Español Português
"Understanding the Brain: The Birth of a Learning Science", 2007, pages 44-45
Sensitive Periods in the Language
Neville (OECD, 2000) has noted that second language learning involves both comprehension and production calling for the mastery of different processes.
Two of these aspect(About comprehension) – grammar and Semantic processing – rely on different neural systems within the brain. Grammar processing relies more on frontal regions of the left hemisphere, whereas semantic processing (e.g., vocabulary learning) activates the posterior lateral regions of both the left and right hemispheres. The later that grammar is learned, the more active is the brain in the learning process.
Instead of processing grammatical information only with the left hemisphere, late learners process the same information with both hemispheres. This indicates that delaying exposure to language leads the brain to use a different strategy when processing grammar. Confirmatory studies have additionally shown that the subjects with this bilateral activation in the brain had significantly more difficulty in using grammar correctly – the bilateral activation indicates greater difficulty in learning. Thus, the earlier the child is exposed to the grammar of a foreign language, the easier and faster it is mastered.
Semantic learning, however, continues throughout life and is not constrained in time.
Another example of sensitive periods is during the acquisition of speech sounds (phonemes). Studies show that young infants in the first few months of their lives are capable of discriminating the subtle but relevant differences between similar-sounding consonants and between similar sounding vowels, for both native and foreign languages. Newborn babies can learn to discriminate difficult speech-sounds contrasts in a couple of hours even while they are sleeping, contrary to the view that sleep is a sedentary state when such capacities as attention and learning are reduced or absent (Cheour et al., 2002a).
During the first year of life, however, this capacity in relation to non-native language is narrowed down as sensitivity to the sounds of their native language grows. This decline in non-native perception occurs during the first year of life, with the sharpest decline between eight and ten months (Werker, 2002; Kuhl, 1979). This change enhances the efficiency of the brain function by adapting to the natural environment.
It should be noted that it is not sufficient to just make young infants listen to foreign languages through CDs in order to maintain the sensitivity towards foreign speech sounds.
The acquisition of non-native speech sounds is nevertheless possible outside the sensitive period. Cheour et al. (2002b) have shown that 3- to 6-year-old children can also learn to distinguish non-native speech sounds in natural language environment within two months without any special training. McCandliss (2000) suggests that, with short-term training, Japanese native adults can learn to distinguish the speech sounds r and l.
However, as the most important aspect of language learning is to be able to communicate which does not necessarily require an accurate distinction of speech sounds, it is an open question whether it is necessary to invest time in training to distinguish foreign speech sounds, bearing in mind the level of accuracy required in different situations.
Two of these aspect(About comprehension) – grammar and Semantic processing – rely on different neural systems within the brain. Grammar processing relies more on frontal regions of the left hemisphere, whereas semantic processing (e.g., vocabulary learning) activates the posterior lateral regions of both the left and right hemispheres. The later that grammar is learned, the more active is the brain in the learning process.
Instead of processing grammatical information only with the left hemisphere, late learners process the same information with both hemispheres. This indicates that delaying exposure to language leads the brain to use a different strategy when processing grammar. Confirmatory studies have additionally shown that the subjects with this bilateral activation in the brain had significantly more difficulty in using grammar correctly – the bilateral activation indicates greater difficulty in learning. Thus, the earlier the child is exposed to the grammar of a foreign language, the easier and faster it is mastered.
Semantic learning, however, continues throughout life and is not constrained in time.
Another example of sensitive periods is during the acquisition of speech sounds (phonemes). Studies show that young infants in the first few months of their lives are capable of discriminating the subtle but relevant differences between similar-sounding consonants and between similar sounding vowels, for both native and foreign languages. Newborn babies can learn to discriminate difficult speech-sounds contrasts in a couple of hours even while they are sleeping, contrary to the view that sleep is a sedentary state when such capacities as attention and learning are reduced or absent (Cheour et al., 2002a).
During the first year of life, however, this capacity in relation to non-native language is narrowed down as sensitivity to the sounds of their native language grows. This decline in non-native perception occurs during the first year of life, with the sharpest decline between eight and ten months (Werker, 2002; Kuhl, 1979). This change enhances the efficiency of the brain function by adapting to the natural environment.
It should be noted that it is not sufficient to just make young infants listen to foreign languages through CDs in order to maintain the sensitivity towards foreign speech sounds.
The acquisition of non-native speech sounds is nevertheless possible outside the sensitive period. Cheour et al. (2002b) have shown that 3- to 6-year-old children can also learn to distinguish non-native speech sounds in natural language environment within two months without any special training. McCandliss (2000) suggests that, with short-term training, Japanese native adults can learn to distinguish the speech sounds r and l.
However, as the most important aspect of language learning is to be able to communicate which does not necessarily require an accurate distinction of speech sounds, it is an open question whether it is necessary to invest time in training to distinguish foreign speech sounds, bearing in mind the level of accuracy required in different situations.
"Understanding the Brain: The Birth of a Learning Science", 2007, pages 44-45
No comments:
Post a Comment