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    Critical Period Hypothesis Summary

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    FRANCISCO DURAN
    This study reevaluates the critical period hypothesis and its implications for teaching English to young learners. It discusses arguments around comparing child and adult language acquisition from neurolinguistic, cognitive, and affective perspectives. While the findings on critical periods are conflicting, they suggest differences in language learning based on age and social context. The study concludes that while age is a factor, other influences like formal vs informal instruction, socio-cultural aspects, and emotions also impact success in learning a foreign language. As such, language teaching programs for young learners need to consider multiple aspects.

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    Critical Period Hypothesis Summary

    Uploaded by

    FRANCISCO DURAN
    61 views2 pages
    This study reevaluates the critical period hypothesis and its implications for teaching English to young learners. It discusses arguments around comparing child and adult language acquisition from neurolinguistic, cognitive, and affective perspectives. While the findings on critical periods are conflicting, they suggest differences in language learning based on age and social context. The study concludes that while age is a factor, other influences like formal vs informal instruction, socio-cultural aspects, and emotions also impact success in learning a foreign language. As such, language teaching programs for young learners need to consider multiple aspects.

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    This study reevaluates the critical period hypothesis and its implications for teaching English to young learners. It discusses arguments around comparing child and adult language acquisition from neurolinguistic, cognitive, and affective perspectives. While the findings on critical periods are conflicting, they suggest differences in language learning based on age and social context. The study concludes that while age is a factor, other influences like formal vs informal instruction, socio-cultural aspects, and emotions also impact success in learning a foreign language. As such, language teaching programs for young learners need to consider multiple aspects.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    61 views2 pages

    Critical Period Hypothesis Summary

    Uploaded by

    FRANCISCO DURAN
    This study reevaluates the critical period hypothesis and its implications for teaching English to young learners. It discusses arguments around comparing child and adult language acquisition from neurolinguistic, cognitive, and affective perspectives. While the findings on critical periods are conflicting, they suggest differences in language learning based on age and social context. The study concludes that while age is a factor, other influences like formal vs informal instruction, socio-cultural aspects, and emotions also impact success in learning a foreign language. As such, language teaching programs for young learners need to consider multiple aspects.

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    of 2

    Hermes Francisco Durán Prada

    A summary on The Critical Period Hypothesis Revisited: The Implications for Current

    Foreign Language Teaching to Young Learners by Esim Gürsoy

    The aim of this study is to reevaluate the “Critical Period Hypothesis” through arguments

    and research that discuss meaningful reflections regarding the study of age as an outcome of

    L1 acquisition, such as neurolinguistic, cognitive and affective arguments focused on

    comparing children with adults. Furthermore, the CPH implications on teaching English to

    young learners.

    Nowadays, foreign language teaching to young students has become popular throughout the

    world having as a result in many countries a reduction of age for learning a second/foreign

    language. However, the consequences of teaching English at an early age have not been

    investigated carefully. Moreover, questions related to why English is currently taught

    exclusively to young learners have not been addressed correctly. Age and ‘Critical Period

    Hypothesis’ studies have always been focused on the second language contexts instead of on

    foreign language contexts. Besides, the outcomes of those studies where adults and children

    are compared have adverse conclusions. Although conflicting, the findings of Critical Period

    Hypothesis studies do provide awareness for language teachers to understand that there are

    differences regarding age and social contexts factors when it come to language teaching. Even

    though age plays a crucial role when it comes to Critical Period Hypothesis studies, it is

    important to realize that not only age but also other factors such as formal vs informal learning

    context, socio-cultural factors, and affective factors have also an influence on language

    learning success. Therefore, several aspects of FL education should be taken into account when

    designing language teaching programs, specifically for young students.


    Reference

    Gürsoy, E. (2011). The Critical Period Hypothesis Revisited: The Implications for Current

    Foreign Language Teaching to Young Learners. Journal of Language Teaching and

    Research, 2, 757-762. Retrieved from:

    https://www.researchgate.net/profile/Esim_Guersoy/publication/267716795_The_Criti

    cal_Period_Hypothesis_Revisited_The_Implications_for_Current_Foreign_Language

    _Teaching_to_Young_Learners/links/546339790cf2c0c6aec1ffb0/The-Critical-

    Period-Hypothesis-Revisited-The-Implications-for-Current-Foreign-Language-

    Teaching-to-Young-Learners.pdf

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