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As a starting point, I looked at definitions of the Critical period Hypothesis. Sharon Bennell EFL 501 Research Presentation
Having read the Critical period Hypothesis, three questions came to mind that I wanted to clarify. Sharon Bennell EFL 501 Research Presentation
In order to look further into the impact of age upon second language acquisition, I had the opposite problem to a lot of people, too much information. I decided to narrow my research and focus on four main areas. Morphosyntax – so that I would at least understand a little bit more about grammar as an aid to understanding Denis’ class on a Tuesday night! Mainly, I knew that I would be going into school in January and that a lot of the students I would be teaching would already be half way, if not through puberty. Representations and processing of second language words - was the research paper I chose to review earlier in the semester. It provided an interesting insight into SLA and how ELL’s develop dual meaning systems for words, depending upon how old they are at the time of learning their second language. Phonology and accent – I chose because it appeared to be the most troublesome aspect of SLA. Actually, it just turned out to be the most noticeable. Universal Grammar – again as an attempt to understand Denis’ class, but also to learn more about how important schooling in L1 was to SLA. Sharon Bennell EFL 501 Research Presentation
Sharon Bennell EFL 501 Research Presentation