Білім беру бағдарламасына арналған торм 5206 тілдерді оқытудағы психологиялық МӘселелер пәні бойынша лекция тезистерінің жинағы

The comparison of first and second language acquisition can easily be over­simplified. At the very least, one needs to approach the comparison by first considering the differences between children and adults. It is, in one sense, illogical to compare the first language acquisition of a child with the second language acquisition of an adult. This involves trying to draw analogies not only between first and second language learning situations but also between children and adults. It is much more logical to compare first and second language learning in chil­dren or to compare second language learning in children and adults. Nevertheless, child first language acquisition and adult second language acquisition are common and important categories of acquisition to com­pare. It is reasonable, therefore, to view the latter type of comparison within a matrix of possible comparisons. Table – 3.1 represents four pos­sible categories to compare, defined by age and type of acquisition. Note that the vertical shaded area between the child and the adult is purposely broad to account for varying definitions of adulthood. In general, however, an adult is considered to be one who has reached the age of puberty.

(L1 = First language L2 = Second language C = Child A = Adult)

	CHILD	ADULT
L1	C1	A1
L2	C2	A2

1) first and second language acquisition in children (C1-C2), holding age constant

2) second language acquisition in children and adults (C2-A2), holding second language constant

3) first language acquisition in children and second language acquisi­tion in adults (C1-A2).

In the C1-C2 comparison (holding age constant), one is manipulating the language variable. However, it is important to remember that a two-year-old and an eleven-year-old exhibit vast cognitive, affective, and phys­ical differences, and that comparisons of all three types must be treated with caution when varying ages of children are being considered. In the C2-A2 comparison, one is holding language constant and manipulating the differences between children and adults. Such comparisons are, for obvious reasons, the most fruitful in yielding analogies for adult second language classroom instruction. The third comparison, C1-A2, unfortunately manip­ulates both variables. Many of the traditional comparisons were of this type; however, such comparisons must be made only with extreme caution because of the enormous cognitive, affective, and physical differences between children and adults.

Much of the focus of the rest of this chapter will be made on C2-A2 and C1-C2 comparisons. In both cases, comparisons will be embedded within a number of issues, controversies, and other topics that have attracted the attention of researchers interested in the relationship of age to acquisition.