Cognitive differences in second language learners and the critical period effects

Abstract

Abstract.Research has shown a strong association between psychological, affective, neurological and learning variables, related also with age and gender factors, in the process of acquisition and/or learning of a second language. However, there is a theoretical controversy concerning the way the critical period may affect different aspects of language competence. We developed an assessment instrument to test the phonological awareness and general cognitive achievement in L2, for application in L2 learners and also in monolinguals (natives). The goal is to predict the dimension of age (chronological age, age of acquisition, age of arrival) in the L2 literacy skills development. The data collected pertains to the first phase of a larger study and includes 64 students with migratory experience, acquiring Portuguese as L2. Findings in what concerns the decoding competence and the first language transference will be discussed, regarding particularly the results from some of the tests: alphabetic ordinance, phonemic blending, alliteration judgement and dichotic hearing The achievement observed shows that children present lower levels of accuracy in L2 context than expected, not regarding the positive levels at the alliteration judgment task, which is not an evidence of phonological awareness (in the consciousness sense). Alliteration, and rhyme judgments are symptoms of normative phonological knowledge, which is not necessarily phonological awareness, and is based on the imitation ability toward verbal stimuli. The age factor remains as the main predictor of skill and ability and the mastery exhibited by the adult learners on particular levels of L2 phonology decoding does not confirm the critical period hypothesis, which calls for its revision and for new insights related to education orientations.Key words: critical period effects; lateralization; mother tongue interference; phonological awareness; second language acquisition. Tanja Janssen] TITEL. Cognitieve verschillen tussen tweedetaalleerders en de effecten van de kritieke periode SAMENVATTING. Onderzoek heeft een sterk verband aangetoond tussen psychologische, affectieve, neurologische en leervariabelen, ook verband houdend met leeftijd en geslacht, in het proces van het verwerven en/of leren van een tweede taal. De manier waarop de kritieke periode van invloed kan zijn op verschillende aspecten van talige competentie is echter een theoretisch twistpunt. Wij ontwikkelden een meetinstrument om het fonologisch bewustzijn en de algemene cognitieve prestaties in L2 vast te stellen, bedoeld voor toepassing bij tweedetaalleerders maar ook bij eentaligen (autochtonen). Het doel is om de dimensie 'leeftijd' te voorspellen (chronologische leeftijd, leeftijd van verwerving, leeftijd van aankomst) in de ontwikkeling van taalvaardigheden in L2. De dataverzameling maakt deel uit van de eerste fase van een omvangrijker onderzoek en omvat 64 leerlingen met ervaring met migratie, die Portugees als tweede taal verwerven. Bevindingen met betrekking tot vaardigheid in het decode...

The effect of mobile‐assisted learning in real language attainment: A systematic review

“…Ahmad et al (2017), Bialystok and Miller (1999), Schoonen et al (2003) and Hopp et al (2019) clarified that other variables such as L1 literacy and whether a teacher is available for guidance can impact learning efficiency. Moreover, psychological factors, especially motivation to learn a language, are positively related to second language achievement (Dixon et al, 2012;Dörnyei, 2006;Figueiredo & Da Silva, 2009;Masgoret & Gardner, 2003;Önal et al, 2022). Ahmad et al (2017) focused on gender not as a factor for vocabulary acquisition effectiveness, but for why one gender (females) over the other (males) may need additional second language support.…”