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The Critical Period Hypothesis in Language Learning: Insights and Analysis

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marcus
26 diapositives · 403 Views · Jul 31, 2014

This document explores the Critical Period Hypothesis (CPH) in second language acquisition, emphasizing its implications for learning proficiency based on age of arrival. It includes an analysis of significant studies, such as Johnson and Newport's research, and discusses factors influencing language proficiency among immigrants. Key figures illustrate trends in self-reported English proficiency among various groups, examining the impact of timing and educational attainment. Understanding these dynamics helps shed light on optimal periods for effective language learning.

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  1. Species Constraints Unconstrained Learning Domain Constraints Timing Constraints

  2. Species Constraints Unconstrained Learning Domain Constraints Timing Constraints

  3. Taste Aversion

  4. Konrad Lorenz

  5. Species Constraints Unconstrained Learning Domain Constraints Timing Constraints

  6. Categorical Speech Perception

  7. Noam Chomsky

  8. John is easy to please. John is eager to please.

  9. John is easy to please. John is eager to please. It is easy to please John. *It is eager to please John.

  10. (1) Who do you want to see? • (2) Who do you want to feed the dog? • (3) Who do you wanna see? • (4) *Who do you wanna feed the dog?

  11. (1) Who do you want to see? • (2) Who do you want to feed the dog? • (3) Who do you wanna see? • (4) *Who do you wanna feed the dog? • (5)You want to see who? • (6)You want who to feed the dog?

  12. (1) Who do you want to see? • (2) Who do you want to feed the dog? • (3) Who do you wanna see? • (4) *Who do you wanna feed the dog? • (5)You want to see who? • (6)You want who to feed the dog? • (7)Whoi do you want to see ti? • (8)Whoi do you want ti to feed the dog?

  13. Species Constraints Unconstrained Learning Domain Constraints Timing Constraints

  14. Figure 2. Some theoretical predictions of the critical period hypothesis showing disruption at predicted end of the critical period. (a) (b)

  15. Critical Period in Second Language Learning?

  16. Figure 1. Re-analysis of Johnson and Newport study showing discontinuity at age 20, and continued decline in adult subjects. Reported in Bialystok & Hakuta, 1994. r=-.87 r=-.49

  17. Figure 3. Self-reported English proficiency for U.S. immigrants as a function of age of arrival. Data from 1990 Census. Analysis reported in Bialystok & Hakuta, 1999. Chinese Spanish

  18. Figure 4. Comparison of performance on selected English grammatical structures in adult and child learners. Source: Bailey, Madden & Krashen, 1974, Language Learning.

  19. Figure 5. English proficiency development in immigrant students from a Northern California school district, separated by poverty level in schools. This is a cross-sectional sample, but all subjects included in this analysis were enrolled in this school district since Kindergarten.

  20. Figure 6. Self-reported English proficiency for native Chinese immigrants as a function of age of arrival, separated by educational attainment. Data from 1990 Census. Analysis reported in Bialystok & Hakuta, 1999. 5 4 English Proficiency 3 Some College 2 HS Graduate Some HS <8 yrs school <5 yrs school 1 0 20 40 60 80 Age of Immigration