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8 pages/≈2200 words
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Literature & Language
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Topic:

Difference between Adult and Children Performances in Second Language Acquisition.

Essay Instructions:

the topic is "Can adult learning English as second language get same performance as children."
my prediction is "even children had talent learning language, but i think adult can get same performance as children"
the resource have to be from THE FIRST HAND, can not be from website.

 

Fall 2019 LIN 315 Final Paper Points 
 Hello, friends! I created this ‘grocery list’ of items that should be in your paper to help you understand how your papers will be graded. 
 ALL papers should include the following:  (relevant, answerable) Research Question (10 points) o If your question is not explicitly stated, you will lose all of these points o If your question is not relevant, you will lose all of these points and then some o If your question is too broad or too specific, you will lose points o Etc  Introduction and [relevant] context/background (10 points) o As I’ve stated several times, only give me the relevant context for your question and paper (be it experiment or literature review). You don’t have to give me the definition of linguistics or tell me how language works, but please do put your question and approach in context.  8 to 10 academic, primary sources (10 points) o You’ll lose one point for every missing source under 8.  Proper use of sources, including in-text citations and a bibliography (10 points) o These can be in any bibliographic format you choose, but you MUST be consistent and it MUST be a real format. o If your paper has zero in-text citations, you will lose all of these points. o If you fail to create a bibliography, you will lose all of these points. o Etc  8 to 10 pages (10 points) o You’ll lose one point for every page less than 8 o I’m not too harsh on going over, but if you hit 12 or 13, I’ll start deducting points 
 Literature Reviews  The bulk of the points of the literature review (50 points) comes from the review, critique and synthesizing of representative literature on your topic. This is really an ‘integrative review’, where you are using previous research and literature to allow you to create a new perspective or approach to answering your research question. So, here the body of your review—the real content of your paper—is worth half of your grade.  Literature reviews generally end by discussing gaps in the research and potential future experiments. 
 Experiment Papers  While there will also be several points for context, experiment papers have a further breakdown.  All experiment papers should include the following:  A well-described methodology (i.e., tell me exactly what you did) (10 points)  An analysis of your data (i.e., what did you do with your data? How did you come to your conclusions? Etc) (10 points)  A discussion of your findings and how they answer your question (30 points) o Where do they fall in-line with your original hypothesis, etc? o This is usually a pretty substantial section where you discuss how your data answers your question, if it supports or rejects your original hypothesis, if there were any problems in your data collection or analysis, how your findings fit in with other research, etc.  Experiment papers usually conclude with a summation of everything and discuss any further research surrounding this same type of experiment 

Essay Sample Content Preview:

Difference between Adult and Children Performances in Second Language Acquisition
Your Name
Subject and Section
Professor’s Name
December 17, 2019
Language has a vital role in people’s culture, which in turn affects their personality. Language acquisition may have a different impact depending on different variables such as age, culture, first or primary language, and/or country. Second language acquisition is an extensive field of knowledge explored by diverse groups of researchers in different fields. This discussion will focus on the different variables in the second language acquisition of adults and children as well as the difference between their efficiency and eloquence.
Second Language Acquisition in Children
           Second language acquisition in children is governed by both internal and external factors. These include phonological short-term memory, age, primary language, logical or rational reasoning, duration of experience using the second language, learning the languages simultaneously versus successively, and the diversity of the vocabulary of the second language being learned (Paradis, 2011).  Conversely, the use of the primary language is central to learning a new one (Wu, Le, & Lu, 2014).
           The factors associated with second language acquisition in children were distinct especially in the immigrants. This is exemplified in the following statements.
The language used, whether primary or secondary, affects the learning and full understanding of the language. This is suggested by the study conducted by Janssen, Segers, McQueen, & Verhoeven (2015) which states that mastery in a subject matter is largely influenced by the language exercised during the child’s formal education. The study exposed the sluggish verbal fluency in children who used their second language as a primary language in their formal education years. Here, they experimented with Dutch monolingual and Turkish-Dutch bilingual children where they were trained to use words with only negligible differences in phonemes. Its outcome was both the monolingual and bilingual children have great progress in phoneme blending. This effect is apparent as an initial part of phonemic attentiveness (Janssen, Segers, McQueen, & Verhoeven, 2015).
           Additionally, a study was also performed in Hong Kong analyzing the correlation between the English-speaking and non-English speaking migrant domestic workers on Hong Kong children’s ability to ability to speak English. The results revealed that English-speaking migrant domestic workers in working-mother households escalates the children’s possibility of using English as their language by twenty-five percent (25%) whereas the non-English speaking migrant domestic worker mothers only increase the probability of acquiring English as the children’s second language by twelve percent (12%) (Tang, 2019). Also, a study by Chow, McBride-Chang, & Cheung (2010) explored the consequences of using English in parent-child reading on fifty-one (51) Hong Kong kindergarteners who are studying English as their second language. These children were rand...
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