Daily Excerpt: Achieving Native-Like Second Language Proficiency (Leaver): Factors Related to Venue and Time (Factor 2: Onset of Language Learning)

 

Today's excerpt comes from Achieving Native-Like Second Language Proficiency (Speaking) by Betty Lou Leaver.

Factor 2: Onset of Language Learning

      The younger the language learner when he or she begins study, the more likely that learner is to reach native and near-native levels of foreign language proficiency. So goes the convention wisdom—and the conventional folly. What the data from this study show is that learning foreign languages in elementary school years is a positive thing; however, it will not bring anyone to a Level 4 any faster than learning the language as an adult. Indeed, in some areas, given their greater cognitive development and already existing linguistic system(s), adult learners, hour for hour, are generally much more efficient learners than children. Researchers sometimes are “fooled” because children are much better at eliminating a foreign language than are adults, and they appear to learn more language faster simply because they spend all day with the language, especially in bilingual communities, and adults generally do not have the opportunity to spend nearly as much time on task.

Actually, the myth of child advantage for language learning is beginning to disappear today as research starts to show that the picture is much more complex than being able to predict success in attaining near-native levels by one’s age at onset of study. Indeed, other studies have also shown older learners to have some advantages (Birdsong, 1992; Schleppegrell, 1987).

 

Beginning Language Study as a Child

            The early results from this study, if they hold up over time, call into question some of the many claims made for the advantage of beginning foreign-language study as a child. Certainly, an early start does not hurt, and one would be less than wise to suggest that everyone should start language study as late as possible! Of course, the earlier the better for a number of reasons—longer term exposure, the influence of language study in broadening young students’ perspective on life and the world, greater time on task, and the ability to more readily pick up a nativelike accent (assuming that the input is authentic and the teacher a native speaker), among others.

            What the study points to, rather, is that older learners, too, can reach near-native levels of foreign-language proficiency. They may do so in different ways, but the end result is very nearly the same. Moreover, the overall length of time is often no longer and sometimes shorter. Level 4 proficiency, by definition, requires erudition and full-blown literacy. Students do not have that in their L1 until they near the end of high school and head off to college. It is no surprise, then, that children studying foreign languages stagnate at pre-4 levels until the concepts of literacy are part of the cognitive systems. Most interviewees reported that they were able to reach Level 2 (Advanced) within their school years, but for Level 3 they needed foreign experience (such as study or work abroad) and for Level 4 they needed to improve the formal aspects of their language through such things as foreign degree work, presentations as part of their work assignments, and authoring or editing publications.

             

Beginning Language Study as an Adult

            Beginning language study as an adult did not doom the interviewees in this population to failure. Interesting, age of commencement of learning varied strongly and directly with the language being studied. Learners of English and Romance languages typically began studying the foreign language at about age 10 (of the interviewees, age 10 was the median and the average age).

            Speakers of Russian, on the other hand, typically began their study at age 18. Their venue of learning was the college classroom. The age difference very likely reflects the lack of opportunities to study Russian in American high schools and elementary schools and would probably be paralleled by many other languages that are not commonly taught in schools.

            In spite of this late onset of learning, the Russian speakers took no longer, all told, than did the speakers of other languages to reach Level 4. The average length of time (with a couple of interviewees being extreme in taking much less or much more time) to reach Level 4 was 17 years for those with no course work at the upper levels and 5 years for those who did have a course of study conducted at the Superior level with the goal of attaining Level 4.

            One must, of course, state the obvious. If one starts foreign language study at age 10, then one reaches Level 4 somewhat before age 30, given these figures. If one starts at age 18, one reaches it somewhat after age 30. From that point of view, an earlier start results in reaching Level 4 at an earlier age, albeit not in a more rapid fashion.

 

Caveat

            These “statistics” must be considered very cautiously. It would not be wise perhaps to make a finding for or against beginning language study in the elementary school based solely on this group of highly successful learners. The most important reason for exercising caution is the lack of data on how long it took to reach Level 3, which is, of course, the first professional level and a fully suitable level for conducting most basic work requirements—ones that do not need great linguistic and cultural sophistication, ones where being an obvious non-native speaker is not a detriment.

            Most interviewees, at least those who understood the rating scale well, thought that they had reached Level 3 before entering the university. This, however, is a conjecture; none had been tested while at Level 3 or prior to entering a university program.

 

“Conclusion”

            What is the bottom line emanating from this information? It is not possible to say unless one has defined the term, success, in foreign language acquisition. If success means the achievement of Advanced level (Level 2) second language skills, then obviously early onset language teaching and learning has some significant advantages. However, if success means the achievement of Distinguished level (Level 4) second language skills, the early onset language teaching and learning becomes far less significant. Moreover, with direct instruction at Level 4, adult-onset language learning takes far less time to reach Level 4 than does early onset. These are issues that need to be studied in depth and positions taken based on specific goals.

For more posts on Betty Lou and her books, click HERE.

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