The Critical Period of L2 Acquisition Studies: Implications for Researchers in Chinese EFL Context

Abstract

This paper reviews the studies centring on the Critical Period Hypothesis (CPH), the major contributor to early L2 instruction in China. It firstly finds out that, in recent studies of CP in L2 acquisition settings (roughly after the year of 2000); a lot more variables besides the age factor have been integrated. The critical period studies in L2 settings has triggered diverse and even competing versions; while in Chinese EFL context, the critical period studies are still in its initial stage, i.e., concentrating on Ages of Onset (AOs) . The paper thus points out the implications of the CP studies in L2 settings for researches in Chinese EFL context.