When it comes to learning a language, there seems to be a certain period in which a child must acquire the basic competences in order to be able to understand and use language. This ´window of opportunity´ is also called ´critical period´ and has been the subject of much research over the last decades.
Especially for future language teachers, the question about the existence of such a critical period for second language acquisition as well arises.
This paper examines the actual research on critical period for second language acquisition and sheds light on the on-going academic discussion.
The paper proceeds as follows: section 2 provides a short description of the Critical Period Hypothesis and sheds light on biological and neurological aspects of language learning. In section 3 recent findings of research according to critical periods in second language acquisition are presented and discussed. Section 4 contains a list with personal characteristics and strategies having emerged out of different studies. These characteristics might help second language learners to gain more success in their goal to reach the status of native speakers. This of course can also be useful for language teachers who want to support their learners. Section 5 provides a short conclusion.
Inhaltsverzeichnis (Table of Contents)
- 1. Introduction
- 2. The Critical Period Hypothesis
- 3. The Critical Period Hypothesis and Second Language Acquisition
- 3.1 Is there a sensitive learning period for pronunciation?
- 3.2 Is there a sensitive learning period for grammar?
- 3.3 Is there a sensitive learning period for understanding semantic content?
- 3.4 The influence of emotion and interest in different age groups of learners
- 4. Useful learner characteristics for second language acquisition
- 5. Conclusion
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper examines the research on the critical period hypothesis (CPH) in second language acquisition (SLA), analyzing the ongoing academic debate. It aims to explore the relationship between age of acquisition and proficiency in SLA, considering various factors influencing learning outcomes.
- The Critical Period Hypothesis and its application to SLA
- The influence of age on different aspects of language learning (pronunciation, grammar, semantics)
- Confounding factors affecting SLA research (duration of exposure, social background)
- Learner characteristics and strategies contributing to successful SLA
- The role of motivation and emotional factors in SLA across different age groups
Zusammenfassung der Kapitel (Chapter Summaries)
1. Introduction: This introductory chapter establishes the central question of the paper: the existence and implications of a critical period for second language acquisition. It highlights the significance of this question for future language teachers and outlines the paper's structure, previewing the exploration of the critical period hypothesis, research findings, and learner characteristics that influence success in SLA. The chapter positions the study within the broader context of language acquisition research and sets the stage for a detailed examination of the topic.
2. The Critical Period Hypothesis: This chapter provides a foundational overview of the critical period hypothesis (CPH), focusing on its biological and neurological underpinnings. It discusses the concept of brain lateralization and its role in language acquisition, citing research on children who lacked early language exposure and experienced subsequent difficulties. Lenneberg's formulation of the CPH is introduced, along with an examination of the ongoing debate surrounding its validity and the challenges in empirical testing. The discussion highlights studies, such as Newport and Supalla's work on deaf individuals and American Sign Language, which offer evidence of a decline in language learning ability with age, while also acknowledging the complexity of interpreting these findings.
3. The Critical Period Hypothesis and Second Language Acquisition: This chapter delves into the application of the CPH to second language acquisition. It examines research exploring the relationship between age of acquisition and proficiency levels, acknowledging the presence of confounding factors such as exposure duration and social background. The chapter highlights studies that emphasize the importance of the duration of language training as a predictor of success in SLA, contrasting this with the CPH's emphasis on a biologically determined critical period. The chapter then transitions into a discussion of specific aspects of SLA, focusing on pronunciation, grammar, and semantic content, setting the stage for a more granular analysis in the following sub-chapters (which will not be summarized here, in line with provided instructions).
4. Useful learner characteristics for second language acquisition: This chapter focuses on identifying personal characteristics and learning strategies that contribute to successful second language acquisition. It synthesizes findings from various studies to provide a list of factors that can enhance a learner's ability to achieve native-like proficiency. The chapter's significance lies in its practical implications for language teachers, offering insights into how to effectively support learners of different ages and backgrounds. It likely discusses factors such as motivation, learning styles, and cognitive strategies. The chapter connects directly back to the earlier discussions on the CPH, demonstrating that even if a critical period exists, individual differences and effective learning strategies significantly influence outcomes.
Schlüsselwörter (Keywords)
Critical Period Hypothesis, Second Language Acquisition, Age of Acquisition, Language Proficiency, Brain Lateralization, Pronunciation, Grammar, Semantics, Learner Characteristics, Learning Strategies, Confounding Factors.
Frequently Asked Questions: A Comprehensive Language Preview
What is the main topic of this language preview?
This preview summarizes a paper examining the Critical Period Hypothesis (CPH) and its implications for second language acquisition (SLA). It explores the relationship between age of acquisition and language proficiency, considering various factors influencing learning outcomes.
What are the key themes covered in this paper?
Key themes include the application of the CPH to SLA, the influence of age on different aspects of language learning (pronunciation, grammar, semantics), confounding factors in SLA research (exposure duration, social background), learner characteristics and strategies for successful SLA, and the role of motivation and emotional factors in SLA across different age groups.
What is the Critical Period Hypothesis (CPH)?
The CPH proposes that there is a biologically determined time frame for language acquisition, after which learning becomes significantly more difficult. The paper explores the neurological underpinnings of the CPH, including brain lateralization, and examines evidence supporting and challenging this hypothesis.
How does the CPH apply to second language acquisition?
The paper investigates the relationship between age of acquisition and proficiency in SLA, considering the CPH. It acknowledges confounding factors such as the duration of language exposure and social background, which can influence learning outcomes. The paper also analyzes the impact of age on different aspects of language learning, including pronunciation, grammar, and semantics.
What are some confounding factors in SLA research?
The paper identifies several confounding factors that complicate research on SLA, including the duration of language exposure and social background. These factors can make it difficult to isolate the effect of age on language learning ability.
What learner characteristics contribute to successful SLA?
The paper explores various learner characteristics and learning strategies that contribute to successful SLA. This includes factors such as motivation, learning styles, and cognitive strategies, highlighting the importance of individual differences in language learning success even considering the CPH.
What are the chapter summaries provided in this preview?
The preview includes summaries of each chapter: Chapter 1 introduces the central question and outlines the paper's structure. Chapter 2 provides a foundational overview of the CPH. Chapter 3 applies the CPH to SLA, examining the relationship between age and proficiency in different aspects of language (pronunciation, grammar, and semantics). Chapter 4 focuses on useful learner characteristics for successful SLA. Chapter 5 is the conclusion.
What are the keywords associated with this paper?
Keywords include Critical Period Hypothesis, Second Language Acquisition, Age of Acquisition, Language Proficiency, Brain Lateralization, Pronunciation, Grammar, Semantics, Learner Characteristics, Learning Strategies, and Confounding Factors.
What is the overall goal of this paper?
The paper aims to analyze the research on the CPH in SLA, exploring the ongoing academic debate and the relationship between age of acquisition and proficiency, considering various factors influencing learning outcomes. It also provides practical implications for language teachers.
Where can I find the full paper?
This is only a preview; the full paper is not included here. More information on obtaining the full text may be provided by the original publisher.
- Citation du texte
- Sabine Starzer (Auteur), 2013, The Critical Period Hypothesis, Munich, GRIN Verlag, https://www.grin.com/document/265302
