Lexical Organization in Second Language Acquisition: Does the Critical Period Matter?

This article addresses the effect of age in Second Language Acquisition (SLA), posing the relative question that whether the Critical Period hypothesis (CPH) exists in Second Language (SL), and if existing, how it is associated duly with SLA. The justification of comparing the achievement of L1 and L2 learners on the basis of Ultimate Attainment (UA) in the establishment of Critical Period Hypothesis, is also discussed. In the methodology, secondary data analysis was used to answer of research questions. To achieve a reliable result from the wide range of secondary data primarily from journal articles, a systemic search has been adopted. In conclusion, compare and contrast was made with earlier studies to show the findings of the study and to scope future research.

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What does a critical period for second language acquisition mean?: Reflections on Hartshorne et al. (2018)

Cognition ◽

10.1016/j.cognition.2020.104478 ◽

2021 ◽

Vol 206 ◽

pp. 104478

Author(s):

Arturo E. Hernandez ◽

Jean P. Bodet ◽

Kevin Gehm ◽

Shutian Shen

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Critical Period

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Second language acquisition and the critical period hypothesis Ed. by David Birdsong

Language ◽

10.1353/lan.2000.0116 ◽

2000 ◽

Vol 76 (2) ◽

pp. 478-478

Author(s):

Daniel O. Jackson

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Critical Period ◽

Critical Period Hypothesis

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Review. Second language acquisition and the critical period hypothesis. D Birdsong (ed)

Applied Linguistics ◽

10.1093/applin/20.4.571 ◽

1999 ◽

Vol 20 (4) ◽

pp. 571-575

Author(s):

N Abrahamsson

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Critical Period ◽

Critical Period Hypothesis

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A Study on the Effect of Age on the Representation and Processing of Second Language Grammar Achievement

Studies in English Language Teaching ◽

10.22158/selt.v4n2p223 ◽

2016 ◽

Vol 4 (2) ◽

pp. 223 ◽

Cited By ~ 1

Author(s):

Mohsen Ashraf Ganjoee ◽

Mehry Haddad Narafshan

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Critical Period ◽

Sensitive Period ◽

Placement Test ◽

Efl Learners ◽

Grammar Learning ◽

Post Test ◽

Effect Of Age

Learners considering their age (children & adults) differ fundamentally, and these differences can affect the second language acquisition. This study aimed at investigating the effect of age on EFL learners’ grammar achievement. Oxford placement test was used to homogenize the participants. Based on the oxford placement test, the students were homogenized as the beginner ones and then they were distributed into two groups of children and adults each containing 50 students. In order to see the effect of age on EFL learners’ grammar achievement, oxford grammar test was used as a pre-test and post-test (simple present, present continuous & to be verbs) in both groups. The results revealed that there is not a critical period, but a sensitive period for second language grammar learning, and adults can show to be better learners in case of grammar achievement.

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SECOND LANGUAGE ACQUISITION AND THE CRITICAL PERIOD

Knowledge International Journal ◽

10.35120/kij31061769m ◽

2019 ◽

Vol 31 (6) ◽

pp. 1769-1771

Author(s):

Hristina Miteva Tanaskoska

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Language Learning ◽

Critical Period ◽

Second Language Learning ◽

First Language ◽

Older Learners ◽

New Community ◽

The Brain

Is there a critical period for second language acquisition? When should one begin learning a second language? These are questions that have always been present and they stiil have not become any less controversial or complex. There is not any specific age that could be determined or proclaimed to be the most appropriate. A lot of things must be taken into consideration with spesific emphasis on the goals of the learner. Whether reaching a native -like accent and proficency is the ultimate aim or obtaining a certain level that will enable an everyday communication? Since a great number of experiments and research have shown that both younger and older students can achieve high levels in their second language, a fair atribute and attention should be paid to both theories respectfully.It has been hypothesized that there is a critical period for second language acquisition as well as for first language acquisition. According to this theory there is a time in human development when the brain is predisposed for success in language learning. It is belived that some developmental changes in the brain affect the nature of language acquisition. Therefore, any language learning that occurs after the end of the critical period may not be based on innate biological structures belived to contribute to first language acquisition or second language acquisition in early childhood. The general learning abilites that the older learners depend on, are claimed to be less efective than the innate capacities available to young children. Most studies of the relationship between age of acquisition and second language development have focused on learners’pronounciation. It is frequently observed that most children from immigrant families eventually speak the language of their new community with native –like fluency and accent, while their parents quite often fall behind in this mastery even long after they had been living and working in the new community. Nevertheless, some researches argue that older learners may have one advantage: they appear to be able to learn faster in the early stages of second language learning. Age is one of the characteristics that determine the way in which an individual approaches second language learning. But the opportunities for learning (inside the classroom and outside), the motivation to learn , and individual differences in aptitude for language learning are also important determining factors that affect both rate of learning and eventual susscess in learning. It must be acknowledged that achieving native-like mastery of the second language is neither a realistic nor a neccessarilya desired goal for many second language learners in many educational contexts.

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