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Different age has different English pronunciation

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Different age has different English pronunciation

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Language is a timeless reflection of humanity’s desire to connect, share experiences, and foster understanding. Pronunciation is a component of language that can be influenced by various factors, including age.

As for young children, particularly those under the age of 12, tend to have more flexible vocal apparatus and may adapt to new sounds and pronunciation patterns more readily. They are in the process of learning and refining their pronunciation, and their accents can be influenced by the linguistic environment in which they grow up.

And the accent or pronunciation of a language is often strongly influenced by the linguistic environment in which a person is raised. As children grow and develop, their speech patterns can mirror those of their caregivers, peers, and the community in which they live. This is why children raised in different regions or countries may develop distinct accents.

Furthermore, when individuals age grow and they pass through adolescence into adulthood, their pronunciation patterns become more established. For adults, adapting to new pronunciation patterns, accents, or dialects can be more challenging due to cognitive and muscle memory patterns developed over time. However, it’s not impossible, and individuals can still modify their pronunciation through practice and training. But, pronunciation is not static, and even adults can experience changes in pronunciation over time. Life experiences, exposure to different accents, or specific language learning efforts can lead to shifts in pronunciation for individuals of all ages.

Thus, in summary, while pronunciation can be influenced by age-related factors, it’s important to note that language is highly adaptable, and individuals can work on their pronunciation at any age. Factors like motivation, exposure to new linguistic environments, and language learning efforts can all play a significant role in shaping one’s pronunciation in English.

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The development process of newborns’ pronunciation 

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The development process of newborns’ pronunciation 

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This video introduces few stages of language acquisition and stresses that language acquisition is not language learning, because acquisition begins at birth and operates unconsciously while language learning is a more deliberate process and starts later in childhood and can extend well into adulthood. Then, the author points out that from birth through about puberty is the time language must be acquired. Like the first stage of language acquisition is called crying which represents newborns. As for newborns, the only way they can communicate is just crying and as time reaches around three months, they’ll extend vowel sounds or cooing. Next, they’ll start to combining consonant and vowel sounds into syllables, also begin to repeat the same syllable over and over or reduplicated babbling at around 6 months. Then they’ll move on to variegated babbling which involves combining multiple different syllable sounds and start to produce individual words. Later they tend to put words together and make short sentences.

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This video also introduces some stages of a baby to speak and each stage could be called a kind of milestone. Furthermore, it illustrates that those babies who are in the early stages of language acquisition and pronunciation, their pronunciation tends to be more flexible and adaptable, allowing them to mimic new sounds with relative ease. Their pronunciation also can be strongly influenced by their immediate linguistic environment, including family, peers, and educational settings. They may adopt the accents and speech patterns of those around them.

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The video is about a mom talking to a 3-month-old baby and it can be an example of trying to speak in an early stage. Due to the vocal organ hasn’t been developed maturely, it’s difficult for an infant to speak or pronounce correctly from the beginning. But as time goes by, the accuracy of speech would be better and better when the vocal system gradually becomes mature. After that, the accuracy of pronunciation could be practiced according to the person’s ability.

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The Relationship between Age and Accuracy of Foreign Language Pronunciation.

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The Relationship between Age and Accuracy of Foreign Language Pronunciation.

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Olson, L. L., & Samuels, S. J. (1973). The Relationship between Age and Accuracy of Foreign Language Pronunciation. The Journal of Educational Research, 66(6), 263–268. https://www.jstor.org/stable/27536436

The article discusses a study that aimed to test the assumption that younger children are better at learning to speak a second language with a good accent compared to older individuals. The study involved three groups of students: elementary, junior high, and college.

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Differences between Children and Adults in Foreign Language Pronunciation and Grammatical Rules Learning

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Differences between Children and Adults in Foreign Language Pronunciation and Grammatical Rules Learning

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Valipour, V., & Davatgari, H. (2014). Differences between Children and Adults in Foreign Languange Pronunciation and Gramatical Rules Learning. Indian Journal of Fundamental and Applied Life Sciences, 4, S3.

This article explores the differences between children and adults in foreign language pronunciation and grammatical rules learning. The final results of the study showed that children foreign language learners gained better results from pronunciation parts of the given test while adult foreign language learners got better results from the grammar part of the given test. The study suggests that children can practice communicating without intimidation, as inhibitions about speaking a foreign language are what adults care about more than children. The findings of this study could be applied in the field of English language teaching for both children and adults.

