World of Second Language: Monolingual Vs Multilingual/bilingual
World of Second Language: Monolingual Vs Multilingual/bilingual
Fact:
studies have proven that roughly 75% of world’s population speaks two or more languages,
Not all multilinguals/bilinguals speak two or more languages at the same level.
Acquiring L1 differs from acquiring L2. the processes cannot be equated, nor can multilingualism be
assumed to involve simply the same knowledge and skills as monolingualism except in more than
one language. This point is made most cogently by Vivian Cook, who introduced the concept of
multilingual competence that refers to “the compound state of a mind with two [or more]
grammars”. This is distinguished from monolingual competence (or “monocompetence” in Cook’s
terminology), which refers to knowledge of only one language.
Approximately 6,000 languages are spoken in the world, with widely varying distribution, and
almost all of them have been learned as second languages by some portion of their speakers.
Social Experience
Acquiring language could not stand alone by innate capacity/natural ability.
Children must learn all of those features which distinguish their L1 from all other possible human
languages.
Children will never acquire such language-specific knowledge unless that language is used with
them and around them, and they will learn to use only the language(s) used around them.
3. L1 vs L2 learning
To be noted:
ARTICLE REVIEW
Hyltenstam, K. and Abrahamsson, N. (2000), Who can become native‐like in a second language? All,
some, or none?. Studia Linguistica, 54: 150-166
Younger language learners are ‘better’ at second language learning than older learners.
Younger learners outperform older learners with respect to eventual outcome.
Younger learners acquire second languages automatically from mere exposure, while older learners
have to make conscious and labored efforts.
Younger learners can reach native-like levels of proficiency, but older learners cannot.
The turning-point age for differences between children and adults in is around puberty.
In the other side, some studies have proven against CPH including:
Several studies comparing younger and older learners on measures of achievement in second
language acquisition have identified an adult advantage over children (Krashen et al., 1979; Long
1990).
Adult starters who achieve a native-like second language proficiency or native-like second language
competence exist (Birdsong, 1999).
An age effect on ultimate attainment is not obviously linked to any specific age span, such as before
or after puberty, but has been demonstrated to be successive over the entire life-span (Birdsong,
1999).
Birdsong, D. 1999. Introduction: Whys and why nots of the critical period hypothesis for second language acquisition. Second
language acquisition and the Critical period hypothesis, ed. D. Birdsong, 1–22. Mahway, NJ: Erlbaum