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CRITICAL PERIOD HYPOTHESIS, Researchers expressed the view that after a…

- - - - CPH refers to a particular time of human life that allows people to acquire a language in natural environment faster and easier without any outside intervention and formal instruction.
      - After ninth year or Critical Period, the human brain
        becomes progressively stiff and rigid for learning languages (Singleton, 2005).
      - The ability to attain native-like proficiency in L2.
        
        Native language and L1 Cultural identity (linguistic-cultural) is closely related.
        
        Native language is highly culture bound
        
        Numerous studies failed to correlate between age of acquisition and ultimate attainment positively.
        
        Muñoz & David Singleton (2011), who proved that late beginners also possess L2 proficiency.
        
        Late acquisition can be caused by different reasons,
        often psychological, but it also can have external reasons like being neglected in the first five years led to complexities that hinder learning and language development.
        
        “ultimate attainment is a monolingual standard rather than an L2 standard”
        
        L2 users should be evaluated in their own rights and
        standards, rather than an unequal comparison with native speakers.
      - A critical period, last about age two to puberty.
      - The propositions of effect of age
        and the capacity of second language acquisition by humans in relation to the critical period hypothesis concluded that:
        
        The younger, the better
        
        The older, the better
        
        The position of qualitative changes along the learning process.
        
        The younger, the better in the long run.
        
        The younger, the better in some respect.
- - - - There is something special about the maturational state of the child's brain which makes children adept at acquiring any language, first or second. Language learning abilities decline with maturation, regardless of early linguistic experience: acquiring a first language in life will not guarantee the ability to acquire a second language later in life.
      - Young learner has superior capacity for acquiring second languages, and therefore for adult learners, language is to be taught and learned through a conscious and laboured effort.
    - - Adult advantage in both phonology and syntax. Adults thus seem to begin moving towards L2 proficiency more quickly. However, this advantage appears to be short-lived
      - Children's superiority over adults is due to factors other that maturation, which happen to be correlated with age (motivation, self-conciousness)
  - - - Age of acquisition and ultimate performance
        
        Results show a strong relationship between age of arrival in the US and performance. The results clearly support the notion that children have an advantage over adults in acquiring a L2.
      - The effects of age of acquisition before vs after puberty
        
        The age effect is present during a time of ongoing biological and cognitive maturation and absent after maturation is complete (puberty). Thus it appears as if language-learning ability slowly declines as the human matures and plateaus at a low level after puberty. the level of this plateau differs between individuals
    - - It is doubtful that the age effects are h result of differences in the amount of English exposure between younger and older arrivals
    - - Although there was an effect of age acquisition on every rule type we examined, some rules of English grammar were more profoundly affected by age of acquisition than others
    - - The nature of the first language cannot fully explain the difficulties of the second language learner. In other language groups, the strong effects of age of acquisition may be accompanied by effects of input, first language typology, or other variables that do not appear in our data of Chinese and Korean learners.
- - - - adults can no longer rely on the innate mechanisms for implicit language acquisition
      - adult must rely on alternative, problem solving mechanism for implicit language acquisition
      - children learn their native dialect completely regardless their level of verbal ability because they rely on language specific mechanism of implicit learning
      - if the implicit learning mechanisms used are no longer available, then the adults must bring alternative, verbal-analytical problem solving skills to the process of language acquisition
  - - - pronunciation
      - grammar learning
  - - - obtained global syntactic proficiency ratings for 67 nonnative speakers of English.
      - The “pre-puberty” group showed a strong ceiling effect, whereas the ratings for the “post-puberty” group were normally distributed
      - The results for a grammaticality judgment test administered to the subjects were essentially the same as for the syntax ratings.
    - - analyzed written retelling and transcriptions of oral retelling of stories by 24 speakers of L2 Swedish whose native language was either Spanish or Finnish, as well as the corresponding data from 12 native speakers
      - no overlap in the distribution of number of errors between the native speakers and those who acquired the L2 after age 7;
      - the distribution for those who acquired the L2 before age 6 overlapped with the distributions for both the native speakers and the late acquirers.
    - - administered a grammaticality judgment test with orally presented sentences, covering a wide variety of basic morphosyntactic structures of English
      - Adults showed a wide variety in proficiency but no clear age effect within their group.
      - Individual elements of grammar varied widely in their correlation with age, even though this correlation was significant for all 12 rule types examined