Missing the Point: A Response to Hyltenstam and Abrahamsson

Abstract

I Hyltenstam and Abrahamsson express a number of criticisms of our article. We deal here with their major critiques rather than with every detail they raise. We begin, though, by noting the several areas of agreement with our position that they express. They agree that younger learners are, generally, slower than older learners in the early stages of L2 learning; that rate differences are not central to arguments for the critical period hypothesis (CPH), although they ignore the fact that they are often cited in support of the critical period (CP); and that the fascinating work of neuroscientists has not yet been brought into direct connection with work assessing language proficiency. Most importantly, they agree with our conclusion that quality of L2 exposure is more important than age of initial exposure in determining outcomes and thus that a focus on age as a key factor in introducing foreign languages is a red herring.We deal, then, with the critiques not in the order of their presentation but in the order of their importance.

Effects of Age of Arrival on Acquisition of Formulaic Expressions in the Second Language

“…The maturational account was challenged by evidence from numerous findings that demonstrated a gradual decline with age in L2 learning post-puberty, rather than an abrupt cut off age point, as was proposed by the critical period hypothesis (Bialystok, 1997;Marinova-Todd, Marshall, & Snow, 2000, 2001). Other factors, such as presence in the country of the second language, degree of L1 contact, type of teaching, motivation, cognitive abilities, and individual talent also have been shown to impact L2 acquisition post puberty (Birdsong, 1992;Hyltenstam & Abrahamsson, 2003;Ioup, Boustagui, El Tigi, & Moselle, 1994).…”

Age and the Acquisition of English as a Foreign Language

“…Considering both theoretical and behavioural evidence we have argued that 'instead of focusing on the limited success of older learners, it is more productive to examine the factors that lead to very high levels of proficiency in the L2 for learners of any age (Marinova-Todd et al, 2001). Recent research indicates that the earlier one is exposed to an L2, in an optimal environment rich in L2 input and interaction, the better the outcome (e.g.…”