research on a critical period during the acquisition of second languages indicates that which of the following statements is true?
Research on a critical period during the acquisition of second languages indicates that which of the following statements is true?
Answer: Research on critical periods for second language acquisition relates to the hypothesis that there is an optimal window in human development when learning a language is easier and more effective. Here’s a comprehensive explanation concerning critical periods and common findings in the field of second language acquisition:
Critical Period Hypothesis (CPH)
The Critical Period Hypothesis suggests that the ability to acquire language proficiently diminishes as a person matures. This concept was originally associated with first language acquisition, as seen in children who miss this window often struggle to acquire language fully. With regard to second language learning, the hypothesis posits a similar window, typically ending around puberty, after which language learning becomes significantly more challenging and less likely to result in native-like proficiency.
Key Perspectives and Findings
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Age of Acquisition:
- Early Immersion Advantage: Research has consistently shown that individuals who begin learning a second language at a younger age tend to achieve higher proficiency, especially in pronunciation and grammar. Studies highlight that children immersed in a second language before puberty are more likely to attain native-like fluency[1].
- Adult Learners: While adults often learn languages more analytically and rapidly at the onset, they typically struggle to achieve native-like fluency and pronunciation compared to those who learned as children, particularly if they start learning post-puberty.
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Neurological Factors:
- Brain Plasticity: Younger learners benefit from greater brain plasticity, allowing them to absorb linguistic patterns naturally and more effortlessly. Brain imaging studies have confirmed that language acquisition is processed differently in the brains of children compared to adults[2].
- Laterality Changes: Before puberty, language processing is more likely to occur in both hemispheres of the brain, while in adults, it’s more lateralized in the left hemisphere. This neurological shift is associated with changes in language acquisition ability.
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Phonological Development:
- Accent and Pronunciation: A critical period particularly affects the phonological aspect of language learning. Those who start learning a language early are more likely to mimic native accents, while late learners frequently retain an accent from their first language[3].
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Grammar and Syntax Learning:
- Morphosyntactic Ability: The ability to intuitively grasp the complex rules of a second language appears to decline more sharply past the critical age. However, evidence suggests some late learners can preserve grammatical learning capabilities, given sufficient input and training, though typically with less automaticity.
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Linguistic Environment and Social Factors:
- Motivation and Input: The success of second language acquisition is closely tied to the environment and exposure. A supportive linguistic environment with ample quality input can mediate age-induced constraints to some extent. Moreover, motivation and necessity play crucial roles in the language learning success in adults[4].
Exceptions and Variability
It is important to note that while the critical period has substantial support, there is considerable variability among individuals. Factors such as motivation, learning strategies, language environment, and exposure play significant roles in overcoming age-related limitations in language acquisition.
Conclusion
In essence, research on the critical period hypothesis in second language acquisition suggests that younger learners have a notable advantage regarding achieving fluency and native-like pronunciation, largely due to biological and cognitive factors. However, this does not entirely preclude older learners from achieving high proficiency levels, given that additional factors such as motivation, exposure, and practice are equally crucial.
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[1] Johnson, J. S., & Newport, E. L. (1989). Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language. Cognitive Psychology.
[2] Hyltenstam, K., & Abrahamsson, N. (2003). Maturational constraints in SLA. In C. Doughty & M. Long (Eds.), The Handbook of Second Language Acquisition.
[3] Flege, J. E., Munro, M. J., & MacKay, I. R. (1995). Factors affecting strength of perceived foreign accent in a second language. The Journal of the Acoustical Society of America.
[4] Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications. Longman.