Three Misconceptions about Age and L2 Learning - Book Report/Review Example

Three Misconceptions about Age and L2 Learning Abstract The essay aims to proffer a critical review of the article entitled “Three Misconceptions About Age and L2 Learning” written by Stefka H. Marinova-Todd, D. Bradford Marshall, and Catherine E. Snow. A brief introduction would identify the main ideas of the article. A summary would present the author’s view in an accurate and concise manner. Likewise, a critique or evaluation section would provide an assessment stating whether or not the author offers a convincing argument in the light of the study to support the main idea or research questions. Finally, a concluding portion would restate the main idea and research question using one’s personal perspective of the article. Three Misconceptions About Age and L2 Learning: A Critical Review Introduction The human brain and body have certain structures that are intimately connected with the ability to communicate in language. Language facilitated the replacement and expression of behavior with concrete and concise messages. The development of language as a means of communication has enhanced the growth of culture all over the world. With advancement in technology and communication, global interrelationships necessitated learning foreign languages for a variety of reasons. The proficiency in learning a second language (L2) has intrigued various scholars and researchers as haste generalizations provided misconceptions rather than sound theoretical findings. The essay aims to proffer a critical review of the article entitled “Three Misconceptions About Age and L2 Learning” written by Stefka H. Marinova-Todd, D. Bradford Marshall, and Catherine E. Snow. The authors averred that the purpose for writing the article is to “analyze some common misconceptions about L2 learning” (Marinova-Todd, Marshall & Snow, 2000, 10) specifically focusing on age as the critical factor in ensuring success for L2. There were previous researches which confirmed that there is a critical period, usually before the onset of puberty, where learning a second language is most proficient. In this regard, three specific misconceptions were proffered and discussed in terms of misinterpretation, misattribution and misemphasis on L2 learning. Summary The authors revealed misinterpretation by contesting previous research findings which indicated that young children learn a second language more quickly and easily than older children. Probing through diverse researches revealed that “older students can learn more than younger ones in the same period of time” (Marinova-Todd, Marshall & Snow, 2000, 12) dispelling the original contention. A study of Johnson & Newport (1989) averred that “once children master general problem solving, their ability to acquire new language diminishes” (Marinova-Todd, Marshall & Snow, 2000, 12). The study conducted by Bialystok & Hakuta (1994) indicated that only after the age of 20 would deterioration in proficiency issues occur. In the area of misattribution, the aim of the authors was to explain the underlying theoretical framework for the acquisition of L2s. Through the use of various approaches including neurosciences and functional MRI, the findings reveal that “there is no strong evidence that the localization of the processing of any of the experimental tasks in a particular part of the brain was associated with better processing” (Marinova-Todd, Marshall & Snow, 2000, 17). Further, studies on myelination, plasticity, and motivation were found to be contributory factors in L2 learning. Finally, misemphasis was discussed in terms of researches indicating that “all adults are incapable of mastering an L2” (Marinova-Todd, Marshall & Snow, 2000, 18). The inability to successfully evaluate adults’ success in L2 was attributed to the following factors: problems in testing, the role of the environment, and the role of motivation. The authors were successful in proffering other critical literature which revealed other factors such as high degree of motivation to learn the language, exposure to the naturalistic environment, conscious attention to grammatical form, cognitive aptitude, and beliefs about oneself, among others. (Marinova-Todd, Marshall & Snow, 2000, 27). Critique or Evaluation The authors are effective in dispelling misconceptions in age and L2 learning through the presentation of relevant literatures which attest to the significance of other factors contributing to successful learning of a second language. The article is well written and clearly designed as it presented points of arguments in structured and concise manner. The need to analyze common misconceptions is critical in future studies to finally dispel previously cited studies which lack substantial evidence and made hasty and erroneous generalizations. The use of about 68 references on the subject provided ample sources to weigh and present objective findings from diverse studies. This is indicative of the authors’ commitment to proffer a comprehensive study based on the interplay of diverse secondary relevant literature. The findings, which were clearly and explicitly stated, finally dispelled the commonly cited myths and put credence to the fact that adults, like children, learn a second language, as proficient as them. Conclusion There are common misconceptions in learning a second language that have pervaded scholarly discourse through time. The authors were successful in dispelling the misconception that age is the critical factor in ensuring success for L2, making younger children more adept at learning a second language more quickly and easily than older children – or even adults. The very nature of children’s strong desire to understand their surroundings make language a crucial means to grasp messages that are relayed. Their incessant quest to absorb as much information as possible was perceived as their increased ability to learn a second language. However, with the new and interesting findings presented by Marinova-Todd, Marshall & Snow, readers are now aware that adults learn a second language with the same adeptness and proficiency as children. Reference Marinova-Todd, S.H., Marshall, D.B. & Snow, C.E. (2000). “Three Misconceptions About Age and L2 Learning.” TESOL Quarterly, Vol. 34, No. 1, pp. 9 – 34. Three Misconceptions About Age and L2 Learning By Stefka H. Marinova-Todd, D. Bradford Marshall, and Catherine E. Snow Purpose of the authors: “analyze some common misconceptions about L2 learning” (Marinova-Todd, Marshall & Snow, 2000, 10) specifically focusing on age as the critical factor in ensuring success for L2. There were previous researches which confirmed that there is a critical period, usually before the onset of puberty, where learning a second language is most proficient. In this regard, three specific misconceptions were proffered and discussed in terms of misinterpretation, misattribution and misemphasis on L2 learning. Summary Misinterpretation: that young children learn a second language more quickly and easily than older children. Johnson & Newport (1989) averred that “once children master general problem solving, their ability to acquire new language diminishes” (Marinova-Todd, Marshall & Snow, 2000, 12). Facts: “older students can learn more than younger ones in the same period of time” (Marinova- Todd, Marshall & Snow, 2000, 12). *The study conducted by Bialystok & Hakuta (1994) indicated that only after the age of 20 would deterioration in proficiency issues occur. Misattribution: aim was to explain the underlying theoretical framework for the acquisition of L2s; Facts: the findings reveal that “there is no strong evidence that the localization of the processing of any of the experimental tasks in a particular part of the brain was associated with better processing” (Marinova-Todd, Marshall & Snow, 2000, 17). Further, studies on myelination, plasticity, and motivation were found to be contributory factors in L2 learning. Misemphasis: “all adults are incapable of mastering an L2” (Marinova-Todd, Marshall & Snow, 2000, 18). Inability to successfully evaluate adults’ success in L2 was due to: problems in testing, the role of the environment, and the role of motivation. Fact: other factors such as high degree of motivation to learn the language, exposure to the naturalistic environment, conscious attention to grammatical form, cognitive aptitude, and beliefs about oneself, among others. (Marinova-Todd, Marshall & Snow, 2000, 27). Critique: * authors are effective in dispelling misconceptions * article is well written and clearly designed as it presented points of arguments in structured and concise manner * critical to finally dispel previously cited studies which lack substantial evidence and made hasty and erroneous generalizations Conclusion: adults learn a second language with the same adeptness and proficiency as children Read More