Overview
Comparison of processes, research, and theories of child first-language and adult second-language development to determine their similarities and differences.
Many people believe that children learn languages better than adults, yet adults appear to have better cognitive abilities, emotional control, and motivational regulation than children, all of which are associated with better learning. What do we mean by "better" What do we mean by "learn"? What evidence supports the idea that either children or adults learn better? This paper explores these issues by addressing three topics in both first and second language development: the initial conditions that exist in language development; the roles of input and interaction in development; and the nature of language systems and learner processes in development.
About this paper
| Paper title | Child and Adult Language Development |
|---|---|
| Subject | Linguistics |
| EFTS | 0.15 |
| Points | 18 points |
| Teaching period | Semester 1 (On campus) |
| Domestic Tuition Fees ( NZD ) | $1,103.10 |
| International Tuition Fees | Tuition Fees for international students are elsewhere on this website. |
- Prerequisite
- 18 200-level LING points
- Restriction
- LING 318, LING 319
- Schedule C
- Arts and Music
- Contact
- More information link
View more information on the Department of English and Linguistics' website
- Teaching staff
Plus additional linguistics staff
- Textbooks
All course material made available online.
- Graduate Attributes Emphasised
Lifelong learning, Scholarship, Communication, Critical thinking, Self-motivation, Teamwork.
View more information about Otago's graduate attributes.- Learning Outcomes
- To promote lifelong learning by being able to:
- Transform wonder into answerable questions
- Search for information to answer questions
- Identify and evaluate suitability of information to answer questions
- To promote scholarship by being able to:
- Learn discipline-specific knowledge
- Teach discipline-specific knowledge
- To promote communication by being able to:
- Prepare and summarise written reports
- Prepare and deliver oral presentations
- To promote critical thinking by being able to:
- Identify and examine underlying assumptions
- Examine and evaluate research evidence
- Consider and evaluate different theories
- To promote self-motivation by being able to:
- Set goals
- Chunk large tasks into small tasks
- Manage time
- To promote teamwork by being able to:
- Develop a common aim and plan for a project
- Negotiate tasks, deadlines, and roles in groups
- To promote lifelong learning by being able to:
- Assessment details
100% internal assessment.
Overview
Comparison of processes, research, and theories of child first-language and adult second-language development to determine their similarities and differences.
Many people believe that children learn languages better than adults, yet adults appear to have better cognitive abilities, emotional control and motivational regulation than children, all of which are associated with better learning. What do we mean by "better"? What do we mean by "learn"? What evidence supports the idea that either children or adults learn better? This paper explores these issues by addressing three topics in both first and second language development: the initial conditions that exist in language development; the roles of input and interaction in development; and the nature of language systems and learner processes in development.
About this paper
| Paper title | Child and Adult Language Development |
|---|---|
| Subject | Linguistics |
| EFTS | 0.15 |
| Points | 18 points |
| Teaching period | Semester 1 (On campus) |
| Domestic Tuition Fees | Tuition Fees for 2027 have not yet been set |
| International Tuition Fees | Tuition Fees for international students are elsewhere on this website. |
- Prerequisite
- 18 200-level LING points
- Restriction
- LING 318, LING 319
- Schedule C
- Arts and Music
- Contact
- More information link
View more information on the Department of English and Linguistics' website.
- Teaching staff
To be confirmed.
- Textbooks
All course material is made available online.
- Graduate Attributes Emphasised
Lifelong learning, Scholarship, Communication, Critical thinking, Self-motivation, Teamwork.
View more information about Otago's graduate attributes.- Learning Outcomes
- To promote lifelong learning by being able to:
- Transform wonder into answerable questions
- Search for information to answer questions
- Identify and evaluate the suitability of information to answer questions
- To promote scholarship by being able to:
- Learn discipline-specific knowledge
- Teach discipline-specific knowledge
- To promote communication by being able to:
- Prepare and summarise written reports
- Prepare and deliver oral presentations
- To promote critical thinking by being able to:
- Identify and examine underlying assumptions
- Examine and evaluate research evidence
- Consider and evaluate different theories
- To promote self-motivation by being able to:
- Set goals
- Chunk large tasks into small tasks
- Manage time
- To promote teamwork by being able to:
- Develop a common aim and plan for a project
- Negotiate tasks, deadlines and roles in groups
- To promote lifelong learning by being able to:
- Assessment details
This paper is 100% internally assessed.