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The Research on Critical Period Hypothesis in Pronunciation Learning in Second Language Acquisition

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The Research on Critical Period Hypothesis in Pronunciation Learning in Second Language Acquisition

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Pang, D. (2022). The Research on Critical Period Hypothesis in Pronunciation Learning in Second Language Acquisition. The Education Review, USA, 6(11), 745–750. https://doi.org/10.26855/er.2022.11.014

This article explores the impact of age on pronunciation learning in second language acquisition. The study was conducted on four age groups, ranging from 4-25 years old, and involved teaching English pronunciation to each group. The study found that younger learners were more successful in acquiring native-like pronunciation, while older learners struggled to overcome their first language interference. The article also discusses other factors that can influence pronunciation learning, such as motivation, exposure, and feedback. The study concludes that age is a critical factor in pronunciation learning and that early exposure to a second language can lead to better pronunciation skills.

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Age and the Acquisition of Foreign Language Phonology in an Instructional Context. 

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Age and the Acquisition of Foreign Language Phonology in an Instructional Context. 

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María, M. A. (2022, March 7). Age and the acquisition of foreign language phonology in an instructional context. http://hdl.handle.net/10810/55703

The article explores the relationship between age and language acquisition, specifically focusing on the acquisition of foreign languages in instructional contexts. It discusses the Critical Period hypothesis and the belief that younger learners have an advantage in second language acquisition. The anrticle also highlights the distinction between second language acquisition and foreign language learning, emphasizing the challenges faced by learners in instructional environments.

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Factors Influencing English Pronunciation Learning and Suggestions for Pronunciation Teaching

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Factors Influencing English Pronunciation Learning and Suggestions for Pronunciation Teaching

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According to the content, the English sound system is organized into two groups: segments and suprasegmental characteristics. Consonants and vowels, including stressed and unstressed syllables, comprise segments, while suprasegmental qualities include stress, length, tone, and speech melody/intonation. Voice quality, speech speeds, and overall loudness all have an impact on how we make sound.

And there are several key factors that affect pronunciation learning. A well-known scholar explains the key learner characteristics that influence pronunciation learning. Native language, age, exposure, innate phonetic ability, identity and language ego, and motivation and concern for proper pronunciation are among them.

It is evident that pronunciation is a tough skill to acquire since it consists of segmental and suprasegmental elements that work together as an interdependent system. And there’re many factors influencing learners’ pronunciation, not only just age. It also conveys a notion that we should stick to enhance the pronunciation of English.

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Sokphal Seom
Srokstoung International SchoolKampong Thom, Cambodia
May 9, 2021

Image: Pomaka English

Introduction
English is regarded as an international or global language for communication and is used in many areas such as military, politics, education, business, diplomacy and science ( Crystal, 2001; Heng, 2017; Igawa, 2008; Qi, 2016). Being able to communicate in English is advantageous as it is a passport for communication across languages and cultures. English was officially introduced into Cambodia's education system by the Ministry of Education, Youth, and Sports (MoEYS) in 1993; however, many Cambodian teachers and students are still unable to use English appropriately and accurately ( Mao, 2013).

In recent years, English has been increasingly used in Cambodia, but Cambodian English teachers and learners encounter a number of significant challenges, and one of these challenges is related to pronunciation ( Moore & Bounchan, 2010). Research has provided evidence for challenges and problems in producing accurate pronunciation confronted by Cambodian teachers and learners ( Keuk, 2008; Moore & Bounchan, 2010; Set, 2017). Yet, the specific factors influencing pronunciation learning and suggestions to improve pronunciation teaching seem to have received little attention in the literature on pronunciation learning and teaching in Cambodia.

Therefore, this paper attempts to provide insights into the factors that influence English pronunciation learning. It also suggests some practical suggestions to improve the teaching of English pronunciation.
Factors influencing English pronunciation learning
In language learning, pronunciation refers to the production and perception of the important sounds of a specific language in order to successfully use language in meaningful contexts ( Seidlhofer, 2001) or to gain communicative competence ( Brown, 2007). English sound system has been divided into two different groups known as segmentsand suprasegmental features ( Goodwin, 2014). Segments are made up of consonants and vowels, including stressed and unstressed syllables, while suprasegmental featuresinclude stress, length, tone, and speech melody/intonation ( Ladefoged & Johnson, 2011). How we produce sound is influenced by factors such as voice quality, speech rates and overall loudness.

