In a previous post I wrote that what’s missing from research on second-language acquisition overlaps so much with Automatic Language Growth theory and methods that SLA research could be said to have an ALG-shaped hole.
I focused on what I think are the largest areas of this research hole, starting with the lack of scientific control in research on the issue of age and second language acquisition.
ALG posits that adult language learners typically attain less with greater effort than children learning languages because of how their approach and environment typically differs from children.
Yet researchers have generally observed the lower rates of attainment in adults and assumed that they result from some loss of ability, without even proposing to try to control for these differences.
I argued a major part of controlling for these differences would be research into a “silent period” of listening to a language before speaking, based on the observation that while a child gets a lot of exposure to a new language early on, for some time their production is quite limited.
Continue reading “The ALG-shaped hole in second-language acquisition research: a further look”
Every academic discipline has its research gaps and holes—those areas that haven’t been adequately investigated and the questions that haven’t been answered, or even asked.
The field of second language acquisition is no exception.
What’s fascinating, and at times maddening, about looking at the Automatic Language Growth, or ALG approach, alongside existing research on second-language acquisition is how so much of what ALG asserts and touches upon has not really been examined.
These gaps coincide so much with ALG theory and practice that I would say it’s as if the research on second language acquisition has an ALG-shaped hole.
In this post I will focus on what I think are the most prominent parts of this research hole: scientific control in research on the issue of age and second language acquisition, and the so-called “silent period”.
Continue reading “The ALG-shaped hole in research on second-language acquisition”
Over the past decade, I’ve been researching language learning methods and theories with the question of how we can more effectively learn new languages.
Based on what I’ve learned and experienced, I think it’s not only possible for the typical adult to reach very high levels of fluency and ability in new languages, it also doesn’t have to be a struggle.
In fact, given the right opportunities and resources, I think it could become normal for second language learning at any age to be an incredibly fun experience where the learner gains other skills and knowledge throughout the process.
We might even be able to go from zero ability to approaching the level of a native speaker having hardly spent any conscious time or effort on the language learning itself.
Continue reading “Welcome”