SEEU Review vol. 5 Nr. 2 (pdf) - South East European University

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Assoc. Prof. Dr. Gezim Xhaferi and Ass. Prof. Dr. Brikena Xhaferi In conclusion, aptitude seems to be a very important factor in SLA. It is my belief that such a talent is natural and I support Ellis’s view that talented students learn easily and faster. The individuals have talent not only in the field of learning foreign languages but also in other fields such as science, arts etc. Age Age is a factor that is a centre of discussion among individual differences. Age--unlike other individual differences--can be easily and precisely measured. It is widely believed that the younger the better. Lightbown and Spada (1993) have observed that children from immigrant families achieve native-like fluency when they speak the language of their community, which is not the case with their parents. Adult second language learners may become very capable of communicating success in the language, but there will always be differences in accent, word choice, or grammatical features which set apart from native speakers or from speakers who began learning the language while they were very young (Lightbown and Spada 1993:42). It is worth mentioning that there should be a difference between the effects of age on the route of SLA and the effects of age on the rate or success of SLA. Most studies were concerned with the second one but the evidence suggested that age does not influence the route of acquisition (Ellis 1985). Ellis further states that regarding the rate of SLA, older learners are better as far as the success of SLA is concerned. The findings showed that the longer the exposure to the L2, the more native-like L2 proficiency becomes. Ellis (1985) provides a pattern of the effect of age on SLA: Starting age does not effect the route of SLA Starting age effects the rate of learning Both number of years of exposure and starting age effect the level of success The effect of age on the SLA has been a debate for several years. Research carried out by Snow and Hoefnagel-Höhle (1978) described in 202
SEEU Review Volume 5, No. 2, 2009 Lightbown and Spada 1993, involved Dutch students who were learning English as a second language. The study involved children aged 3 to 10, adolescents aged 12-15 and adults aged 18-60. The results are presented in table 2. Table 2: Comparison and contrast of language learning at different ages (Taken from Lightbown and Spada 1993:48) TASK Child Adolescent Adult Pronunciation Y Y X Auditory discrimination XY Morphology XY Sentence repetition XY Sentence translation * XY Sentence judgment * XY Peabody picture XY vocabulary test Story comprehension Y X Storytelling Y X As the table indicates, the adolescents were far better in language learning that the other two groups of learners. Nevertheless, the children were rapidly catching up or even surpassed the adults on several measures like pronunciation, story comprehension and storytelling. Overall, the adolescents retained the highest levels of performance (Lightbown and Spada 1993). Due to some neurological changes in the human brain, there is a so called Critical period when language acquisition takes place naturally and effortlessly. A Critical period was first mentioned by Eric Lennenberg (1967). He in fact mentioned it for L1 acquisition but it is also of the greatest interest in SLA research. Ellis (1985) explains that Lennenberg’s assumption was that language acquisition was easier for children at least where pronunciation is concerned. He claimed that human beings are only capable of learning their first language between the age of two years and the early teens. It seems that different aspects of language are effected at different stages in the whole process. It is interesting that young learners acquire some aspects of language better than the adults, however, adults are better in some other language aspects. Cook (2001:132) claims that the teachers should take 203
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Iranda Bajrami, MA kanë qenë të
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SEEU Review vol. 5 Nr. 2 (pdf) - South East European University

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