In addition to the sound system, the increase in the number of English users is also another factor to take into consideration. English users have increased tremendously and the growing acceptance of different English varieties (Englishes) has "given rise to concerns that speakers of different English dialects will cease being intelligible to each other" ( Yazan, 2015, p. 202). Our pronunciation is responsible for intelligibility and whether or not we can communicate our meaning ( Seidlhofer, 2001). Furthermore, in teaching pedagogy, our ultimate goal in pronunciation teaching is to help students attain accent-free speech. Accent-free speech refers to a wide range of accents produced by speakers speaking a foreign language. Speakers who come from different sociocultural backgrounds are likely to retain their own accent when speaking English because it is part of their identity or an indication of their membership in particular communities ( Harmer, 2007). In this regard, a person's accent highlights the significance of the sociocultural background from which they come, making an attainment of a nativelike accent irrelevant. Therefore, language teachers should really pay attention to clear, precise and comprehensible pronunciation ( Brown, 2007).

Undeniably, different problems with pronunciation teaching and learning have been found in different contexts and it is not surprising that teachers and students find it difficult to master English pronunciation. However, there are several key factors that affect pronunciation learning. Kenworthy (1987, cited in Brown, 2007, pp. 340-341) summarizes the most important learner variables that influence pronunciation learning. They include: native language, age, exposure, innate phonetic ability, identity and language ego, and motivation and concern for good pronunciation.

Native language: It is crystally clear that the major influential factor impacting learners' pronunciation is the essential role of the native language. All languages in the world comprise a wide range of phonological elements. These variations will cause some difficulties for learners to pronounce in the target language well. Thus, learners' awareness and efforts made to overcome these difficulties and their familiarity with the sound system of their native language will significantly help them better improve their English pronunciation.

Age: Generally speaking,children under the age of pubertyhave the ability to maintain perfect or native-like pronunciation in a foreign or second language if they have continuous exposure to authentic contexts. Beyond the age of puberty, also known as a critical period, the acquisition of the normal language would be impossible. However, adults may also be able to attain a native accent as children do. Research by Singleton (2005) also concluded that it remains unclear whether the critical period hypothesis is likely to be considered as a logical hypothesis for acquiring perfect native pronunciation due to many controversies surrounding this critical period.

Exposure: Social environment is very important since learners have a great chance to expose themselves to the target language. The language learning theories of Postovsky (1974), Asher (1977), and Krashen (1982), among others, maintained that learners acquire language through input and they must receive numerous comprehensible input, defined as "whatever of L2/target language that learners are exposed to" (Saville-Trolke, 2006, p. 74), before they are able to speak. If valid, exposure to the target language is a factor that will critically determine learners' success. Learners need to be provided with ample opportunities to adequately receive comprehensible input. They need to surround themselves with input in the target language through opportunities inside and outside of the classroom, such as in language laboratories and learning center environments, to experience samples of the authentic oral discourse of native speakers of the target language.

Innate phonetic ability: Innate phonetic ability is sometimes called phonetic coding ability (Brown, 1992). The common view is that some language learners are able to discriminate between two sounds more accurately and imitate sounds better than others. In many cases, if learners are born and lived in an English-speaking environment, the chance to acquire and be exposed to native-like pronunciation is better than those who are not. However, not all learners being born and lived in native speaking environments are able to achieve native pronunciation all the time due to the fact that learners are born with various phonetic abilities, biology, and physiology. Therefore, their success to sound like native speakers will be predominantly determined by the amount of their daily exposure to the target language.

Identity and language ego: Speakers' attitude toward the target language and the extent to which the language ego identified with those speakers are also another key factor influencing pronunciation learning. Speakers use language to display their identities and membership of particular sociocultural settings and it is of paramount importance for them to master their target language when they have positive behaviors toward people using that target language whom they are communicating with. More importantly, language ego also plays a central role in helping learners to develop their native-like pronunciation in the target language as they become self-conscious and confident in using it. A great deal of pronunciation-related research on the relationship between identity and language ego and pronunciation also indicates that learners with positive attitudes and being open-minded toward the target language and the people speaking the target language are likely to learn and improve their pronunciation faster and more successfully (Ahmed, 2017; Brown, 1992; Dörnyei, 2003).

