Age and Second Language Acquisition: Exploring the Critical Period Hypothesis
Age as a Factor in Second Language Acquisition
Route of Acquisition
The stages of language acquisition remain consistent regardless of age or first language (L1). Everyone follows the same developmental path.
Acquisition Process
Children tend to learn languages implicitly and unconsciously, while adults engage in more explicit and conscious learning. However, implicit learning continues after puberty, and explicit learning plays a role in childhood language acquisition as well.
Rate of Acquisition
While children may initially progress faster in naturalistic settings, the rate of acquisition can vary depending on factors such as the learning environment and individual differences. Explicit learning, though initially slower, can lead to significant progress over time.
Ultimate Attainment
The level of proficiency achievable in a second language (L2) is influenced by various factors, including age of acquisition (AoA). The Critical Period Hypothesis suggests a biological timetable for language acquisition, with optimal outcomes associated with earlier exposure.
Critical Period Hypothesis and Evidence
The Critical Period Hypothesis proposes a window of opportunity for native-like language acquisition, typically before puberty. Evidence from studies like Johnson & Newport and DeKeyser suggests a decline in grammatical competence with later AoA. However, research also highlights variability in ultimate attainment and offset points, questioning a strict critical period.
Questioning the Critical Period Hypothesis
Variability in Ultimate Attainment
Many adult learners achieve high levels of proficiency, demonstrating that native-like competence is possible regardless of AoA.
Variability in Offset Points
The existence of adult implicit learning and the gradual decline in language learning ability suggest a more nuanced view of the critical period, with varying offset points for different language aspects.
Factors Influencing Second Language Acquisition
Beyond AoA, factors such as quality and quantity of practice, input and output experience, L1-L2 distance, motivation, aptitude, and education play significant roles in L2 proficiency.
Conclusion
While childhood represents a sensitive period for language acquisition, it is not a definitive critical period with a fixed endpoint. Individual variability and external factors contribute to the complex process of second language acquisition.