International Review of Applied Linguistics in Language Teaching
Ed. by Jordens, Peter / Roberts, Leah
IMPACT FACTOR increased in 2015: 0.800
Rank 72 out of 179 in category Linguistics in the 2015 Thomson Reuters Journal Citation Report/Social Sciences Edition
SCImago Journal Rank (SJR) 2015: 0.911
Source Normalized Impact per Paper (SNIP) 2015: 0.965
Impact per Publication (IPP) 2015: 0.860
Problems with supposed counter-evidence to the Critical Period Hypothesis
Citation Information: International Review of Applied Linguistics in Language Teaching. Volume 43, Issue 4, Pages 287–317, ISSN (Online) 1613-4141, ISSN (Print) 0019-042X, DOI: https://doi.org/10.1515/iral.2005.43.4.287, November 2005
- Published Online:
While almost all observers agree that young children, older children, and adults differ both in initial rate of acquisition and in the levels of ultimate attainment typically achieved, they continue to disagree over whether the observed patterns are a function of nurture or nature. Is it simply that older starters do not do as well because they are less motivated, receive poorer quality input, spend less time on task, or (paradoxically) are hindered by superior cognitive development, or is it that they cannot ? In particular, well-respected scholars differ on the existence, scope, and timing of putative maturational constraints on the human capacity for learning second (including foreign) languages.
Some recent research on age differences is considered, in particular, studies purporting to provide evidence against claims of maturational constraints on (Second) Language Acquisition (SLA) and/or putative critical periods for L2 phonology, morphology and syntax. It is argued that, in each case, one or more of nine limitations or design flaws means that the findings are, in fact, unproblematic for at least some of those claims.
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