Maturational Constraints on Language Development

By W. Elliott. 2000

513 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/6786f1851a2b0dcf0677fa30c790781757eb87c9

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Citations in the corpus

Age Effects in Second Language Learning: Stepping Stones Toward Better Understanding (2013, background): “…like the ones that have been suggested in the literature over the decades, such as changes in hemisphere dominance (Lenneberg, 1967), myelin(iz)ation (Aslin & Schlaggar, 2006; Long, 1990, 2007; Pulvermüller & Schumann, 1994), or the development of the amygdala (Pulvermüller & Schumann, 1994).”
Bi-directional interference in the intonation of Dutch speakers of Greek (2004, background): “…been reported to have an influence on the occurrence and degree of interference, including age of learning (e.g., Flege, 1995; Flege et al., 1995; Long, 1990; Oyama, 1976), perceived relation between L1 and L2 systems (e.g., Flege, 1986, 1987, 1991, 1995), and amount of L1 and L2 use (Flege et…”
THE EFFECT OF EXPERIENCE ON ADULTS' ACQUISITION OF A SECOND LANGUAGE (2001, background): “2001 Cambridge University Press 0272-2631/01 $9.50 527 Many studies of second language (L2) acquisition have shown that “earlier is better” (see Long, 1990, for a review).”
AGE OF ONSET AND NATIVELIKE L2 ULTIMATE ATTAINMENT OF MORPHOSYNTACTIC AND PHONETIC INTUITION (2012, background): “…is, those investigating their participants’ AO of acquisition in relation to their UA in the L2—pointed to an unquestionable early-learner advantage; most importantly, Krashen and colleagues (see also Long, 1990 , 2005 ) concluded that only long-term studies had any relevance for the CPH.”
On the evidence for maturational constraints in second-language acquisition (2001, methodology): “On the one hand, they meet Long's criterion for rejecting the Critical Period Hypothesis: " a single learner who began learning after the [critical period] closed and yet whose underlying linguistic knowledge . . . was shown to be indistinguishable from that of a monolingual native speaker would ser”
MODELING PERCEPTIONS OF THE ACCENTEDNESS AND COMPREHENSIBILITY OF L2 SPEECH The Role of Speaking Rate (2001, background): “Those who acquire their L2 relatively late in life are almost certain to exhibit some degree of foreign accent (Asher & Garcia, 1969; Long, 1990; Patkowski, 1990; Scovel, 1988).”
Age of learning effects on the duration of sentences produced in a second language (2000, background): “Estimates range from 6 years old (Long. 1990) to 15 years old (Patko\\iski.”
How the Timing and Quality of Early Experiences Influence the Development of Brain Architecture (2010, unknown): “Adults exposed to a second language in early childhood were found to have native-like accents and pattern of tone (Gordon, 2000; Long, 1990; Oyama, 1990; Stein et al., 2006).”
Non-native speech perception in adverse conditions: A review (2010, background): “The reasons given for a sensitive period for languages have ranged from loss of brain plasticity or neurological specialisation (Lenneberg, 1967; Long, 1990; Penfield and Roberts, 1959; Singleton, 1989; Walsh and Diller, 1981) to deep-seated L1 habits (Flege, 1987, 1999; Bohn, 2000).”
Brain imaging of language plasticity in adopted adults: can a second language replace the first? (2001, unknown): “However, this explanation, henceforth ‘the crystallization hypothesis’, is controversial: some late learners of a second language apparently become perfectly f luent speakers, and it remains an unsettled issue whether or not, provided adequate environment and training, the human brain has the potent”
Three Misconceptions About Age and L2 Learning (2000, background): “Another type of misinterpretation is epitomized by a widely cited study by Johnson and Newport (1989) that has been accepted as the best evidence in support of the critical period in L2 learning (Long, 1990).”
Learning English and losing Chinese: A case study of a child adopted from China (2002, background): “Over the long term, we know that adults who started the process of second language acquisition in the preschool years are in many ways indistinguishable from native speakers (e.g., Long, 1990).”
COMPETENCE SIMILARITIES BETWEEN NATIVE AND NEAR-NATIVE SPEAKERS (2003, background): “Precisely because there is quite a range of variability in terms of degrees of ultimate attainment, a longstanding debate in the field is the possibility that, as for L1 acquisition, there is a critical or sensitive period for L2 acquisition (ranging from age 6 to perhaps after puberty), after which”
Self-awareness in NNS EFL Primary and Secondary School Teachers (2003, background): “Considering that native speaker proficiency in adult second language learning seems to be virtually impossible (Flege et al., 1995; Long, 1990), it is understandable that most NNS teachers face the prospect of keeping up and improving their skills for life.”
Students’ Personal Variables as Correlates of Academic Achievement in English as a Second Language in Nigeria (2010, background): “In different studies, Anthony (1990), Long (1991) found that intelligence was highly related to performance in reading, dictation and writing tasks but not on listening comprehension and free oral tasks.”