2 The Age Factor and the Critical Period Hypothesis
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Adriana Biedroń
Abstract
Critical Period Hypothesis concerns the phase of heightened sensitivity when it is possible to gain a native-like level of proficiency in a language. Despite controversies surrounding this concept, there is ample evidence for a negative correlation between the age of onset of acquisition and ultimate attainment in a foreign language. The purpose of this chapter is to review the relevant research on the concept of critical/sensitive periods for language learning with an emphasis on the inverse correlation between the age of onset and ultimate attainment in foreign language learning of both children and adults. We will also shed light on the cases of linguistically gifted people, polyglots and savants who seem not to be subject to the universal constraints of the critical period.
Abstract
Critical Period Hypothesis concerns the phase of heightened sensitivity when it is possible to gain a native-like level of proficiency in a language. Despite controversies surrounding this concept, there is ample evidence for a negative correlation between the age of onset of acquisition and ultimate attainment in a foreign language. The purpose of this chapter is to review the relevant research on the concept of critical/sensitive periods for language learning with an emphasis on the inverse correlation between the age of onset and ultimate attainment in foreign language learning of both children and adults. We will also shed light on the cases of linguistically gifted people, polyglots and savants who seem not to be subject to the universal constraints of the critical period.
Chapters in this book
- Frontmatter I
- Acknowledgments V
- Contents VII
- Foreword IX
- 1 SLA and Individual Differences: An Overview 1
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Part I: Age, Intelligence, Aptitude and Affect
- 2 The Age Factor and the Critical Period Hypothesis 19
- 3 Intelligence 35
- 4 Foreign Language Aptitude 53
- 5 Language Aptitude, Psychological and Affective Factors 73
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Part II: Memory, Attention and Noticing
- 6 Phonological and Executive Working Memory 97
- 7 Consciousness, Attention and Noticing 125
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Part III: Learning Strategies, Metacognition and Self- Regulation
- 8 Language Learning Strategies 147
- 9 Metacognition 175
- 10 Self-Regulation 201
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Part IV: L2 Skills, Learning Difficulties, and Anxiety
- 11 L2 Reading and Writing Skills 225
- 12 L2 Learning Difficulties and Disabilities 257
- 13 L2 Anxiety: An Affective Factor or a Linguistic Variable? 287
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Epilogue
- 14 Individual Differences in SLA–Looking Back and Looking Forward 321
- Author Profiles 335
- Index 337
Chapters in this book
- Frontmatter I
- Acknowledgments V
- Contents VII
- Foreword IX
- 1 SLA and Individual Differences: An Overview 1
-
Part I: Age, Intelligence, Aptitude and Affect
- 2 The Age Factor and the Critical Period Hypothesis 19
- 3 Intelligence 35
- 4 Foreign Language Aptitude 53
- 5 Language Aptitude, Psychological and Affective Factors 73
-
Part II: Memory, Attention and Noticing
- 6 Phonological and Executive Working Memory 97
- 7 Consciousness, Attention and Noticing 125
-
Part III: Learning Strategies, Metacognition and Self- Regulation
- 8 Language Learning Strategies 147
- 9 Metacognition 175
- 10 Self-Regulation 201
-
Part IV: L2 Skills, Learning Difficulties, and Anxiety
- 11 L2 Reading and Writing Skills 225
- 12 L2 Learning Difficulties and Disabilities 257
- 13 L2 Anxiety: An Affective Factor or a Linguistic Variable? 287
-
Epilogue
- 14 Individual Differences in SLA–Looking Back and Looking Forward 321
- Author Profiles 335
- Index 337
