NDLI: Age and learning environment: Are children implicit second language learners?

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Age and learning environment: Are children implicit second language learners?

Content Provider	Scilit
Author	Lichtman, Karen
Copyright Year	2016
Description	Children are thought to learn second languages (L2s) using primarily implicit mechanisms, in contrast to adults, who primarily rely on explicit language learning. This difference is usually attributed to cognitive maturation, but adults also receive more explicit instruction than children, which may influence their learning strategies. This study crosses instruction condition with age, teaching forty children aged 5;3 to 7;11 and forty adults an artificial mini-language under implicit or explicit training conditions. Participants produced novel sentences and judged sentence grammaticality equally well in either condition, but both children and adults in the explicit training condition developed greater awareness of the mini-language's structures – and greater awareness was associated with better performance for both age groups. Results show that explicit instruction affects children and adults in the same way, supporting the hypothesis that age differences in implicit vs. explicit L2 learning are not exclusively caused by maturation, but also influenced by instruction.
Related Links	http://journals.cambridge.org/article_S0305000915000598
Ending Page	730
Page Count	24
Starting Page	707
ISSN	03050009
e-ISSN	14697602
DOI	10.1017/s0305000915000598
Journal	Journal of Child Language
Issue Number	3
Volume Number	43
Language	English
Publisher	Cambridge University Press (CUP)
Publisher Date	2016-02-26
Access Restriction	Open
Subject Keyword	Journal of Child Language Experimental Psychology Age Groups Second Language Explicit Instruction
Content Type	Text
Resource Type	Article
Subject	Experimental and Cognitive Psychology Developmental and Educational Psychology Linguistics and Language

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