Implications of the "Critical Period Hypothesis" in Second Language Acquisition for English Teaching
DOI:
https://doi.org/10.54097/ijeh.v9i2.9515Keywords:
Second language acquisition, English language teaching, The Critical Period Hypothesis.Abstract
Second language acquisition(SLA) is one of the branches of linguistics, and research on SLA and English language teaching in China has been fruitful since its inception in the early 1980s. In this paper, I aim to examine the advantages and disadvantages of the Critical Period Hypothesis from the perspective of English education, to take the best of it and remove the worst of it, and to apply its useful insights to English teaching, so as to better guide learners in their language acquisition.
Downloads
References
ZHAO Yanfang, Introduction to cognitive Linguistics, 2001.
LIU Yang, The pros and cons of the "the critical period hypothesis" in second language acquisition, 2019.
DONG Hua, The role of age in foreign language learning from the perspective of "the critical period hypothesis", 2018.
YANG Hongjuan, A review of the critical period of second language acquisition, 2011.
MEL Paenice & Wang Zhichao, Modern "gamin" -- A precious example of exploring human development -- Introduction to Genie's case study, 1983.
WU Junran, Several Enlightenments from the Critical period Theory to foreign language teaching, 2013.
ZHU Lili, The implications of the critical period Theory of second Language Acquisition on English teaching, 2013.
LI Qiaomeng, The Key Period Hypothesis of Second Language Acquisition and Its Impact on Foreign Language Teaching in China, 2019.
Downloads
Published
Issue
Section
How to Cite
