AGE CONSTRAINTS ON SECOND LANGUAGE ACQUISITION

描述（改编自研究者摘要）：研究 这里提出的将评估有关年龄相关的竞争假说 第二语言（L2）的习得。根据 成熟状态假设，假设存在一个 关键时期，L2的最终性能变得更差， 因为学习L2语言的能力下降。根据 另一方面，在L2中的成功 随着竞争母语（L1）的效力而变化 系统这一假设假定L1和L2系统不能被 彼此完全隔绝。将开展两个项目。 项目1将研究抵达的成年韩国/英语（KE）双语者 年龄在2 - 24岁之间的美国人， 美国至少8年。双语者的表现 英语（L2）和韩语（L1）将与成人进行比较 英语和韩语的单语者项目2将检查成人 和不同年龄（7 - 10岁、12 - 15岁或21 - 24岁）的儿童KE双语者 英语经验（在美国居住1年或4年） 国家）。这些双语者在英语和韩语方面的表现 将通过比较他们的表现， 年龄匹配的单语组在12个月内三次 期在这两个项目中，英语形态句法的习得将是 使用语法判断测试进行评估，并获得 英语语音将通过听力测试进行评估。（本土） 英语听众将评价英语句子的程度在外国 口音更详细的分析将审查生产的特别 元音和辅音）。学习英语语音对韩国语的影响 语音学将使用类似的程序进行评估。干扰 假设主义者，但不是成熟状态假设，预测， 英语和韩语中的语音准确性将呈负相关。 将进行统计分析，以确定 韩国学生开始学习英语的年龄也有类似的影响 他们的英语习得率和最终的英语水平 语音学和形态句法学。他们对84项问卷的回答 将进行主成分分析。底层 它产生的因素将提交给多元回归分析 检查外国口音的整体程度和d '分数来自 语法判断测试这里的利益问题是 是否相同的主体因素（例如，学习动机程度 英语，L1/L2使用率）占两个绩效 语言领域综合考虑，这些结果应能使 调查人员确定是否存在独立的关键期 母语结构对二语习得的影响 语音学和形态句法学。

DESCRIPTION (Adapted from the Investigator's Abstract): The research proposed here will evaluate competing hypotheses concerning age-related constraints on the acquisition of a second language (L2). According to the maturational state hypothesis, which assumes the existence of a critical period, ultimate performance in an L2 becomes poorer with increasing age because the ability to learn an l2 diminishes. According to the interference hypothesis, on the other hand, success in the L2 varies as a function of the potency of a competing native language (L1) system. This hypothesis assumes that the L1 and L2 systems cannot be isolated completely from one another. Two projects are to be undertaken. Project 1 will examine adult Korean/English (KE) bilinguals who arrived in the United States between the ages of 2-24 years and have lived in the United States for at least 8 years. The bilinguals' performance in both English (the L2) and Korean (L1) will be compared to that of adult monolingual speakers of English and Korean Project 2 will examine adult and child KE bilinguals who differ in age (7-10, 12-15, or 21-24 years) and experience in English (1 or 4 years of residence in the United States). The performance of these bilinguals in both English and Korean will be assessed longitudinally by comparing their performance to that of age-matched groups of monolinguals at three times over a 12-month period. In both projects, acquisition of English morphosyntax will be assessed using a Grammaticality Judgment Test, and acquisition of English phonology will be assessed through listening tests. (native English listeners will rate English sentences for degree in foreign accent. More detailed analyses will examine the production of particular vowels and consonants.) Effects of learning English phonology on Korean phonology will be assessed using similar procedures. The interference hypothesists, but not the maturational state hypothesis, predicts that phonological accuracy in English and Korean will be inversely related. Statistical analyses will be undertaken to determine if variations in the age at which the Korean Ss began to learn English has a similar effect on their rate of acquisition and ultimate attainment in English phonology and morphosyntax. Their responses to an 84-item questionnaire will be submitted to a principal components analysis. The underlying factors it yields will be submitted to multiple regression analyses examining overall degree of foreign accent and d' scores derived from the Grammaticality Judgment Test. The question of interest here is whether the same subject factors (e.g., degree of motivation to learn English, the L 1/L2 usage ratio) accounts for performance in the two linguistic domains. Taken together, the results should enable the investigators to determine if a critical period(s) that is independent of the influence of L1 structures exists for the acquisition of L2 phonology and morphosyntax.