do any harm; in con

and more experience with the language. In such contexts, young learners who have an early start expand and uphold advantages in some areas of language skills. But here we are going to examine the methods used up until now in the language classroom and to show how these methods influence young learners to learn a language. Another important disadvantage, which must be mentioned here, is the lack of appropriate methods used in the language classroom for many years. Approaches designed to promote second language learning in this century have the tendency to reflect many different opinions on how a foreign language is best learned. But before describing the methods, we will define what an approach is and what a method is. When we talk about approaches in the language teaching we mean the theor

combinations are the sentences into which they can be assembled. Given the complexity of this system, it seems improbable that mere children could discover its underlying structure and use it to communicate. ~ 20 ~

Chapter II. ADVANTAGES AND DISADVANTAGES OF LEARNING ENGLISH AT AN EARLY AGE 2.1 A practical investigation of young learner’s language learning Developmental studies suggest that children learn more and learn earlier than previously thought. In the arena of language development our studies show that children’s early learning is complex and multifaceted. For example, research shows that young children rely on what has been called “statistical learning,” a form of implicit learning that occurs as children interact in the world, to acquire the language spoken in their culture. However, new data also indicate that children require a social setting and social interaction with another human being to trigger their computations skills to learn from exposure to language. Early language learning is

variation in a child’s skill on the particular day that we measured that child in the laboratory. We were therefore pleased when our first studies demonstrated that infants’ discrimination of two simple vowels at 6 months of age was significantly correlated with their language skills at 13, 16, and 24 months of age. Later studies confirmed the connection between early speech perception and later language skills using both brain and behavioral measures on monolingual infants, and with bilingual infants using brain measures. Other laboratories also produced data that indicated strong links between the speed of speech processing and later language function and between various measures of statistical learning and later language measures Recent data from our laboratory indicate long-term associ

earlier in development that infants showed excellent skills in detecting phonetic differences in native language sounds, the better their later performance in measures of language and pre-literacy skills. These results are theoretically interesting and also highly relevant to early learning practice. These data show that the initial steps that infants take toward language learning are important to their development of language and literacy years later. Our data suggest as well that these early differences in performance are strongly related to experience. Our studies reveal that these early measures of speech discrimination, which predict future language and literacy, are strongly correlated to experience with “motherese” early in development. Motherese exaggerates the critical acoustic cu

follow-up study that SES could be removed from the equation if language input itself was measured. The complexity of language input is the more direct factor influencing development of brain areas that code language. When measures of the complexity of maternal language were assessed across the entire sample of children in the study, we observed a correlation with structural measures of the brain in Broca’s area. These measures indicated that greater grey matter in the left hemisphere language areas was related to the complexity of maternal language in conversations between the mothers and their 5-year-old children. In summary, our results suggested that language input to the child—its complexity and diversity—was the factor affecting brain development in the language areas, not SES. The im

can extend the “critical period” for learning in birds. Social factors play a role in learning throughout life. The prevalence, across age, of new social technologies (text messaging, Facebook, Twitter) indicates a strong human drive for social communication. Technology used for teaching is increasingly embodying the principles of social interaction to enhance student learning. A true understanding of the nature of the relationship between social interaction and learning requires more research, and the NSF-funded LIFE Center is focused on this question across domains and ages. The fact that young children use implicit and automatic mechanisms to learn and that children’s brains are influenced by the ambient information they experience is a sobering thought. Opportunities for learning of th

help children develop the understanding that an object or event can be represented in more than one way, which could support children’s understanding of other people’s perspectives. "Research has shown that after 10 or 12 years old the brain handles language differently because until then it is constantly making neurological connections. As children we process language in the frontal lobe of the brain. But if we learn a language as a teenager or adult, the brain has to 'scramble' to find storage space somewhere else. So in simple terms, learning languages as a child the brain absorbs them readily, after that it requires much harder work.” The first advantage of learning another language as a child has been shown to enhance cultural understanding because children are expose to o

relationships because they have the capability: they can talk to diverse people, they build different sorts of relationships, and they can be the bridge between two kids who can't talk to each other, they can actually translate and help out”. That means, speaking the language of those around you is the bridge to connecting with them. Bilingual children not only act as a language or culture bridge, they also become very aware of their special gift. This consciousness transfers into their self-image and forms part of their self-identity, part of how they see themselves and how they define who they are. According to Silke Rehman (2010) “bilingualism creates confident and makes children found their identities and that improves their self steam”. A third advantage of learning a new language

numbers of jobs are likely to require a person to be bilingual or multilingual”. That means that Knowing languages is a real asset when it comes to employment opportunities. So, it turns into an economic benefit or income to bilingual individuals. It is not a secret that multilingual people will always have a wider range of career options. With the increasing globalization this is the reality now more than ever, and language knowledge will continue to gain more and more importance every day. Almost every sector is nowadays looking for people that are able to communicate in more than one language; just as an example in the following pages are looking for bilinguals www.bilingual-jobs.com, http://www.hr.gov.nt.ca, Idealist.org, Careerbuilder.com, SpanishJobs.com, and some others in different

