The origin of the critical period hypothesis and it’s characteristics
The critical period hypothesis is a theory in the field of linguistics that suggests there is a biologically determined window of time during which language acquisition is most effective. The hypothesis was first proposed by Eric Lenneberg in the 1960s, based on his research on language acquisition in children.
According to the critical period hypothesis, there is a specific time frame, typically ending around puberty, during which the human brain is most receptive to language learning. After this critical period, it becomes increasingly difficult for an individual to acquire full proficiency in a second language.
Key characteristics of the critical period hypothesis include:
1. The existence of a time frame: The hypothesis suggests that there is a specific period of time during which language acquisition is most effective. This time frame is believed to end around puberty.
2. Biological factors: The critical period hypothesis is based on the idea that there are biological mechanisms in the brain that govern language learning. These mechanisms are thought to become less flexible and more rigid as a person ages.
3. Difficulty in reaching native-like proficiency: According to the hypothesis, individuals who learn a second language after the critical period may have difficulty achieving the same level of proficiency as those who acquire it during the critical period.
4. Individual differences: While the critical period hypothesis suggests a general time frame for language acquisition, it also acknowledges that there can be individual variation in the age at which this period ends.
Overall, the critical period hypothesis has been influential in shaping our understanding of language acquisition and has implications for language education and policy. However, there is ongoing debate and research about the exact nature and extent of the critical period and its implications for language learning.