Development of Second Language Acquisition

This article discusses the development of second language acquisition and the challenges faced in attaining a second language after the critical period. It explores the critical period hypothesis, theories of second language acquisition, and the impact of age on language learning. The study also reviews the literature on age-related research and ultimate attainment in second language acquisition.

Running head: DEVELOPMENT OF SECOND LANGUAGE ACQUISITION
Development of Second Language Acquisition
Name of the Student
Name of the University
Author Note

1DEVELOPMENT OF SECOND LANGUAGE ACQUISITION
Topic: WHY IT IS DIFFICULT TO ATTAIN SECOND LANGUAGE AFTER CRITICAL
PERIOD
Introduction
According to the critical period hypotheses which constitute one of the prominent aspects
of linguistic hypotheses, it can be said that language development happens through the
systematic process of development of the vocal organ development of the brain and nervous
system. It is also argued that the process of second language development is associated with one
particular age, known as the “best age” (Diaz, 2017). According to the critical period hypotheses,
languages development happens best at this age and it is the brain development at this juvenile
age due to the factor of brain plasticity. This has also been argued that the learning process of
new languages requires the functioning of the whole brain and it is more receptive at the tender
age when the brain is in position of development and growth. Moreover, it has been pointed out
that the process of second language development completes before the period of puberty.
According to the perspective proposed by Chomsky, it is the development and knowledge of
grammar that the innate is born with is what decides the learning ability of the second language.
For the human being learning language is the basic instinct of human being (Lardiere et al.
2017). According to the theory of second language acquisition, there are two systems of
learning; one is acquired system of learning while the other is the learned system (Flores et al.
2015). According to this theory, it is to be mentioned that there is a correlation between the
learning of the first language is always an acquired process whole for the second language it is
learned. This is important to consider the fact that learning is less important than the acquisition
process sense learning of the second languages is not considered to be important like the learning

2DEVELOPMENT OF SECOND LANGUAGE ACQUISITION
of the negative languages. This is the reason while the L2 do not acquire there same nativity
and fluency for the people. In accordance to the theory of Jean Piaget’s theory of cognitive
development, it is important to understand the fact that learning and any other development is
associated with the process of biological maturation of the child which is important for the child
to develop at the tender age. According to this theory, it is crucial to note that the process of
early development happens through the process of equilibrium, assimilation and accommodation.
However in case of the “ schemas” it is the building block of knowledge happens best at the
early age. hence it can be argued form the above discussion that the ;earning ability of the child
is to be developed at the tender age and in case of L2 , it cannot take place of the native
languages since in most of the cases, it is learned after the age of puberty(Lardiere et al.,2017).
Hence it this paper tries to analyses the issue of second language learning for the children after
the age of 190 and their level of efficiency development. what is important here is the fact that
there are number if debates that has discussed the factor that development of languages is
something that occurs at the tender age due to the biological and neural development, hence it is
important to consider the fact that development will is not only d dependent on the neural and
biological factors, it is equally dependent on other multiple aspects.
Reference
Critical period hypotheses
Diaz, C. (2016). The critical period hypothesis.
Hartshorne, J. K., Tenenbaum, J. B., & Pinker, S. (2018). A critical period for second language
acquisition: Evidence from 2/3 million English speakers. Cognition, 177, 263-277.

3DEVELOPMENT OF SECOND LANGUAGE ACQUISITION
Mehrpour, S., & Forutan, A. (2015). Theories of first language acquisition. Journal of Language,
Linguistics and Literature, 1(2), 30-40.
Second language acquisition
Lardiere, D. (2017). Ultimate attainment in second language acquisition: A case study.
Routledge.
Flores, J. F. F. (2015). Using gamification to enhance second language learning. Digital
Education Review, (27), 32-54.
Ma, X., Gong, Y., Gao, X., & Xiang, Y. (2017). The teaching of Chinese as a second or foreign
language: a systematic review of the literature 2005–2015. Journal of Multilingual and
Multicultural Development, 38(9), 815-830.
Muñoz, C., & Singleton, D. (2011). A critical review of age-related research on L2 ultimate
attainment. Language teaching, 44(1), 1-35.
Nippold, M. A. (2016). Later language development: School-age children, adolescents, and
young adults. PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897.
Phonetic learning and second language
Ren, J. (2017). Reflecting on the Primary Phonetic Learning Based on the Critical Period
Hypothesis in Language Acquisition. Theory and Practice in Language Studies, 7(10),
900-906.
Roberts, L., González Alonso, J., Pliatsikas, C., & Rothman, J. (2018). Evidence from
neurolinguistic methodologies: Can it actually inform linguistic/language acquisition