development refers to how children change with age in terms of their processing of emotions in a social and communicative setting. Silke Rehman (2010) refers to Communication as: a core part of human relationships and while young children certainly find and use many forms of non-verbal communication to interact and play with each other, language is a key enabler to new friendships. Speaking the language of those around you is the bridge to connecting with them”. She expresses that communication is an essential part of the human life that is why bilingualism becomes important because it creates bridges to share with kids from different cultures. Clearly, bilingualism is an interchange of emotions and communication in childhood. 2.3 Disadvantages of early language learning There are some dis

if bilingual kids do not start speaking after the extra six months there must be language confusion or a medical factor that is blocking the learning process. Another significant disadvantage of learning a foreign language at an early age is that children will temporarily mix languages. Rehman states that “It is normal for bi-/multilingual children to mix up languages until about the age of 4. If children are lacking the right word in language A, they will borrow it from language B to communicate their message”. It means that they may temporally mix the languages affecting the way they interact or communicate their ideas or messages to others. In addition, there are a number of variables that can affect the outcome of bilingual development, including the context in which the languages are

the opportunity to receive classes in their native language but, the process of becoming bilingual receives a negative impact making the process itself slowly. Another factor that blocks the bilingual learning process on kids is unavailability of teachers in schools. Most of the countries in Central America have limited budgets to invest in a full bilingual education in public schools. El Salvador is not excluded from this situation. In El Salvador, public schools count only with one English teacher for the entire mass of active students. Moreover, some teachers are not assigned in their respective area of specialization. For example, an English teacher is assigned to teach science or another subject or vice versa. Consequently, kids are not getting enough English instruction to get profic

great problem for teachers who, in addition to being well versed in two languages, have to exhibit a certain level of comfort in handling different levels of education simultaneously”. Due to this, disadvantages or blocking factors appear again in the context of children becoming bilingual. A last disadvantage is that bilingual kids will have to handle with the added academic load that represents learning to read and to write in another language on top of the first; that means double efforts for them. If parents want children not only to speak another language but read and write it, too, they will have to provide extra tuition beyond the regular school days. According to Silke Rehman “There's additional effort for organizing language courses, there's money and time you might need t

Conclusion To generalize all the information mentioned above, we can just claim the following fact that English language should be more than one course and it can be used as a scientific language and other training courses. For example, science courses, history, social or biology should be taught in English. In this way, power and speed of learning the language significantly increases. Primary school and children is the best course to learn the language. Because learning the language with native language in the first decade of life provides for disabled students to independently and directs language without translation, interpretation and changes its meaning from Uzbek to learn English in your mind. This means that the person will be able to speak like native language without including Uzb

miraculous and such a joy to watch as a parent. As children grow, all parents can attest to how much fun their children continue to have as they sing new words they hear and even invent new ones with a huge, bright smile. ~ 34 ~

Appendix Top 10 Benefits of Early Language Learning 1. Higher test scores : Numerous reports have proven that students who have studied a foreign language perform much better than monolingual peers on many standardized tests. 2. Better and more advanced reading skills : A study undertaken by York University in Canada suggests that bilingual children’s knowledge of a second language gives them an advantage in learning to read. 3. Greater confidence : Children are always discovering new things, but learning a new language is a uniquely rewarding experience- at any age. For children, the feeling of accomplishment that comes with their first steps toward a second language can spur them on to deeper and broader passion for learning in general. 4. Gives brains a boost : In a recent article in Th

7. Bigger view of the world : Traveling abroad is an experience which can benefit anymore, offering not just new sites to see, but new frames of mind and new perspectives. but going abroad and feeling comfortable in the language of your destination means you’re doing more than just travelling- going from your home to another place, and then back home. You can feel as if you’re part of the culture and the life of this new world, as if you aren’t a total stranger just visiting. 8. Greater grasp of one’s first language- including a bigger, richer vocabulary : Most of the time we use our first language with little thought to grammatical rules or constructions. this is perfectly natural, but the experience of learning a new language can bring greater understanding and perhaps even better gramma

Used literature: 1. Baker, C. A Parents' and Teachers' Guide to Bilingualism . Clevedon, England, 2000 2. Bloch, C & Edwards, V. Young Children's Literacy in Multilingual Classrooms. London, 1999 3. Bloom, Louis. The Transition from Infancy to Language. Cambridge University Press, 1993 4. Brumfit, Christopher. Moon, Jayne. & Tongue, Ray. Teaching English to Children. Longman, 1997 5. Butterworth, George & Harris Margaret. Principles of Developmental Psychology. Psychology Press Ltd, Publishers, 1998 6. Cameron, Lynne. Teaching Languages to Young Learners. Cambridge University Press, 2001 7. Ellis, Rod. The Study of Second Language Acquisition. Oxford University Press, 2003 8. Ferreira, F & Morrison, F. Children's Metalinguistic Knowledge of Syntactical Constituents. Washing

15. Yule, George. The Study of Language. Cambridge University Press, United Kingdom, 2004 Internet sources: 1. www.google.com/earlylanguagelearning 2. www.scholastic.com/earlylearner/experts/language 3. www.researchgate.net/earlylanguagelearner 4. www.enotes.com/benefitsanddrawbacksofearlylanguagelearning ~ 38 ~

Купить