Abstract
This paper deals with L1 and L2 acquisition and factors which inhibit or stimulate this acquisition. It is generally agreed that L1 acquisition is neurologically, psychologically and cognitively conditioned and there is a critical period for a morphosyntactic language acquisition. However, certain aspects of L1 development can extend far into adulthood. When considering L2 acquisition, special attention is paid to the critical period which extends to the age of nine due to neurological and biological factors. Cerebral flexibility enables direct language acquisition aspiring to achieve native speaker's standard regarding the phonological and morphological aspects and the access to Universal Grammar. Early language acquisition requires less cognitive effort supporting the idea that less is more. Some latest discoveries, however, dispute this claim arguing that brain plasticity is not lost at that age. Emphasis is also given to the exercise hypothesis relating to the idea that capacity for language learning remains lifelong provided the learners start language exercise at an early age. On the other hand, maturation state hypothesis advocates that capacity for language learning declines with maturation regardless the exercise. When discussing L2 acquisition and nativelike ultimate attainment three various hypotheses are taken into consideration. The first one claims that native speaker's level is achievable only by child starters. The second one supports the former hypothesis adding that it is possible not only to child starters but also to individual late starters. The third hypothesis disputes these claims stating that nativelike ultimate attainment cannot be achieved by any of those learners. DOI: 10.5901/jesr.2015.v5n1s1p25
Highlights
The issue of possible existence of an age factor in language development is a topic which generates a great interest and encourages fierce debates
The theoretical side can be explained by the fact that there is an interaction between the limitation faced by adult students when acquiring language and the idea that language development is backed by special biological programming, whereas the practical side involves the assertion that young learners of the second language possess an advantage over the older ones
Studies of the critical period for first language acquisition are scarce, mostly due to the fact that only few children could not acquire their mother tongue naturally and the presence of such a critical period has often been researched based on the language of people who have suffered brain damage followed by aphasia
Summary
The issue of possible existence of an age factor in language development is a topic which generates a great interest and encourages fierce debates. The reasons for emergence of further discussions on the age factor in language development are derived from both theory and practice. The theoretical side can be explained by the fact that there is an interaction between the limitation faced by adult students when acquiring language and the idea that language development is backed by special biological programming, whereas the practical side involves the assertion that young learners of the second language possess an advantage over the older ones. That assertion becomes a frequent topic when discussing about an optimal age to start second language learning at school (Singleton and Ryan, 2004). What remains controversial in this light is the issue whether there is an exclusively neurologically dependent critical period after which language acquisition is not possible any more or is greatly hampered. It might be that after childhood, the ability of language acquisition gradually declines as a result of the interaction between neurological, cognitive, psychological and social factors
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