Therefore, recent studies were centered on the domain in which similarities were found between child and adult L2 learners. Unsworth (2005) proposed that the development of syntax between child and adult L2 were alike due to the influence of the L1 on L2 syntax. Meisel (2009) found that in the domain of inflectional morphology, compared with L1, child L2 learners were more the same as L2 adults. Morales-Reyesa and Solerb (2016) assessed English articles from 30 Spanish children and concluded that both child and adult L2 learners had the same patterns in articles acquisition, and L1 knowledge played a key role in adults L2 learning while semantic universals in child L2 learning. Schimke and Dimroth (2018) investigated verb placement regarding negation of child L2 learners of German and discovered similar developmental stages in child and adult learners. 

Reference:

Meisel JM (2009) Second language acquisition in early childhood. Zeitschrift für Sprachwissenschaft 28: 5–34.

Morales-Reyes, A., & Gómez Soler, I. (2016). Transfer and semantic universals in the L2 acquisition of the English article system by child L2 learners. Language Acquisition, 23(1), 57–74. https://doi.org/10.1080/10489223.2015.1067318

Schimke, S., & Dimroth, C. (2018). The influence of finiteness and lightness on verb placement in L2 German: Comparing child and adult learners. Second Language Research, 34(2), 229–256. https://doi.org/10.1177/0267658317723071

Unsworth S (2005) Child L1, adult L2, child L2: Differences and similarities: A study on the acquisition of direct object scrambling in Dutch. Doctoral dissertation, Utrecht University. Dissertation series 119. Utrecht: LOT 

Abdullah Majeed Buraa 

GS54718

Assignment 4 

 

 

Children can express thoughts that they do not express in speech. Moreover, children who produce mismatches on a given task are particularly ready to learn that task. that adults react to child disparity. In this study there is no different from adults reacting in a constructive way to a child’s explicitly saying, “I don’t know.” However, the phenomenon goes beyond this rather obvious process in two ways. First, the mismatching child is not really conveying ignorance—rather, the child is in effect saying, “I know two different ways of solving this problem,” one explicitly expressed in speech and the second conveyed through gesture. Adults respond to this variability in strategies with variability of their own. This study explains that there is no deference's between the child's and adults in process of learning and the child acquire the language but the adults learning the language. (Susan and Melissa ,2003)

This study to minimize the latter likelihood, instructions were reiterated throughout, and a follow-up question was included after the final question in which the task goals (maximize donations and minimize expense by minimizing accessories) were again repeated and participants permitted to modify their answer. Another possibility is a more subtle one having to do with demand characteristics, or rules of the game. Perhaps to a greater extent than younger participants, older ones interpreted the task as some sort of arbitrary logic game, in which the object was to interpret the presented relations between conditions and outcomes apart from any genuine meaning attributable to them. To explore participants 'interpretations of the task, we examined their verbal explanations during the sequential presentation and were alert for any differences in approach across age groups. The study findings illustrate that there is deference's in the learning process between child's and adults. (Deanna and Pease,2009)  

 

MI XIAO (GS54722)

 

Q: IS A CHILD AND ADULT LEARNING IN THE SAME WAY?

 

 

Adults and kids aren't really learners better or worse than each other, they just learn differently. When most kids start their learning, they focus on their teacher to determine what the child is going to study. Some adult learners, however, are more self-directed and often tend to be responsible for their own learning. In addition, many children usually need to learn to advance to the next level of education, while many adult learners have completed the compulsory school stages and willingly pick up additional skills. Generally, adult learners prefer skills that are structured around circumstances of life/work rather than units of the subject matter.Adult learning is a self-directed nature that connects adults and children to a major difference–their enthusiasm for learning.

 

 External pressures and the consequences of failure typically motivate children. Even kids are usually asked what to do to work their way up to the next level. Adult learners are more likely to learn because they want to get more benefits for learning. Once adults are in a situation of learning, they will be able to bring to the situation all their life experiences, which will contribute to their learning and allow them to understand new knowledge. As children learn, they have very little life experience that can be used as a learning aid, so they rely mostly on the instructor's knowledge.

 

Deng and Zou (2016) are discussing the factors that might contribute to the adult language learning process. For example, ages, environment, motivation. This research concludes it's difficult for an adult to acquire a second language than a child.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Deng, F. & Zou, Q (2016). A study on whether the adults’ second language acquisition is easy

or not- from the perspective of children’s native language acquisition. Theory and Practice in Language Studies, 6(4), 776-780.