A LIFESPAN APPROACH TO ENGLISH SPEECH ACQUISITION: COMPARATIVE COGNITIVE AND SOCIOLINGUISTIC ANALYSIS OF CHILDHOOD L1 DEVELOPMENT AND ADULT L2 LEARNING
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Ключевые слова

A major limitation in current research is the conceptual segregation of early child acquisition (studied via neurodevelopmental and psycholinguistic frameworks) and adult SLA (studied via pedagogical or sociolinguistic lenses; Firth & Wagner, 1997; Ortega, 2009).

Аннотация

This project proposes an integrated lifespan framework for English speech acquisition, bridging native child language development (L1) and adult second language learning (L2). Rather than isolating early acquisition within psycholinguistics (Kuhl, 2010) and adult learning within applied linguistics (Ellis, 2008; Ortega, 2009), this study connects both domains.

By examining changing cognitive memory systems—implicit versus explicit (Ullman, 2001, 2004)—alongside sociolinguistic environments (caregiver scaffolding vs. adult social networks; Vygotsky, 1978), we clarify how speech processing, phonetic adaptation, and pragmatic competence evolve over time. Using a convergent parallel mixed-methods design pairing quantitative acoustic and cognitive metrics with qualitative discourse analysis, the project offers theoretical insights into lifespan language processing and practical evidence for adult SLA pedagogy.

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Библиографические ссылки

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