later language learning
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노트나 질문을 통해 자신만의 지문 노트를 만들어 관리해 보세요.
노트나 질문을 통해 자신만의 지문 노트를 만들어 관리해 보세요.
language learning
language learning
language learning
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later language learning
Later language learning refers to language learning in older children, including adolescents. Most early researchers studied early language learning by younger children in the age range of 0 to 5 or 6 years. The language skills of older children and young adults have been the subject of research only in more recent years. This research has shown that language learning is a lifelong process and that it is not complete by age 6 years as once thought. The process of language learning in older children contrasts with that found in younger children in several ways. Generally, younger children's language learning is relatively fast. It is easy to see the changes from year to year and even from month to month. Language skills of a child may change significantly from 26 months to 30 months. On the other hand, language advancement in older children is more gradual, proceeding at a much slower rate. It is difficult to see the changes in short time spans. Differences become obvious only when the language skills of children who are widely apart in their ages are compared. Language skills of a 13-year-old may not be significantly different from that of a 14-year-old or even 15-year-old. Pre-school children and school-age children learn different aspects of language. Younger children learn the basic language skills that is, they learn the common words, simper or frequently used sentence structures, typically used grammatical features, basic conversational skills, and essential narrative skills. Older students, having mastered these skills, begin to acquire more complex, literate, and technical words, less frequently produced and more complex sentence forms, metaphoric and other kinds of abstract language, atypical grammatical morphemes, and more advanced social and academic narrative and discourse skills. The conditions of language learning change as children grow older. Pre-school children learn their early language skills from the speech they hear from family members and from stories that are read to them. This may be described as incidental learning under natural social conditions. On the other hand, school-age children learn new vocabulary and newer sentence forms from their own reading, direct instruction from teachers, and peer interactions outside the home.
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