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theories and translate to evidence-based applications?. Second Language Research, 34(1),
125-143.
Saxton, M. (2017). Child language: Acquisition and development. Sage.
Schmid, M. S., & Köpke, B. (2017). The relevance of first language attrition to theories of
bilingual development. Linguistic Approaches to Bilingualism, 7(6), 637-667.
Vanhove, J. (2013). The critical period hypothesis in second language acquisition: A statistical
critique and a reanalysis. PloS one, 8(7), e69172.
Nippold, M. A. (2016). Later language development: School-age children, adolescents, and
young adults. PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897.
Cook, V. (2016). Second language learning and language teaching. Routledge.
Wen, Z., Mota, M. B., & McNeill, A. (Eds.). (2015). Working memory in second language
acquisition and processing (Vol. 87). Multilingual Matters.
Dornyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.
Summaries
Hartshorne, J. K., Tenenbaum, J. B., & Pinker, S. (2018). A critical period for second
language acquisition: Evidence from 2/3 million English speakers. Cognition, 177, 263-277.
The author initiates the discussion form the standpoint that learning abilities of the
children in terms of grammar and languages declines with the passing of time due to two
factors, the empirical reasons and the conceptual reasons. This has been argued that people learn
the second language before the age of 10 are not easily recognizable in relation to the native

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speakers due to the factors of plasticity of the young brains. It is interesting to note that the
author mentions the fact that neural maturation of the brain in learning and development of the
abilities in language is something that is completed within the period of 10. However what is
interesting here to note is that the ability to learning the second language after the passing of the
“ critical period” is not an well understood area of study. The author has analyses the need of t
understanding the following questions in his body of research: how is the learning ability
changes with the passage of time and age and what are the chances of learning the second
languages if it is started at the later age. These question are focused on the issue of learning
difficulty of the second languages after the age of 10. The research methodology chosen for this
study is qualitative since I is based on the collection of primary data from the chosen sample
size. The data derived from the chosen population on the basis of their grammar quiz and ability
to answer in their second languages. This was further substantiated by the process of
questionnaire method of data collection in order to avoid the problem of restrictive sample size.
The results of the study conducted clearly mentions the factors that there are significant
changes in brain and multidimensional perspectives. It has been argued that the development of
prefrontal cortex is one of the aspects of this change along with the changes in multiple to her
factors. This study discusses the issue of number of biologically driven changes among
children which is responsible for the purpose of development of abilities for the children. In
addition to this the author has also explained the factors that neural maturation of the brain may
not have the necessary link to the acquisition of second language since out of all other
development , learning ability of language has chances of being associated with the
behavioural aspects of the child which is likely to be declined with the passage of time form
adolescent to adulthood. This process is associated with the process of additional complexities

6DEVELOPMENT OF SECOND LANGUAGE ACQUISITION
that are driving the change in learning abilities of children. What is important to note is here is
that this study failed to mentions and consider the aspects of the other factors that are impacting
the learning abilities of the children other than the neural maturation of the child. Hence it can be
argued that there is a need to understand the issue of the other multiple aspects that are restrictive
of the child’s learning ability of other second languages.
Vanhove, J. (2013). The critical period hypothesis in second language acquisition: A
statistical critique and a reanalysis. PloS one, 8(7), e69172.
According to the author, the age of acquisition of new language with that of the ultimate
attainment is not linear. This study is based on the finding the indistinctiveness of the critical
period hypotheses literature which clearly sets out the idea that learning ability of the second
languages is clearly associated with the age . This study also mentions the fact that there is a
need to develop an understanding of the issues of importance of adequate stimuli after the
critical period in order to make the child learn a second language. The author has based this
study on the context that hw statistical tools used to derive these hypotheses required to be
tested since it is important to question the impact of the other factor that might contribute to the
relation of second language development and age. The research question posed by the author
discusses the issue of case study approach between the two categories of data of North America
and Israel. It is based on the statistical comparison of the two sets of data in order to derive the
expected results. I has been discussed at the end of the data comparisons of AOA and GJT data
that there is a need to find out the gap in the existing statistical tool. The result clearly specifies
the fact that the statistical tools for the purpose of forming the critical period hypotheses. The
author argued that the critical period hypotheses is one of the hotly debated topic of discussion
in the academic discourse due to the fact that it is one model of CPH has been vindicated over

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time which has been questioned on the ground of the lack of support by the empirical data and
findings. This has also been argued by the author that the relationship between the age of
acquisition and the ultimate attainment is uniquely linear and the statistical tools used for the
purpose of reaching to this data is not supported by the empirical data. Hence it is important to
consider the fact that the CPH model providing explanation for the second language acquisition
of the child I one of the debated aspects and it requires further analysis of the issue. What is
novel about this study is the fact that there is a need to look into the root of the source by
referring it to the models and theories of CPH which has so long explained the relation between
the two factors, however what is important for this study is understand the data set form by
choosing other methods of research since cases study method is limited in scope for proved the
required data. However it is important to understand the fact that there is a need to understand
the statistical tools by which the required data and information have been derived in order to
understand the hypotheses and their conclusions.
Muñoz, C., & Singleton, D. (2011). A critical review of age-related research on L2 ultimate
attainment. Language teaching, 44(1), 1-35.
The aim of this article has been to highlight the issue of age related aspects of attainment effects
of second languages in terms of explaining it in the context of the Critical period model. This
study is based in the context of the other factors that are responsible for the purpose of L2
development. According to the study it is to be argued that there are certain issues like the
narrowness of the previous research and the maturation constraints in development of L2. The
author has highlighted the following research questions in the body of research, namely, the use
of L2 for the native speaker and their impact, the relative maturation on constraints that are likely
to impact the process of language development and the relative narrowness of the previous

