ry-age-in-ST-long-1990

> **ry - Compare the discussion of age in ST to the conclusions in this paper.**
 * 1) Long, M. (1990). Maturational constraints on language development
 * 1) Long, M. (1990). Maturational constraints on language development

The discussion in ST, while fairly good for the amount of space allotted for age effects on L2 learning, is not nearly as comprehensive as Long’s 1990 paper. Furthermore, perhaps because ST is trying to be more impartial with the various theories being surveyed, the discussion is on the dryer side – not nearly as interesting as the paper. This paper is fills out details hinted at or just introduced in the first paper on “sensitive periods” for language learning. The ideas that were reinforced and/or which I found most interesting and intriguing are: > > > > > >
 * 1) Sensitive periods govern the final level of first //or// second language learning in different linguistic areas – not just phonology, but also grammar, etc.
 * 1) While all aspect of language suffer when it is not learned during the two main sensitive periods, some rules hurt more than others. Word order production rules are less susceptible to learner or environment variation, and other features such as movement rules and auxiliaries are more fragile and affected outside sensitive periods.
 * 1) In extreme cases, children and younger learners can catch up and just about make up for later language learning so long as it occurs before 12 or 13 years of age. Afterwards, however, L1 and L2 learning varies wildly and generally does not come near as close to native speaker ability.
 * 1) Because so many studies are cited, Long was able to note that while older children seemed to learn language more quickly than younger children in shorter learning studies, in the long run, it was the younger learners that were most proficient at L2 (or L1) language learning.
 * 1) The aspects of L1 or L2 language learning for younger versus older language learners are also of interest. Older children and adults learn morphology and syntax faster than younger children, but over the long term, only the younger learners are the ones that attain native-like proficiency.
 * 1) One, perhaps not intuitive idea presented (Krashen, 1982), is that older learners’ reaching Piaget’s formal operation stage around puberty make them able to handle metalinguistic skills and the counterproductive ability to perceive differences between their L1 and L2 languages.
 * 1) Also intriguing is that all of affective, input, cognitive, and neurological variables may have little to do with the decline of language learning abilities.