The Critical Period Hypothesis


Genie Found: 13/1970 Severe social isolation Thought to be mentally retarded Punished for speech 20 words, colours,”stoppit”, „nomore” Research and socialisation



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Hypothesis by Mister A

Genie

  • Found: 13/1970
  • Severe social isolation
  • Thought to be mentally retarded
  • Punished for speech
  • 20 words, colours,”stoppit”, „nomore”

Research and socialisation

  • Taken into care
  • The first year: HOPE
  • plural and singular nouns,
  • positive and negative sentences
  • 2/3-word sentences.
  • Chomsky- no 'movement‘( reorganise the underlying declarative sentence)
  • Confused her pronouns, 'you' and 'me' interchangeable
  • 'Hello‘, 'Thank you‘
  • 'Stopit‘, 'Nomore' addressed to herself

Achievements

  • Sign language
  • Making sense of chaos
  • Spatial intelligence
  • Social relations
  • No apparent
  • mental retardation

Support for CPH?

  • Severe neglect and emotional trauma
  • Possibility of mental retardation
  • Right-hemisphere dominance
  • Language not lateralised to left-hemisphere: cause or result?

Conclusion

  • Is there a CPH in FLA?

Weak version

  • Neurological
  • Psychomotor
  • Cognitive
  • Affective
  • Linguistic
  • Contextual

Neurological considerations

  • Lateralisation
  • Time
  • - Lenneberg: 2-puberty
  • - Krashen: 5
  • - Walsh & Diller:
  • different timetables for different
  • functions

Alternative considerations and counterevidence

  • Left/Right cooperation in SLA
  • Obler (1981): strategies of acquisition, guessing meaning, formulaic utterances

Psychomotor considerations

  • Problems in accent studies
  • - native judgement
  • - testing isolated utterances,
  • controlled language
  • Key issue: accent
  • - depends on muscular plasticity, subject to CP
  • - the Henry Kissinger effect
  • - significance? ELF

Cognitive considerations

  • Piaget, 1972
  • - sharp change from concrete to formal operation at puberty

A watched pot never boils?

  • Equilibrium
  • Superior cognitive capacity in adults (Ausubel, 1964)
  • - a watched pot never boils?
  • Rote and meaningful learning

Rosansky, 1975: „Problem-centred learning” of children

Affective considerations

  • Attitudes, beliefs, stereotypes,
  • Inhibition
  • egocentrism – decentration – defending ego
  • Motivation
  • - internal
  • - external
  • - integrative
  • - instrumental
  • Identity (Guiora)
  • - face threat
  • - second identity
  • - language ego
  • - permeability of
  • language ego

Linguistic considerations

  • Bilingualism
  • - coordinate vs. compound

Strategies and processes in child L1 and L2 acquisition similar

  • similar mistakes in acquisition
  • acquisition order (Dulay and Burt, 1974)
  • transfer is rare, creative language acquisition
  • adults rely more on system of L1

Context

  • Learning vs. acquisition
  • Input (motherese vs. foreigner talk)
  • Peer pressure and group dynamics

Benefits for young learners in instructed FLL

  • - Accent (esp. with native speaker)
  • - Acquisition (if rooted in activity and ample
  • time and + atmosphere available)
  • - Low inhibition, communicating in L2:
  • natural
  • - Natural curiosity
  • - Little L1 influence
  • - No preconceptions about language and culture

Drawbacks

    • No (recognition of) communicative need
    • No reliance on reading/writing
    • No formal operation
    • Difficult to reproduce a rich „here and now
    • context in classroom
    • Emergence of speech is to be tolerated
    • Difficult to demonstrate a sense of progress
    • Highly context and person dependent

Benefits for adults in instructed FLL

  • Formal operation: grammar, vocabulary
  • Learn through explanation (no exposure)
  • L1
  • Previous learning strategies
  • Controlled motivation, goal orientation
  • Not strongly context dependent
  • Experience, beliefs might create + attitude
  • Faster development, better use of instructional time

Thanks for Attention


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