Buổi 97: Reading – Sentence endings + summary: học ngoại ngữ khi trưởng thành

Is it ever too late to learn a language?

(Bài đọc tự viết; người học và ví dụ là giả định.)

A It is often said that children are natural language learners and that adults, however hard they try, will never match them. The idea is usually linked to the notion of a “critical period” – a window in early life during which the brain is especially well suited to acquiring language, and after which learning becomes much harder. Like many popular beliefs, this one contains some truth but also a good deal of oversimplification.

B The strongest evidence for an age effect concerns pronunciation. People who begin learning a language in early childhood, and who have extensive exposure to it, are considerably more likely to develop a native-like accent than those who start as adults. Adult learners can certainly become highly intelligible, and some achieve remarkably accurate pronunciation, but a noticeable accent is common even after many years. For grammar and vocabulary, the picture is less clear-cut, and age appears to matter less.

C In fact, adults often have advantages, particularly at the beginning. They can understand explanations of grammar, use dictionaries and learning strategies, and draw on knowledge of their first language. In the early stages of learning, adults frequently progress faster than children, who may take longer to reach the same level even with more hours of exposure. The children’s advantage, where it exists, tends to show itself only in the long run.

D Why might children eventually do better? One explanation is biological: the developing brain may be more flexible. But social and practical factors are at least as important. Children who move to a new country are usually immersed in the language at school for many hours a day, surrounded by peers, and under little pressure to be perfect. Adults, by contrast, often learn in short classes, work in their first language, and may feel anxious about making mistakes in front of others. When these conditions are taken into account, part of the apparent age difference seems to reflect differences in opportunity rather than ability.

E Consider the hypothetical case of Minh, who began learning English seriously at forty after moving into a sales role. In his first year, he made rapid progress, helped by an evening course with clear grammar explanations. In his second year, he reached what learners often describe as a plateau: his grammar was accurate, but his listening and speaking improved only slowly. What helped him most at this stage was not more grammar study but more exposure – listening to podcasts daily, speaking regularly with colleagues, and recording himself to notice his own errors.

F For adult learners, then, the most useful conclusions are encouraging but realistic. Reaching a high level of proficiency is entirely possible, although a fully native-like accent may be unlikely. Motivation and regular practice seem to matter more than starting age. Explicit instruction is particularly valuable early on, while extensive listening and speaking become increasingly important as learners advance. And perhaps most importantly, adults may benefit from changing their goal: aiming to communicate clearly and confidently, rather than to sound exactly like a native speaker.