The-Critical-Period-Hypothesis-and-English-Languag

1TheCriticalPeriodHypothesisandEnglishLanguageLearninginChina[Abstract]:Thispaperreviewedtheresearchofcriticalperiodhypothesisinsecondlanguage(L2)acquisition.,providedwithbothpositiveandnegativeevidence,andsuggestedathirdpossibility:theremaybemultiplecriticalperiodsinL2acquisition,andageisnottherootcauseofthefailureofforeignlanguage.[Keywords]:TheCriticalPeriodHypothesis;foreignlanguageeducation;L2acquisition;theoryandpractice.1.Introduction2Generally,wethinkthatageisanimportantlanguagetolearnphysiologicalfactors.Fromtheperspectiveoflanguageacquisition,childrenoveracertainage.isdifficulttosuccessfullylearnalanguage,thisis.Lennebergcriticalperiodhypothesis(CriticalPeriodHypothesis,referredtoas（CPH).Theninsecondlanguageacquisition,ageisalsoplaysakeyrole?AccordingtoChina'sactualsituation,whatisthebestagetolearnaforeignlanguage.?.TheCriticalPeriodHypothesis(CPH)insecondlanguageacquisition(SLA)isanimportantyetcontroversialissueinthestudyofSLAoverthepast50years..WilderPenfieldandLamarRobertsraisedin1959thebestageoflanguageacquisitionshouldbebeforetheageof10.Penfield'swhiteboardtheorythattheperceptionofchildrenstartedtospeak,andbeforetheage,everythingisablankstate.Manythingswrittenonthewhiteboard,andneverwipeinthe10yearsofageor12yearsold.Aftertheoverallfunctionofthelanguagecentershavebeenidentifiedandfixed,sothelanguagecentercannotbemovedtothesideofthecerebralcortex,becausethissideiscompletelyknownperceptionoftheoccupation..Lenneberg(1967)foundthatrighthemispheredamagearisingfromlanguagedifficulties,childrenmorethanadults..Therefore,Lennebergproposedcriticalperiodhypothesis(theCriticalPeriodHypothesis),thattheleftbrainandrightbrainfunctionofpeople'sspecializedrole(orthesideofthebrain)beganinchildhood,completedinadolescence.Theadolescentwhohasbeenunabletoautomaticlyacquireaparticularnewlanguage.Hepointedout:Withtheonsetofpubertyandtheleftandrightbrainfunctionintothebrainmechanismsoflanguageacquisition(LennebergAcquisitionDevice,referredtoastheLAD),whichgraduallylostthesubconscioustocreateanewlanguagesystemfunction.Allchildrenhavethelanguagerightandleftbrainfunction.Withtheincreasingofage,theleftbraintakeupthelanguagemoreandmoretasksuntilpuberty,afterpuberty,asymmetriesintheadultbrainoccur,sothebestageoflanguageacquisitionshouldbebefore.12yearsold.However,Lennebergdoesnotprovethebasisofthedevelopmentbeforetheacquisitionoflanguage..Infact,Lennebergonlyfocusedontheassumptionthat3languageacquisitioninchildreniseasy,thekeyassumptionthatiswhetherthelefthemispherecontrolthelanguagefeaturesfromallside..Hedidnotfindevidence,therefore,thistheorycannotfullyexplaintheageofsecondlanguageacquisition.2.TheunderstandingofcriticalperiodandliteraturereviewCriticalperiodhypothesisistoexplainthevarioustheories.Criticalperiodhypothesisisbasedonthemodulartheoryofthebrain,whichistherelativeindependenceofvariouspresences..Theoristsmadeadifferentinterpretationonitsexistenceandroleinlanguageacquisition.2.1Neurolinguisticsandneurosciencebelievethatbeforecompletionofbrainlateralization,thetwocerebralhemispheresisthebalanceofpower.Thereexisttwolanguageareas,oneeachinleftandrighthemisphere,lefthemisphereforthestorageofmothertongue,andtherighthemisphereforreceivingasecondlanguage,butasthebrainfunctionofspecializedorganizationstocomplete,rightbrainfunctionisrelativelyweakinthedisappearanceofthelanguagearea(James1996;FromkinandRodman1983).2.2StrongtheoryofUniversalGrammarbelievethat.theendofthecriticalperiodmeansthelossoftheuniversalgrammar..Peoplewhoholdthisviewlearntousetheprinciplesofuniversalgrammarandtheassociatedlosstoexplainthedifferencebetweentheearlystarttolearnthefirstlanguageacquisitionandlatetostartthesecondlanguagelearning.2.3Maturetheoryinsiststhatchildren,unlikeadults,haveaninnateabilityforlearninglanguagewithgreatfacilityandminimaleffort.Thisideathatearlyageisamajorfactorinnative-proficientsecondlanguageacquisitionisawidelyheldandpopularbelief.Suchviewshavebeensupportedbymanytheoriesthatwerefirstproposedinthemiddleofthe20thcentury.2.4.Evolutionarytheorysuggeststhat.afterchildrenacquiringlanguage,theacquisitioncapacitydisappearsnaturally.Earlyinlifetolearnalanguageisforobtainingthebenefitofcommunicatinginalongperiodoftime.Thus,althoughtheadultshavebeenusinglanguage,languagelearningmechanisminearlychildhood4has.accomplisheditsmission.Thesefourtheoriesaredirectlyontheinterpretationofthecriticalperiodhypothesis.3.DiscussionSincethistheorywasproposedbyLenneberg(1967)30yearsago,aboutthecriticalperiodofsecondlanguageacquisition,therearethingsonempiricalstudies,theoreticalarticles,bookreviews,monographs,andlargenumbers,butsinceKrashenandotherspublishedanarticlein1979after20years..Despitethecriticalperiodcannotbeconcluded,secondlanguageresearchcommunityexistsaconsensus:adultindeedhastheadvantage.oflanguagelearning,thelexical,syntaxthanthechildren,butdifficulttolikechildren.completesimilarlanguagelevels.3.1.Theviewsofopposedtothecriticalperiodhypothesis.3.1.1Krashenisthecriticalperiodhypothesisstronglyopposedthewell-knownscholars.Hebelievest