Motivation and concern for good pronunciation: Perhaps, this is the strongest influence of all these six factors. Some learners will achieve nativelike pronunciation when their intrinsic motivation is high. On the other hand, if they do not pay much attention to their pronunciation, they may not be motivated to do well. Some studies place motivation as an essential factor in acquiring good pronunciation (Luchini, 2006; Meléndez, 2006; Tanner, 2012; Ute & Christiane, 2000).
Suggestions for enhancing English pronunciation teaching
Pronunciation poses many difficulties for teachers and learners; however, teachers play a very central role in helping students to improve their pronunciation. Kelly (2000) suggests that good pronunciation teaching requires a good grounding in theoretical knowledge, practical classroom skills, and access to good ideas for classroom activities. Below are some practical suggestions for improvement in pronunciation teaching.

Provide pronunciation training courses for teachers: Many experienced teachers would admit to having a lack of knowledge of pronunciation theories. Professional development in pronunciation teaching should therefore be valuable for teachers since it provides them with background knowledge of phonetics and phonology, which will help them to teach pronunciation confidently and effectively as well as communicate naturally. Pronunciation courses should be included as part of the school curriculum. However, the major problem here is the main teachers/trainers. The main teachers/trainers teaching pronunciation courses must be chosen selectively and they must be knowledgeable about pronunciation teaching because their teaching will have a great impact on teacher trainees. More importantly, the trainers who teach well should be motivated through certificates of appreciation or financial incentives. Previous studies have shown that in-service teacher training in pronunciation teaching is crucial for enhancing language teachers' pronunciation teaching (Breitkreutz et al., 2001; Gilakjani & Ahmadi, 2011).

Integrate authentic teaching materials into school curricula: Teaching materials like coursebooks should be selected carefully and should be supported by supplementary materials such as CD-ROM and video lessons which give students and teachers the opportunity to get exposed to authentic language input. Moreover, students should be given sufficient amount of time to practice learning phonetic symbols. However, this can be set as extra practice in the class with some guidance from the teacher. Incoporating authentic materials in the curriculum has been found to have a huge influence on promoting correct pronunciation (Aufderhaar, 2004; Cakir, 2012).

Make use of available technology: Technology helps learners to be autonomous. Technology such as smartphones, audio and video lessons, pronunciation software and the internet provides instructional support for students to improve their English pronunciation. Through technology, students can have exposure to a variety of accents; they can also practice imitating real speakers on the internet. There are some good websites targeting the teaching of English pronunciation such as BBC Learning English and Sounds of American English. The former offers "tips on pronunciation" covering individual sounds with brief lessons on connected speech.The latter focuses on the American English and helps with the articulation of consonants. There are many other websites that teachers and students can find on the internet to improve their English pronunciation teaching and learning. Surely, although technology cannot be used to replace teachers, research has suggested that it is a valuable tool in supporting the teaching and learning of pronunciation (see Foote & McDonough, 2017; Yoshida, 2018).

Accept varieties of accents: As English becomes an international or global language, the growth in the use of English has rapidly increased. Nativelike accent, therefore, becomes irrelevant as there are more non-native speakers of English than native speakers. Students can speak with different accents either American or British accent or any other accents depending on their preferences and backgrounds. However, the goal of spoken communication is to achieve mutual intelligibility or successful communication; thus, teachers have to keep this in mind when teaching. They should allow different varieties of accents as long as the intelligibility is maintained.

Provide ongoing feedback: One way to guide learners to self-correct is to point out their errors implicitly. Feedback offers learners a sense of their progress and indicates where they need to focus their attention for improvement. As research has shown, corrective feedback has a positive effect on pronunciation development (Baker & Burri, 2016; Brown, 2007; Wang & Young, 2014).

Conclusion

It is undeniable that pronunciation is considered to be a difficult area to master as it consists of segmental and suprasegmental features that function as an interdependent system. Effective pronunciation teaching places great responsibilities on language teachers. Thus, we need to ensure that teachers have a thorough understanding of the subject matter and teaching pedagogy. Moreover, teachers need to be aware that the ultimate goal of teaching pronunciation is to help students communicate confidently and effectively as well as help them to monitor their speech and make adjustments to improve their pronunciation. This process involves introducing tasks progressively, focusing on form, providing corrective feedback, giving students enough exposure to authentic texts, and using technology with a clear pedagogical reason to aid teaching.

