The Critical Period Hypothesis for Language Acquisition and It's Implication for the Management of Communication Disorders

For several decades now, research on the acquisition of ASL and other signed languages has contributed to our understanding of language acquisition and of age effects in particular. A strong decline in learning capacity with age has been shown in numerous studies with ASL as L1, and the age range for this critical period phenomenon appears to be very similar to what has been observed in even more studies in L2 (for both spoken and signed languages). Mayberry and Kluender (Mayberry & Kluender) argue that the two phenomena are quite different, however, to such an extent that the concept of a critical period is not applicable to L2. Their two main arguments are that L2 learners are less affected by late acquisition than L1 learners and that some L2 studies have not shown the kind of discontinuity in the age-proficiency function that is predicted by the concept of a critical period. As space is very limited, I will limit my comments to these two issues.

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Sensitive phases in successive language acquisition: The critical period hypothesis revisited

The Cambridge Handbook of Biolinguistics ◽

10.1017/cbo9780511980435.007 ◽

2013 ◽

pp. 69-85 ◽

Cited By ~ 16

Author(s):

Jürgen M. Meisel

Keyword(s):

Language Acquisition ◽

Critical Period ◽

Critical Period Hypothesis

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Effect of Age in Second Language Acquisition: A Critical Review from the Perspective of Critical Period Hypothesis and Ultimate Attainment

International Journal of English Linguistics ◽

10.5539/ijel.v7n5p1 ◽

2017 ◽

Vol 7 (5) ◽

pp. 1 ◽

Cited By ~ 1

Author(s):

Mohammad Mosiur Rahman ◽

Ambigapathy Pandian ◽

Abdul Karim ◽

Faheem Hasan Shahed

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Critical Period ◽

Secondary Data ◽

Future Research ◽

Critical Period Hypothesis ◽

Wide Range ◽

Ultimate Attainment ◽

Effect Of Age

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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