The Critical Period Hypothesis
The end of the critical period is the point at which the nature of language learning changes from being an automatically engaged process to one in which it becomes yet another cognitive activity, a modularity organized on the basis of information-processing stages: input, central processing, and output (Skehan 233, 283).
Differences between L1 Acquisition and L2 Learning
But L2 learning is different. The bulk of the evidence indeed comes from sentences the learner hears—positive evidence from linguistic input. But the L2 learners also has the L1 available to them. Negative evidence can be used to work out what does not occur in L2 but might be expected to occur if it were like L1.
Language Acquisition
Universal grammar The critical period hypothesis Differences between L1 and L2 Major theories in L2 acquisition Some major hypotheses Individual differences Learning strategies Some major teaching methods
Differences between L1 Acquisition and L2 Learning
For adults learning a second language, there is more room for cognitive mediation. The influence of intentional learning is apparent in all three aspects (psycholinguistic, linguistic, neurolinguistic) of linguistic competence, although a decreasing proportion of each domain is left to such learning as one moves from the semantic through to the phonological domains.
(to be discussed later)
The Critical Period Hypothesis
This hypothesis claims that there is such a biological timetable in our first and second language acquisition—a biologically determined period of life (puberty) when language can be acquired more easily and beyond which time langue is increasingly difficult to acquire (Brown 52).
The Critical Period Hypothesis
Some research findings suggest that SL phonological attainment is strongly conditioned by learner age; a native-like accent is impossible unless first exposure is quite early, probably around age six. Very high standards can be attained starting later than six, of course, but not, it would seem, native-like standards (Long 158).
Questions about L1 Acquisition and L2 Learning
1. Do we learn our mother tongue and a foreign/2nd language in the same way?
2. Have you experienced frustrations learning our L1? What about L2?
❖ L1 input
L1 grammar
Hale Waihona Puke UG principles
UG parameters
❖ L2 input
L2 grammar
Differences between L1 Acquisition and L2 Learning
For children learning their 1st language, most of the variance is left to the innate biological factors. The greatest need for cognitive intervention is in the development of semantics, but even here innate meaning components simplify the burden on intentionality.
Differences between L1 Acquisition and L2 Learning
In L1 learning, language input goes into the learner’s mind and creates a knowledge of language consisting of principles, parameters and lexical items. We cannot open up the black box of the mind itself but we can analyze the process through which the mind creates a grammar out of input.
3. After our discussion, do you have any ideas as to how to learn L2 better?
4. Do children and adult learn the same way?
Differences between L1 Acquisition and L2 Learning
The Critical Period Hypothesis
(Brown 123) Scovel finds no evidence to support a critical period for the acquisition of syntax or lexicon. “Joseph Conrad effect” shows adults can master certain aspects of a foreign language even well into adulthood.
Much of the L2 research has been concerned with the question of whether Universal Grammar is still available to the L2 learners, some insisting vehemently that L2 learning goes by a different route.
learning?
Universal Grammar (UG)
UG is ‘the system of principles, conditions, and rules that are elements or properties of all human languages… the essence of human language’( Chomsky qtd. Cook, 153).
The Critical Period Hypothesis
Conrad’s English, proficient as it was, was heavily marked by a foreign accent. So an adult L2 learner will never master the phonological system of the target language to the level of a native speaker.
The Critical Period Hypothesis
The evidence in support of a critical period is strong, despite more recent counter-claims. The data on post-critical period L2 learners, American Sign Language learners, and postcritical period first language learners, such as Genie and Chelsea, does indicate that older learners proceed more slowly, and do not generally reach the same levels of accomplishment.