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What is language and how can we investigate its acquisition by
children or adults? What perspectives exist from which to view
acquisition? What internal constraints and external factors shape
acquisition? What are the properties of interlanguage systems? This
comprehensive 31-chapter handbook is an authoritative survey of
second language acquisition (SLA). Its multi-perspective synopsis
on recent developments in SLA research provides significant
contributions by established experts and widely recognized younger
talent. It covers cutting-edge and emerging areas of enquiry not
treated elsewhere in a single handbook, including third language
acquisition, electronic communication, incomplete first language
acquisition, alphabetic literacy and SLA, affect and the brain,
discourse, and identity. Written to be accessible to newcomers as
well as experienced scholars of SLA, the Handbook is organised into
six thematic sections, each with an editor-written introduction.
What is language and how can we investigate its acquisition by
children or adults? What perspectives exist from which to view
acquisition? What internal constraints and external factors shape
acquisition? What are the properties of interlanguage systems? This
comprehensive 31-chapter handbook is an authoritative survey of
second language acquisition (SLA). Its multi-perspective synopsis
on recent developments in SLA research provides significant
contributions by established experts and widely recognized younger
talent. It covers cutting-edge and emerging areas of enquiry not
treated elsewhere in a single handbook, including third language
acquisition, electronic communication, incomplete first language
acquisition, alphabetic literacy and SLA, affect and the brain,
discourse, and identity. Written to be accessible to newcomers as
well as experienced scholars of SLA, the Handbook is organised into
six thematic sections, each with an editor-written introduction.
The anecdotal view of language acquisition is that children learn
language with apparent ease, no instruction and in very little
time, while adults find learning a new language to be cognitively
challenging, labour intensive and time-consuming. In this book
Herschensohn examines whether early childhood is a critical period
for language acquisition after which individuals cannot learn a
language as native speakers. She argues that a first language is
largely susceptible to age constraints, showing major deficits past
the age of twelve. Second-language acquisition also shows age
effects, but with a range of individual differences. The competence
of expert adult learners, the unequal achievements of child
learners of second languages, and the lack of consistent evidence
for a maturational cut-off, all cast doubt on a critical period for
second-language acquisition.
The anecdotal view of language acquisition is that children learn
language with apparent ease, no instruction and in very little
time, while adults find learning a new language to be cognitively
challenging, labour intensive and time-consuming. In this book
Herschensohn examines whether early childhood is a critical period
for language acquisition after which individuals cannot learn a
language as native speakers. She argues that a first language is
largely susceptible to age constraints, showing major deficits past
the age of twelve. Second language acquisition also shows age
effects, but with a range of individual differences. The competence
of expert adult learners, the unequal achievements of child
learners of second languages, and the lack of consistent evidence
for a maturational cut-off, all cast doubt on a critical period for
second language acquisition.
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