engleski

THE AGE FACTOR IN TEACHING ENGLISH AS A FOREIGN LANGUAGE

This thesis deals with the effect age has on teaching English as a foreign language. The thesis first clarifies the terminology of teaching English as a foreign language which includes terms such as: L1, L2, first language, foreign language, etc. It gives an insight into how languages are learned by drawing a parallel between first language acquisition and foreign language learning. In addition it explains the difference between the terms acquisition and learning. The thesis explains first language acquisition through language learning theories, such as behaviorism, nativist approach and cognitive theory. Foreign language learning is also explained through behaviorism and cognitive theory as well as through creative construction theory and theory of communicative competence. In addition to foreign language learning theories, the thesis mentions several foreign language teaching methods such as the Grammar-Translation Method, the Direct Method, the Audio-Lingual Method, Community Language Learning, the Silent Way and Total Physical Response. This part of the thesis is concluded with a list of characteristics of a successful foreign language learner. The next part of the thesis deals with the differences between younger and older learners and the general differences between learners of same age groups. It focuses on the differences in the way children and adults learn foreign languages. The following chapter deals with the factors which have an effect on foreign language learning such as: intelligence, aptitude, personality, attitude and motivation. It also serves as an introduction to the next chapter which focuses on age as a factor which is the central topic of this thesis. This chapter lists all the advantages and disadvantages of learning a foreign language at an early/later age. The central notion of this chapter, the Critical Period Hypothesis, is thoroughly explained. In addition many studies on the age factor are mentioned. The closing chapters of the thesis deal with learner assessment and give a review of learning English as a foreign language in Croatia.

Critical Period Hypothesis, foreign language learning, the age factor in FLL

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