Language Acquisition & Personality

• These are study notes from Weeks 6, 7, 8, 9, 10, and 11.

Week 6: Language Acquisition

• After the critical period ends, language recovery and acquisition become significantly more difficult, according to Lenneberg (1967).
• Johnson and Newport (1989) found that the age of arrival in a country negatively correlates with language proficiency.
• Hyltenstam and Abrahamsson (2000) proposed that maturation affects language learning without strict onset and offset phases.
• Birdsong & Molis (2001) concluded that age effects level off after puberty, but some late learners can still achieve high proficiency.

Week 7: Personality and Language Learning

• Richards et al. (2002) suggested that personality factors contribute to motivation and the choice of learner strategies in language learning.
• Jung's Typology distinguishes introverts and extraverts, with extraverts gaining energy from social interactions and introverts from solitude.
• The fourth dichotomy added to Jung's Typology in the Myers-Briggs Type Indicator (MBTI) is Sensing-Intuition.

Week 8: Second Language Acquisition Input

• According to Krashen (1985), comprehensible input is necessary for second language acquisition.

Week 9: Bilingualism

• Li (2006) notes that a limitation of defining bilingualism solely based on language contact is that not all individuals in language contact situations become bilingual.

Week 9: Bilingualism and Identity

• Baker and Prys Jones (1998) argue that bilingualism is complex and cannot be reduced to a single definition.
• Erikson's view states that a key characteristic of identity is that it is a coherent and consistent process throughout adulthood.
• Fought (2006) suggests that in popular media identity is represented as a tangible entity that can be found and displayed.
• Sapir (1912) argues that social forces influence language and identity development.
• A difference between Meadian and Eriksonian views on identity is that Meadian identity is multiple and evolving, while Eriksonian identity is stable.
• Tajfel (1982) states that social identity is based on group membership and the emotional significance attached to it.
• Norton (2014b) argues that imagined identities shape self-perception and influence engagement with new linguistic and cultural communities for bilingual individuals.

Week 10: Bilingualism Types

• Grosjean (2010) suggests Late bilingualism is the more common form of bilingualism.

Week 11: Corrective Feedback

• Oliver and Mackey's (2003) study on corrective feedback found that explicit language-focused exchanges led to the most learner modifications.
• Sheen's (2010) study revealed that explicit corrective feedback is more effective than recasts in both oral and written forms.
• Long and Sato (1983) found that teachers mostly used referential questions.
• Watson-Gegeo's (1992) study on home and school language found differences between home and school language use affected student success.