Second Language Learning and Cognitive Development

Geplaatst op 06 mei 2021 om 07:34 uur

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In this article, the author, working at https://300writers.com/case-brief.html tries to establish that link between cognitive behavior and second language learning. He acknowledges that this field of study is complex and controversial for most scholars. According to the article, scholars like Dr. Stern reveal that people should not jump to conclusions when trying to examine the relationship between age and second language learning. He says that every age in development has some advantages and disadvantages when it comes to language acquisition. The article reveals that for second language learning or acquisition, there is always a sensitive period. This is the age when children begin learning a second language, and it is based on the perspective that there is a language-distinguishing process that is different from the known cognitive functioning. For most children, the sensitive period is the beginning of puberty.According to the article, the fields of cognitive development and second language acquisition have raised concerns of many scholars. There are those who believe that older language learners have an advantage in the rate at which they acquire a second language. Others assertain that children outperform adults in acquiring a second language. Finally, there is a group of scholars that believe that this information is mixed up. The author argues that all this points of view hold some truth and concentrates on proving the assumptions within the three groups of people. In support of perspectives under study in this article, the author sought information explored by Charles William Twyford who wrote an article Age-Related Factors in Second Language Acquisition. In his research, Twyford acknowledges that children aged between 8 and 12 are likely to learn a second language better than any other group. This argument is based on the Piagetian shift from preoperational to concrete operational stage, around age of 6 or 7, educators find it easier to redirect second language behavior to learners of 8-12 years as opposed to 4-7 year olds. In his summary, Twyford notes that it is critical for an analyst of second language acquisition to keep in mind the cognitive variables operational in children who enter any class.A close analysis of the article reveals that this is an informational study on second language acquisition and how it is affected by age. The article only tries to outline some significant aspects that give children of ages 4 to 9 an advantage in the cognitive process of acquiring a second language. The article proves significant to students of psychology especially when they want to have a detailed study of second language acquisition and cognitive psychology. When students of psychology read this article, they are motivated to go deeper in unraveling theories like the Piagetian theory of cognitive development in children and how they acquire their second language in addition to their first language.To improve on the article, the author ought to have incorporated scientific study methods like qualitative and quantitative research. In this case, participants are crucial to giving a concrete proof of the advantages of children learning a second language. The article appears sketchy and overlooking important theoretical review of cognitive psychology. However, the article has inspired me to carry out a detailed study on cognitive development in children and how they acquire their L1. The reason for this is that the L1 is imperative in learning a second language. I would like to know more about the Piagetian theory of cognitive development in children.

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