The Role of Theory in SLA Empirical Research on the Critical Period Hypothesis

Autor/in	Yi, Paige
Titel	The Role of Theory in SLA Empirical Research on the Critical Period Hypothesis
Quelle	In: Studies in Applied Linguistics & TESOL, 21 (2021) 1, S.53-59 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2576-2907
Schlagwörter	Role; Linguistic Theory; Age Differences; Second Language Learning; Second Language Instruction; Phonology; Learning Motivation; Pronunciation; Developmental Stages; Phonetics; Case Studies; Adult Learning; Language Research; Grammar; Language Universals; Native Language; Children + Suchen Sie Ihr Suchwort? Rollen; Linguistische Theorie; Age; Difference; Age difference; Altersunterschied; Zweitsprachenerwerb; Fremdsprachenunterricht; Fonologie; Motivation for studies; Lernmotivation; Aussprache; Phonetik; Fonetik; Case study; Fallstudie; Case Study; Adulte education; Adult training; Erwachsenenbildung; Sprachforschung; Grammatik; Child; Kind; Kinder
Abstract	This paper sets out to peruse the role of various theories or more precisely, hypotheses invoked in second language acquisition (SLA) research by surveying three empirical studies pertaining to the critical period hypothesis in the SLA of phonetics and phonology. In particular, the three studies reviewed are titled in chronological order as (1) "A critical period for learning to pronounce foreign languages?" (Flege, 1987); (2) "Reexamining the critical period hypothesis: A case study of successful adult SLA in a naturalistic environment" (Ioup et al., 1994); and (3) "Ultimate attainment in L2 Phonology: The Critical Factors of Age, Motivation, and Instruction" (Moyer, 1999). (ERIC).
Anmerkungen	Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. e-mail: tcsalt@tc.columbia.edu; Web site: https://tesolal.columbia.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01