Cameron (2001) claimed that “young children may learn a foreign language especially effectively before puberty because their brains are still able to use the mechanisms that assisted first language acquisition” during what is known as ‘the critical period hypothesis’. - Cameron (2001) claimed that “young children may learn a foreign language especially effectively before puberty because their brains are still able to use the mechanisms that assisted first language acquisition” during what is known as ‘the critical period hypothesis’.
- With regard to my own experience it could be argued that some young learners have a great ability to imitate adults, and learn things easily but usually without understanding. That is, unlike adults they may reproduce what they have been exposed to, but they may not be able to interpret why and how. Again this could be due to the method of teaching with which they have been taught. However, I believe that age is considered to be one of the most important factors in the process of learning a second language, yet there are other essential factors such as motivation, desire and intelligence.
- In discussing the process of second language learning, it is significant to start with the role played by behaviourists such as Skinner who believed that “language development is a result of imitation, practice and positive reinforcement”. That is, children acquire a language by listening, for instance to a word or a structure produced by a speaker or a tape that acts as a model to be imitated. Children keep imitating that model by repeating it again and again until they become able to reproduce it correctly. For better learning, good attempts are usually praised and rewarded. The influence of behaviourism can be clearly seen in the Audio-Lingual Approach which is still used in different parts of the world, including in, especially in teaching speaking skills at the university level.
Nasef, 2004 investigated the difficulties encountered by some Libyan university students in acquiring English speaking skills, and found that students who were taught by the Audio Lingual Approach very often fail to use different patterns of dialogues they have already mastered in different situations. - Nasef, 2004 investigated the difficulties encountered by some Libyan university students in acquiring English speaking skills, and found that students who were taught by the Audio Lingual Approach very often fail to use different patterns of dialogues they have already mastered in different situations.
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