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research in this area. The research methodology adopted for this study is mixed methodology
since the study is largely based on the comparison of the data sets. This research has been
conducted by taking the primary and secondary data collection where the dependence in primary
data is based on the interview data collected along with the self assessment of the data. it is
also important to note that there is a need to develop the understanding ion the issue of the gap
in the existing literature and the new issues emerging. The author discusses here the factors that
have contributed to the development of link between the ultimate L2 attainment with that of
critical period hypotheses. However the author argued in favor of dissociation of the two factors
in order to open the way for richer analysis. This has been also argued by the author that there
is a need to develop further theoretical insight on the issue in order to find some more empirical
data that can support the understanding of critical period hypotheses and explain the relation
between the two. The author is highly critical of the critical period hypotheses in terms of their
questionable ground supported by lack of empirical data that o is presented before us for
consideration. However what is interesting here is to note that the author mentions weakness of
the study and acknowledges the need of further researches in this filed. One of the issues with
this study is their centrality of the research questions that are focused on the issue of critical
period hypotheses. It is also to be mentioned the research lacks the understanding of other factors
influencing such behaviors. Hence it is important to conduct further research on the issue.
Ren, J. (2017). Reflecting on the Primary Phonetic Learning Based on the Critical Period
Hypothesis in Language Acquisition. Theory and Practice in Language Studies, 7(10), 900-
906.
The aim of this article has been top understand the factors responsible for limiting the study of
phonetic english learning after the critical period. The author bases the study is the context of

9DEVELOPMENT OF SECOND LANGUAGE ACQUISITION
english learning for the students and their nuances of the same, it has been observed by the
author that there are certain limitations of the L2 learning for the people, however it is not
undeniable that there are multi sensory learning process and phonetic learning imitation can
positively contribute to the learning process. It has also been highlighted by the author that the
development of certain infrastructure in terms of the learning ability of the children will
contribute towards effective learning of same. The research questions that have been raised by
the author deals with the aspects of phonetic learning of people within the context of China as it
has been huighlighted in th body of research that there is a lack of understanding of the english
spoken by Europeans since it is their phonetic learning at the critical period that will be
impacting their understanding of the english languages. The author raises questions like the
ability of the children to learn phonetic learned for the children in comparison to the adults, It has
been questioned by the author what impact does the phonetic learning make in the critical period
for the children for acquisition of second language. This study primarily focuses on the issue of
learning ability of the children at the tender age due to the plasticity of the brain and the process
of neutral development, it is also argued that the process of flexibility of the communication
organ along with the process of strong ability of imitation. This process along with the other
primary development contributes to the development of higher phonetic learning among the
children. The author has undertaken the process of quantitative research methodology for
collecting the required data. This research is based on the questionnaire method where the
sample size chosen for the analysis is one of the primary schools. In case of data collection. The
author has substantiated the primary research with the secondary data collection form the books
and peer-reviewed journals. This research explains the results that there is a correlation between
the phonetic learning and that of the growth of linguistic development of the child. It has been

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argued by the author that phonetic learning is not paid enough attention in school at the critical
phase which is one of the reasons for the lack of development of proper learning among the
children. The author concludes the stud by referring to the point that there are certain issues with
the phonetic learning method at the critical period which reflects the poor knowledge
development among people. This study has also concluded that there is need to develop a
improving the professional quality of learning of the teachers that can contribute to the
development of L2 among the students after their critical period.
Conclusion
This paper analyzed the issue of second language development and its extent of fluency
reached in comparison to the development of native languages. This paper made a detailed
analysis of the issue form the perspective of three different dimensions. Form the first
discussion, it can be argued that the author have focused on the issue of other aspects of
languages development than the centrality of biological factors. He is of the opinion that
biological factors are indeed one of the factors for the development of linguistic and cognitive
ability of the child, however it is not to deny the fact that there are other social factors that also
contribute to the development of this faculty. However in case of the second article, it can be
argued that the importance of looking into the factors of critical period hypotheses and its
nuance sin order to understand the correlation of L2 development with that of the critical period
since it has been observed that the statistical tools used for deriving this data is not sufficient for
understanding the link between three two. The last two articles have discussed the gap in the
existing literature inn terms of explaining the relation between the two factors and it is not
possible to depend solely on this derived data due to the fact that there are certain other aspects

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of phonetic learning of the teachers and parents which also contributes to the development of
learning ability of the children. This is to be argued form the above discussion that the issue of
second language development is one of the key aspects of the academic discourses and there is a
need to develop further research in this regard. It has also been argued that the issue of critical
period hypotheses is not adequately tested by the empirical data and statistical tools which is one
of the reasons for the need to question it further and present on the issue.