This article has offered insights into factors influencing pronunciation learning and put forward some suggestions for enhancing pronunciation teaching. No doubt, there are many more factors and suggestions available in the vast literature on pronunciation learning and teaching. However, given the limited academic discussion on this topic in the Cambodian context, I would like to encourage Cambodian scholars, teachers, and postgraduate students to conduct research and write articles to contribute to the academic discussion in this field.
References
Brown, A. (1992). Approaches to pronunciation teaching. Macmillan. http://www.opengrey.eu/item/display/10068/477473

Brown, H. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed.). Pearson. https://www.pearson.ch/LanguageTeaching/PearsonEduca/EAN/9780136127116/Teaching-by-Principles-An-Interactive-Approach-to-Language-Pedagogy-3rd-edition-paper

Crystal, D. (2001). Pronunciation for international intelligibility. English Teaching Professional, 1-7. https://englishglobalcom.files.wordpress.com/2013/12/pronunciation-for-international-intelligibility2.pdf

Goodwin, J. (2014). Teaching pronunciation. In M. Celce-Murcia, D. Brinton, & M. Snow (Eds), Teaching English as a second or foreign language (pp. 136-152). HEINLE CENGAGE Learning. https://www.scribd.com/document/326288608/Teaching-English-as-a-Second-Foreign-Language-pdf

Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson. https://coljour.files.wordpress.com/2018/09/jeremy_harmer_the_practice_of_english_language_teaching_4th_edition_longman_handbooks_for_language_teachers.pdf

Kelly, G. (2000). How to teach pronunciation. Longman. https://andrianilina.files.wordpress.com/2016/02/how-to-teach-pronunciation-kelly-gerald.pdf

Kenworthy, J. (1987). Teaching English pronunciation. Longman. http://vlib.kmu.ac.ir/kmu/handle/kmu/89734

Krashen, S. D. (1982). Principle and practice in second language acquisition. Pergamon Press. http://www.sdkrashen.com/content/books/principles_and_practice.pdf

Ladefoged, P., & Johnson, K. (2011). A course in phonetics (4th ed.). CENGAGE Learning. https://vulms.vu.edu.pk/Courses/ENG507/Downloads/A-Course-in-Phonetics.pdf

Mao, S. (2013). Education and policy on English language in Cambodia: Historical background of English language education. In B. T. William, & S. Sharbawi (Eds.), English for ASEAN Integration: Policies and practices in the region (pp. 21-31). Universiti Brunei Darussalam. https://silo.tips/download/chapter-12-education-and-policy-on-english-language-in-cambodia

Meléndez, C. (2006). Motivation and acquisition of pronunciation in EFL students in El Salvador. Retrospective Theses and Dissertations, 16120. https://lib.dr.iastate.edu/rtd/16120/

Saville-Trolke, M. (2006). Introducing second language acquisition. Cambridge University Press. https://doi.org/10.1017/CBO9780511888830

Seidlhofer, B. (2001). Pronunciation. In R. Carter, & D. Nunan, The Cambridge Guide to Teaching English to Speakers of Other Languages (pp. 56-65). Cambridge University Press. https://archive.org/details/ilhem_20150321_1654/page/n279/mode/2up

Set, S. (2017). Cambodian problem with pronouncing word stress and strategies to deal with pronouncing word stress [Master's thesis, Royal University of Phnom Penh]. https://www.researchgate.net/profile/Pirath_Set/publication/342864433

Tanner, J. (2012). Factors affecting the acquisition of pronunciation: Culture, motivation, and level of instruction. Theses and Dissertations, 3242. https://scholarsarchive.byu.edu/etd/3242
The Author
Sokphal Seom is currently a General English Program (GEP) coordinator at SROKSTOUNG International School in Kampong Thom province, Cambodia. He graduated with a Bachelor of Education (BEd in TEFL) in 2016 and a Master of Arts in Teaching English to Speakers of Other Languages (MA in TESOL) in 2018 from the Institute of Foreign Languages (IFL), Royal University of Phnom Penh, Cambodia.

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Factors Influencing English Pronunciation Learning and Suggestions for Pronunciation Teaching

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Sokphal SeomSrokstoung International SchoolKampong Thom, CambodiaMay 9, 2021 Image: Pomaka English DOWNLOAD PDF Introduction English is regarded as an international or global language for communication and is used in many areas such as military, politics, education, business, diplomacy and science (Crystal, 2001; Heng, 2017; Igawa, 2008; Qi, 2016).

