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Chapter 27
Age Effects in SLA
原田淳
[email protected]
植松茂男
[email protected]
2014.8.16 横国大
S
一口に「年齢要因」と言っても、
見解はいろいろ
S Many studies of the past 20 years or so pick up on
various threads.
S 1) Mayberry’s (1993) comparison of age effects on L1
and L2.
S 2) Bley-Vroman’s (1988, 2009) FDH.
S 3) Dekeyser’s (2000), Ullman’s (2005), and
Paradis’(2009) claim that aging implies a shift from
implicit/procedural to explicit/declarative learning(p.
Krashen et al. (1979)
S Krashen et al. (1979)による3原則; (1) adults
proceed faster than children in early stages, (2)
older children acquire second language faster
than younger children, and (3) acquirers
exposed to second languages during childhood
achieve higher than whose exposed as adults.
最新のリサーチ
S 臨界期仮説を是認しない結果が目立つが、基
本的に、Krashen et al. (1979) を大枠的に追認
するものである。
S (Jang, et al., 2013; Munoz and Llanes, 2014;
Schmid, et al., 2014; Service et al., 2014)
「臨界期」(Critical Period)という
生物学用語がよく使われるようで
すが？
S “Age effects” is often preferred as a more
neutral term, referring to undeniable
empirical facts with fewer theoretical
implications than the term “critical
period”.(p.443)
中高生は幼児より学習能力が高いのでは？
S First and foremost, a distinction needs to
be made between speed of learning and
ultimate attainment (p.444)
言語習得研究でよく見られる勘違い
S Needless to say, when the three distinctions
coincide in the sense that research participants are
tutored learners in a classroom that encourages
explicit learning (learning with awareness o the
structures being learned), and if theirproficiency is
tested after only a couple of years of L2 exposure,
often only a few hours a week, then all that is
measured is speed of explicit learning, not ultimate
attainment through implicit learning (p. 444)
「母語話者」の定義も一貫しない
S When much harder test are used, one may find
that native speakers show quite a bit of
variability on the structures at issue, as a
function of social class, level of education,
region of origin, and so on, which makes it
very hard to determine the boundaries of
nativeness. (p.445)
SLAで問題となっていることは？
S In summary, the core questions are whether
there is a specific period of decline in the
ability for implicit language learning, and
whether any such decline is due to
maturational factors. These questions
sometimes lead to unnecessary confusion
because of the failure to distinguish between
implicit and explicit learning, between speed of
learning and ultimate attainment.(p.446)
脳のことを調べれば、いろいろ分かるので
は？
S The evidence from neuroscience is even more
ambiguous in its findings and harder to
summarize because of the great variety of tasks,
measures, and outcomes.
S Most brain studies provide only indirect
evidence in the sense that they provide support
for differences between L1 and L2 processing,
even for advanced late learners. (p.448)
大人はネイティブみたいになれないのですか？
S Dekeyser (2000), Dekeyser (2010), and Harley
and Hart (1997) all show that aptitude plays a
much more important role in L2 acquisition for
adolescents and adults than children. A & H
(2008), Dekeyser (2000) both showed that no
adult learners fell within the native proficiency
range unless they had high aptitude. Such
findings suggest a larger role of explicit
learning in older than in younger
learners.(p.454)
習得開始年齢と最終到達度の関係
か「る 10 ⒑
。適と代代
性い後半
」う半ば
と。にま
い年なで
う長るは
要学と負
因習その
がにの相
加お相関
わい関が
るてが強
たは崩い
めれが
早期教育って有効なのでしょう
か？
S We know that children are better than adults at
acquiring an L2 (a) in the long run from (b)massive
amounts of (c) native-speaker input, but does that
mean that (a) after just a few years of instruction
(b) provided only a few hours per week and not
every week in the year by c) non-native teachers
with sometimes limited proficiency, children will
do better than adults too?(p.455)
年長者の優位性を示した研究の一例
S Munoz (2008) provides a summary and comes
to the clear conclusion that “ older is better,”
except perhaps for pronunciation. As always,
the picture is not 100 percent clear, because this
research almost inevitably suffers from a design
flaw in the sense that younger learners being
tested after the same amount of instruction as
older learners are simply younger when tested.
(p.456)
教師として留意すべき点は？
S Studies that provide a broad view on the
language development of immigrant children
such as Tarone et al. (2009) show the
important role of metalinguistic awareness and
explicit learning in older children, while more
focused studies such as White (2008) provide
evidence of the efficiency of age-appropriate
focus on form.(p.456)
研究者が留意すべき点は？
S Obtaining large samples of largely isolated
learners, preferably native speakers of an L1
that is distant from the L2, should be a goal we
can all agree on, whether we think age effects
are maturational or not. (p.456)

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