Can Mimicking Infants' Early Experience Facilitate Adult Learning? A Critique of Hudson Kam (2017)

Autor/in	Arnon, Inbal
Titel	Can Mimicking Infants' Early Experience Facilitate Adult Learning? A Critique of Hudson Kam (2017)
Quelle	In: Language Learning and Development, 14 (2018) 4, S.339-344 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-5441
DOI	10.1080/15475441.2018.1489814
Schlagwörter	Criticism; Second Language Learning; Language Acquisition; Age Differences; Linguistic Theory; Adults; Phonology; Learning Experience; Language Research + Suchen Sie Ihr Suchwort? Kritik; Zweitsprachenerwerb; Sprachaneignung; Spracherwerb; Age; Difference; Age difference; Altersunterschied; Linguistische Theorie; Fonologie; Lernerfahrung; Sprachforschung
Abstract	Why do adults seem to struggle more than children in learning a second language, despite being better at a range of other cognitive skills? The source of L1-L2 differences in language learning is one of the most debated topics in the study of language. One hypothesis is that L1-L2 differences are primarily experience-based, with language learning abilities themselves showing a high degree of plasticity. Hudson-Kam (2018) recently presented findings that seem to go against this hypothesis: in five studies, adults failed to show better learning in a more infant-like environment. In this article, I offer a theoretical and empirical critique of these findings and outline some open questions for investigating experience-based explanations for L1-L2 differences. In short, the main critique has to do with how we define what infant-like (or child-like) learning is and how we identify which aspects of children's experience facilitate which aspects of language learning. (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01