Abstract
The critical period hypothesis has been viewed in recent second language research as a biological or developmental phenomenon which explains the inability of learners to acquire certain aspects of a second language beyond a certain age. It is hypothesized here that such explanations are limited, and that sociocultural factors more successfully define a critical period. Research in four related areas-stages of acculturation, anomie, social distance, and perceived social distance-helps to define a socioculturally determined critical period for successful second language acquisition. This understanding of the critical period hypothesis is termed the optimal distance model of second language acquisition. Implications for teaching and further research are discussed.
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