Problems with supposed counter-evidence to the Critical Period Hypothesis

By Michael H. Long. 2005

172 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/8cf598b6238a7721a8bef97ef8b28c5d4e4fcf4e

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Age of Onset and Nativelikeness in a Second Language: Listener Perception Versus Linguistic Scrutiny (2009, background): “The Moyer study highlights an important problem with those pronunciation studies in which conclusions about the critical period have been based solely on late L2 learners’ accent-free reading of rehearsed words, sentences, or short passages (e.g., Bongaerts, Mennen, & van der Slik, 2000; Bongaerts, ”
Dominant-language replacement: The case of international adoptees* (2009, background): “…may be an essential factor in the recovery of phonetic knowledge, which may be present but difficult to retrieve”. tests, from data limited to single aspects of language proficiency (Hyltenstam and Abrahamsson, 2003b, p. 577), or from a plethora of combined methodological problems (Long, 2005).”
Age of onset, length of residence, language aptitude, and ultimate L2 attainment in three linguistic domains (2013, background): “across the entire AO range, based on census data, are the result of design artifacts and/or methodological flaws in the studies concerned (DeKeyser and Larson-Hall, 2005; Long, 2005).”
Do Language Attitudes Determine Accent? A Study of Bilinguals in the USA (2007, background): “While some scholars continue to question any evidence contrary to the critical period hypothesis (e.g. Long, 2005), the issue is far from closed; constraints in phonological attainment are highly complex and not well understood, likely because their source is inherently unobservable.”
Hi-LAB: A New Measure of Aptitude for High-Level Language Proficiency (2013, background): “Estimates of the number of people who reach such high proficiency vary from zero (Abrahamsson & Hyltenstam, 2008, 2009; Long, 2005, 2007, in press) to a maximum of about 5% of learners (Selinker, 1972).”
A UNIFIED MODEL (2007, background): “Some researchers (DeKeyser, 2000; Long, 2005) have attributed these effects not to transfer and entrenchment, but to the operation of a biologically determined critical period (Lenneberg, 1967).”
A systematic review of transfer studies in third language acquisition (2018, unknown): “…(e.g., Abrahamsson and Hyltenstam, 2009; Bylund, Abrahamsson, and Hyltenstam, 2012; Clahsen and Felser, 2006; DeKeyser, 2000; Granena and Long, 2013; Hawkins and Casillas, 2008; Hawkins and Chan, 1997; Johnson and Newport, 1989; Long, 2005; Sorace, 2011; Tsimpli and Dimitrakopoulou, 2007).”
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.”