A Reconsideration Of The Critical Period Hypothesis

Critical Period Hypothesis (CPH) has been one of the most debatable topics in the linguistics study since Lenneberg brought it forward in 1967. The thesis is intended to make a study of the focus issue of CPH, that is, whether there is age-related difference in second language learning.The thesis is composed of four chapters. Chapter One is to provide an introduction to some basic information about Critical period and CPH, and raised the focus issue of this thesis. Chapter Two will review the previous four schools of theories on this issue. The analysis of the four schools of theory is also given. Chapter Three will expand this issue in neurolinguistics, child-adult difference, age and correctness of pronunciation in second language learning, social environmental factor, and motivations in second language learning. Chapter Four is the conclusion of the research in CPH.The key viewpoint of the thesis is whether there is "the younger, the better" position or "the older, the better" position, because of lacking sufficient evidence to prove these ideas scientific. Child learners and adult learners have their own advantages and disadvantages in second language learning process. Even if the critical period and the optimal age for second language learning were dug out, the ages would be different in individuality. So future researches, especially in neurology, psychology, cognitive science should make further development to give a clear and more scientific explanation. Researches on the relationship between age and second language learning should do more work on the synthetic study with computer science, neurology, psychology, and cognitive science, and should not only depend on the experiments. The study on individuality should be given an emphasis from whichlinguists should try to find the universal rules to make their results acceptable to themost.