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A critical period to learn a second language?

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A critical period to learn a second language?

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According to the critical period hypothesis, it shows that the ability to learn a new language rises from infant until puberty, and then it goes down.

With the increase of a person's age, not only the vocal organ is improved, but also the personal ability will be enhanced, so the practice ability of speaking will also be improved, resulting in better English pronunciation. But numerous studies have reported that it's better to start practicing English pronunciation as early as possible to give your brain and tongue a fixed pattern of pronunciation.

If you start to speak English at a very late stage, you may not get accustomed to the context because you’ve already had a fixed pronunciation pattern of another language for many years. The later you start, the harder you master it.

And pronunciation does not always get better with age, for example, when people enter the middle and old age, the vocal system will also be weaken, and there may be unclear pronunciation. But in general, age has a great impact on English pronunciation.

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A critical period to learn a second language?

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Research findings on the critical period may influence educational policy and practice. Over recent years, many Catalan primary schools have lowered the starting age of foreign language learning an…

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The Difference Between Learning a Foreign Language as a Child and as an Adult

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The Difference Between Learning a Foreign Language as a Child and as an Adult

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This essay explores the difference between learning a foreign language as a child and as an adult, discussing the advantages and challenges associated with each stage of language learning.

It lists key characteristics of child language learning such as language immersion, natural pronunciation, intuitive language acquisition and etc. And it points out that children are more likely to develop a better pronunciation due to their brain's plasticity and sensitivity to sounds. As for adults, they also have many advantages which includes cognitive abilities, prior language knowledge, motivation and etc. However, they also face difficulties like they may find it hard to attain native-like pronunciation because they already developed a fixed speech habit.

Children benefit from their brain's innate ability to absorb language naturally, whereas adults can improve their language acquisition process by leveraging their cognitive strengths and motivation. Language acquisition is a useful ability that opens doors to various cultures, improves communication, and broadens horizons at any age.

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Introduction

Learning a foreign language is an enriching experience that opens up new opportunities for personal growth, communication, and cultural understanding. However, the process of language acquisition can vary significantly depending on whether you learn as a child or as an adult. In this article, we will explore the difference between learning a foreign language as a child and as an adult, discussing the advantages and challenges associated with each stage of language learning.

Conclusion

Learning a foreign language, whether as a child or as an adult, brings unique advantages and challenges. Children benefit from their brain's natural ability to absorb language effortlessly, while adults can leverage their cognitive abilities and motivation to enhance their language learning process. Regardless of the stage of life, language acquisition is a valuable skill that opens doors to new cultures, enhances communication, and broadens horizons.

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The Difference Between Learning a Foreign Language as a Child and as an Adult

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Discover the difference between learning a foreign language as a child and as an adult. Explore the advantages and challenges of language acquisition at different stages of life.

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AI Technology Use: ChatGPT, Paper Digest

Input:

1.Does different periods of age have impacts on English pronunciation?

2.How many stages of age should I divide for describing development of English pronunciation?

3.I want to know when a child's vocal system will be mature, like articulation is no longer fuzzy, clear pronunciation, etc.

Reflection:

Learning English is always highly approved in many areas and most people regard it as a way to broaden their horizons, an advantage for looking for a good job, an approach of changing one’s own life, etc. Therefore, they learn English from a very young age with a purpose of mastering it earlier and easily. I was working as an online English teacher to teach kids from 2-6 years old after I graduated from college and I was always told by their parents that they wanted their children to have good pronunciation and fluency, even to speak like a native. And I found that practicing speaking English at different ages may have different accuracy of pronunciation. The pronunciation of an adult who never speaks English may be worse than a kid who learns English pretty early. And numerous studies point out that it is better to learn English as early as possible. There are many factors influencing pronunciation, such as education, growth environment, motivation, age, etc. Thus I have an interest in the topic that age has impacts on English pronunciation.

ChatGPT answers my questions which looks like reasonable, but there’s actually no scientific proofs of them. It looks like it makes up the stages of age and give explanations for each one by its own. Thus, I think AI technology can just provide people a framework of information, but it can’t give you insights. We can refer to the answer it gives, but we cannot directly adopt it, because it only stays on the surface, without deep thinking.