Teaching English first additional language (TMN3701)
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University Of South Africa (Unisa)
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Teaching English as a first additional language
TMN3701 Assignment 2 (DETAILED ANSWERS) 2024 - DISTINCTION GUARANTEED Answers, guidelines, workings and references .................... QUESTION 1
1.1. Discuss the critical period hypothesis and indicate whether it has any relevance to language acquisition and language learning. Substantiate your ...
Teaching English first additional language (TMN3701)
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TMN3701
Assignment 2 2024
Unique #:781160
Due Date: 9 May 2024
Detailed solutions, explanations, workings
and references.
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, QUESTION 1
1.1. (2 ANSWERS PROVIDED)
The critical period hypothesis (CPH) proposes that there is a specific window of
time during which humans are biologically programmed to acquire certain skills,
including language. The hypothesis suggests that this critical period for language
acquisition occurs from birth to approximately ten years of age when the brain is
most plastic. Proponents of this theory argue that this is why young children are
able to acquire a second language more easily and with native-like pronunciation,
whereas adults struggle to achieve the same level of proficiency.
However, the CPH has been subject to criticism and is not universally accepted.
Critics argue that the difficulties adults face in acquiring a second language are not
solely due to a missed critical period, but rather a result of various internal and
external factors. These factors include differences in the learning environment,
motivation, and social pressure. Children, for example, have more time to devote
to language learning and are not under pressure to speak fluently from the
beginning, while adults feel the need to express complex ideas and may be
embarrassed by their mistakes.
Furthermore, research has shown that older learners can be successful in acquiring
a second language under similar circumstances. Adults make use of metalinguistic
knowledge, memory strategies, problem-solving skills, and general knowledge,
which can aid in language acquisition. Additionally, adults are often more motivated
to learn a second language and can apply language rules more effectively.
While the critical period hypothesis has been influential in theories of second
language acquisition, it is important to consider the various factors that contribute
to language learning. There is evidence to suggest that older learners can be
successful in acquiring a second language, and their success may be influenced
by motivation, learning strategies, and exposure to the language. Therefore, the
relevance of the critical period hypothesis to language acquisition and language
learning remains a contentious issue with no clear consensus.
OR
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, The critical period hypothesis (CPH) is a theory that suggests that there is a specific
period in an individual's life during which they are most receptive to acquiring
certain skills, including language. The CPH proposes that once this critical period
has passed, it becomes much more difficult, if not impossible, for an individual to
acquire those skills. In the context of language acquisition, the critical period is
believed to be from birth to around ten years of age.
The relevance of the critical period hypothesis to language acquisition and learning
is a topic of ongoing debate within the field of second language acquisition.
Proponents of the CPH argue that there is evidence to support the idea that young
children are able to acquire a second language more naturally and effortlessly than
adults, and that this is due to the plasticity of the young brain during the critical
period. They point to studies that show young children who are exposed to a
second language from an early age often develop native-like pronunciation and
fluency. Additionally, they argue that the inability of adults to achieve the same level
of proficiency in a second language can be attributed to the closure of the critical
period.
On the other hand, critics of the CPH argue that the difficulties adults face in
acquiring a second language are not solely due to the closure of the critical period.
They point to the numerous internal and external factors that influence the
language learning process, such as motivation, language learning environment,
access to quality instruction, and individual learning strategies. For example, adults
may have more developed metalinguistic knowledge, problem-solving skills, and
general knowledge, which can be advantageous in language learning. Additionally,
adults may have higher levels of motivation and determination to learn a second
language, which can offset any perceived limitations due to age
Furthermore, there is evidence to suggest that older learners can be successful in
acquiring a second language under certain circumstances. For example, if older
learners are exposed to a second language in immersive environments or have
access to high-quality instruction, they can achieve high levels of proficiency. This
challenges the idea that the critical period is a hard and fast rule for language
acquisition.
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