The Critical Period Hypothesis: A coat of many colours

Singleton, David

doi:10.1515/iral.2005.43.4.269

Cited by 146 publications

(90 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In the literature, we find a multiplicity of candidate causal mechanismsbiological and experiential-and mediating factors-endogenous and exogenous-that underlie age effects in L2A. Singleton (2005) saw no less than 14 versions of the Critical Period Hypothesis as it applies to L2A (CPH/L2A). Birdsong (1999) cited six major variants of the CPH/L2A and pointed to numerous endogenous and exogenous factors that affect ultimate attainment in L2A.…”

Section: Discussionmentioning

confidence: 87%

“…2 These figures are expressed as absolute values because some experiments correlate AoA with numbers of errors or degree of foreign accent-thus resulting in positive correlation coefficients-whereas others correlate AoA with numbers of correct items or degree of nativelike accent-thus yielding negative correlations. 3 The hypothesis of a critical period for L2A has been formulated by different researchers in different ways and invoking a variety of explanatory mechanisms; see the final section of this article as well as Birdsong (1999), Herschensohn (in press), Singleton (2005), and Singleton and Ryan (2004) for overviews. 4 For their early-arriving subjects, DeKeyser (2000) and Patkowski (1990) found near-zero correlations of attainment and age.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Age and Second Language Acquisition and Processing: A Selective Overview

2006

View full text Add to dashboard Cite

This article provides a selective overview of theoretical issues and empirical findings relating to the question of age and second language acquisition (L2A). Both behavioral and brain-based data are discussed in the contexts of neurocognitive aging and cognitive neurofunction in the mature individual. Moving beyond the classical notion of "deficient" L2 processing and acquisition, we consider the complementary question of learner potential in postadolescent L2A.The outcome of second language acquisition (L2A) among adults is demonstrably different in many respects from the outcome of first language acquisition (L1A) among children. Departing from this basic observation, researchers attempt to understand the various sources of age-related effects in L2A.The present article is an overview of facts and theoretical issues concerning age and L2A. This contribution considers both behavioral data and brain-based processing data. The review includes findings and controversies in the areas of neurocognitive development and aging, and cognitive neurofunction in the mature brain.A comprehensive treatment of the facts and issues is not possible in the space available. It is hoped, nevertheless, that this selective offering provides useful scaffolding for other articles in

show abstract

Section: Discussionmentioning

confidence: 87%

Section: Discussionmentioning

confidence: 99%

Age and Second Language Acquisition and Processing: A Selective Overview

2006

View full text Add to dashboard Cite

show abstract

“…The conclusion that Penfield and Roberts made was that after ninth year or Critical Period, the human brain becomes progressively stiff and rigid for learning languages (Singleton, 2005). Contrastingly, Lenneberg (1967), suggested puberty was the offset point for the critical period and further explained: "the incidence of ijel.ccsenet.org…”

Section: Critical Period Hypothesis and Slamentioning

confidence: 99%

Effect of Age in Second Language Acquisition: A Critical Review from the Perspective of Critical Period Hypothesis and Ultimate Attainment

Rahman¹,

Pandian²,

Karim³

et al. 2017

IJEL

View full text Add to dashboard Cite

This article addresses the effect of age in Second Language Acquisition (SLA), posing the relative question that whether the Critical Period hypothesis (CPH) exists in Second Language (SL), and if existing, how it is associated duly with SLA. The justification of comparing the achievement of L1 and L2 learners on the basis of Ultimate Attainment (UA) in the establishment of Critical Period Hypothesis, is also discussed. In the methodology, secondary data analysis was used to answer of research questions. To achieve a reliable result from the wide range of secondary data primarily from journal articles, a systemic search has been adopted. In conclusion, compare and contrast was made with earlier studies to show the findings of the study and to scope future research.

show abstract

“…Such hypotheses are but two of the many formulations of the Critical Period Hypothesis for L2 acquisition. Singleton (2005) likens the Critical Period Hypothesis, with its many different definitions and end-points, to the "hydra, whose multiplicity of heads and capacity to produce new heads rendered it impossible to deal with" (Singleton 2005: 280). He suggests that, even if the various definitions and goal posts linked to different versions of the hypothesis were all reconciled and combined into one definition, the new unified version of the hypothesis would be too vague to be verifiable.…”

Section: Information Structure In Frenchmentioning

confidence: 99%