Assess the Critical Period Hypothesis in Second Language Acquisition

Du, Lihong

doi:10.5539/elt.v3n2p219

Cited by 6 publications

(6 citation statements)

References 8 publications

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“…1 Unquestionably, globalization makes English in line with power, advantage, and social status (Lie, 2017). 2 It is in line with Rini (2014), who stated that English learned for instrumental reasons can help someone in a job where mastering English, which is one of the requirements, can provide a good salary and opportunities. 3 This is one of the reasons why English has become an international necessity, which makes many countries obligate to learn English in their education system.…”

Section: Introductionsupporting

confidence: 72%

“…English should be taught when children are in their critical period to ease their English learning process (Hartshorne, Tenenbaum, & Pinker, 2018). 4 Learning a foreign language such as English in a critical period, that is young age, is possible to make the learners achieve good results (Du, 2010). 5 In Indonesia, there have been many previous studies that have examined the phenomenon of English as a foreign language to young learners, among others, those conducted by , Nufus (2018), and Hery et al (2016).…”

Section: Introductionmentioning

confidence: 99%

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Teaching English as Foreign Language for Young Learners in South Sulawesi Remote Area

Haslina¹,

Hamamah²

2023

Proceedings of the 2nd International Conference on Language, Literature, Education, and Culture, ICOLLEC 2022, 11–12 November 2

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By considering the function of English as an international language, English becomes one of the subjects taught at all education levels in Indonesia to generate highquality human resources who can adapt well. Learning English should be taught when children are in their critical period to ease their English learning process. This research employs the qualitative method, particularly the classroom action research method, and it was conducted for 6 weeks in one playgroup in South Sulawesi. The research finds out that learning English using nursery rhymes enhances young students' enthusiasm. Moreover, the use of 3-language-posters which include their local language can also help them to understand the meaning of the English words they say. Thus, this study encourages the use of learning media to make English learning more fun for playgroup students, which is proven by the result of the research which is that the students make a good improvement in English.

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Section: Introductionsupporting

confidence: 72%

Section: Introductionmentioning

confidence: 99%

Teaching English as Foreign Language for Young Learners in South Sulawesi Remote Area

Haslina¹,

Hamamah²

2023

Proceedings of the 2nd International Conference on Language, Literature, Education, and Culture, ICOLLEC 2022, 11–12 November 2

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“…This raises the bias that young children will learn a new language faster. However, a study revealed that adults are able to understand how a word is implemented that later on may impact their achievement in learning the language (Du, 2010). High school students are in the adolescent age group who still need education and teaching as well as comprehensive assistance from various parties to support their success in achieving the desired language attainment.…”

Section: Resultsmentioning

confidence: 99%

High School Students’ Foreign Language Acquisition and Their English Achievement

Gestanti

Nimasari

2021

IJMMU

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This present study aims to examine language proficiency levels of high school students in particular assessment form and describe how such level of skills is appropriately matched for particular level of learners. While a proper language literacy investigation may be biased to perception that it can fairly measures students’ comprehension, Second Language Acquisition (SLA) theories view that learner’s age may influence how they acquire a new language. In responding to such issue, this observational study seeks for the information through document observation on students’ scores of an English test conducted by the school as the main data. This observation allows the researchers to analyze the scores and describe it according to justified language competency and language acquisition. The data are classified and clarified by underpinning the theories related to the issues. The result showed that senior high school students generally obtain average scores that allow them to be categorized as Minimal and Basic level of proficiency. As per this level, the justification of language acquisition reveals that the students are included in pre-production and early production stage. Students in this stage are considered able to have average competency, especially in receptive English.

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“…Recognizing that age is only one of many factors affecting language learning, educational strategies are increasingly inclusive, acknowledging adults' ability to achieve high proficiency through effective methodologies and immersive experiences (Papadopoulos & Shin, 2021;Papadopoulos, 2020Papadopoulos, , 2021Papadopoulos, , 2022. Technological advancements further democratize language learning, offering adaptable tools for all ages and emphasizing lifelong learning, thereby challenging the CPH's implications and advocating that language acquisition is viable and beneficial at any life stage (Du, 2010;Hakuta et al, 2003;Hartshorne et al, 2018;Hassan, 2020;Ozfidan & Burlbaw, 2019;Singleton & Leśniewska, 2021;Snow & Hoefnagel-Höhle, 1978;Vanhove, 2013).…”

Section: Pedagogical Considerationsmentioning

confidence: 99%

Exploring The Effects of English as a Foreign Language on First Language Development of Young Children: The Case of Greece

Jansen

2024

IJELD

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This study meticulously investigates the interplay between Early Second Language Acquisition (ESLA) and the potential emergence of first language disorders in the unique context of Greece. Embedded in the Complex Dynamic Systems Theory (CDST) paradigm, it aims to untangle existing ambiguities and explore implications for Greek society and education. Employing a Concurrent Mixed Methods Approach, the study attempts to unveil the intricate impacts of ESLA on First Language Development (FLD).Grounded in CDST's framework emphasizing linguistic system complexity, and interconnectedness, the research design employs a Descriptive Exploratory orientation through a Case Study Methodology. This facilitates comprehensive research into two cohorts of children aged four, representing monolingual Greek kindergartens (Cohort A) and English as a Foreign Language (EFL)-focused kindergartens (Cohort B).The research inquiries delve into multifaceted language development aspects amidst intricate linguistic dynamics. This involves nuanced analysis of potential performance disparities in the primary language pre- and post-interventions in early foreign language pedagogy, meticulous comparative assessment of both cohorts, and insightful exploration of EFL's implications on young children's nascent language development.Methodologically, data collection employs a language development assessment tool (Logometro®). The collection of both quantitative and qualitative data in this study is contingent upon the application of the Logometro® language assessment instrument. Thematic Analysis shapes the qualitative corpus, complemented by statistical analyses for quantitative data.Anticipated outcomes aim to enhance understanding among Greek educational authorities and the scientific community about intricate, adaptive ESLA impacts on FLD. Findings could influence enduring, impactful EFL policies shaped by Greek authorities. Overall, the research deepens comprehension of latent consequences tied to ESLA's effects on FLD, set within Greece’s intricate context. Nested within CDST's theoretical framework, the amalgamation of research methodology and insights provides a robust foundation for future inquiries and invaluable guidance for policymakers navigating English language education decisions among young learners.

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Assess the Critical Period Hypothesis in Second Language Acquisition

Cited by 6 publications

References 8 publications

Teaching English as Foreign Language for Young Learners in South Sulawesi Remote Area

Teaching English as Foreign Language for Young Learners in South Sulawesi Remote Area

High School Students’ Foreign Language Acquisition and Their English Achievement

Exploring The Effects of English as a Foreign Language on First Language Development of Young Children: The Case of Greece

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