Regular Article
On the Evidence for Maturational Constraints in Second-Language Acquisition☆

https://doi.org/10.1006/jmla.2000.2750Get rights and content

Abstract

Second-language (L2) acquisition is generally thought to be constrained by maturational factors that circumscribe a critical period for nativelike attainment. Consistent with the maturational view are age effects among learners who begin L2 acquisition prior to, but not after, closure of the putative critical period. Also favoring the maturational account is the scarcity of late L2 learners at asymptote who perform like natives, and weak effects of native language—target language pairings. With Korean and Chinese learners of English, the experimental study of Johnson and Newport (1989) yielded just these types of evidence. Some subsequent studies do not support the critical period account of L2 acquisition constraints, however. Accordingly, we undertook a replication of Johnson and Newport (1989), using the exact methods and materials of the original experiment, and a sample of Spanish natives (n = 61). In keeping with recent research, L2 attainment negatively correlates with age of learning even if learning commences after the presumed end of the critical period. We also find modest evidence of nativelike attainment among late learners. Our data further suggest that the outcome of L2 acquisition may depend on L1–L2 pairings and L2 use.

References (58)

  • D. Birdsong

    Introduction: Whys and why nots of the Critical Period Hypothesis

  • T. Bongaerts

    Ultimate attainment in foreign language pronunciation: The case of very advanced late foreign language learners

  • M.H. Bornstein

    Sensitive periods in development: Structural characteristics and causal interpretations

    Psychological Bulletin

    (1989)
  • J. Columbo

    The critical period concept: Research, methodology, and theoretical issues

    Psychological Bulletin

    (1982)
  • V.J. Cook

    Monolingual bias in second language acquisition research

    Revista Canaria de Estudios Ingleses

    (1997)
  • R. Coppieters

    Competence differences between native and near-native speakers

    Language

    (1987)
  • Cranshaw, A. (, 1997, ), A study of Anglophone native and near-native linguistic and metalinguistic performance....
  • S. Curtiss

    Abnormal language acquisition and the modularity of language

  • S. Epstein et al.

    Second language acquisition: Theoretical and experimental issues in contemporary research

    Behavioral and Brain Sciences

    (1996)
  • L. Eubank

    Optionality and the initial state

  • L. Eubank et al.

    Critical periods and (second) language acquisition: Divide et impera

  • J.E. Flege

    Age of learning and second-language speech

  • S.M. Gass et al.

    Second language acquisition: An introductory course

    (1994)
  • J. Giacobbe

    A cognitive view of the role of the L1 in the L2 acquisition process

    Second Language Research

    (1992)
  • F. Grosjean

    Studying bilinguals: Methodological and conceptual issues

    Bilingualism: Language and Cognition

    (1998)
  • J.R. Hurford et al.

    Co-evolution of language size and the critical period

  • Jia, G. X. (, 1998, ), Beyond brain maturation: The Critical Period Hypothesis in second language acquisition...
  • J.S. Johnson

    Critical period effects in second language acquisition: The effect of written versus auditory materials on the assessment of grammatical competence

    Language Learning

    (1992)

    • Cited by (385)

    View all citing articles on Scopus
    ☆

    A few years ago, Jacqueline Johnson proposed the replication part of this study as a collaborative effort with the first author. At present, Jackie is inactive in research, and she has passed along her results from approximately 25 subjects in addition to providing subject compensation funds. We acknowledge with gratitude her generosity and cooperation. Portions of this article were presented at the 17th Second Language Research Forum, the 22nd Boston University Language Development Conference, McGill University, Université de Montréal, Harvard University, the University of Alabama at Birmingham, and the University of Texas at Austin. We are grateful for comments from audiences at these presentations. We also thank Jim Flege, Susan Guion, Kevin Gregg, Mike Long, Stefka Marinova-Todd, Elissa Newport, Carlota Smith, Catherine Snow, and Lydia White for discussion of our results. The article has also benefited from the careful reading of the reviewers of this journal.

    f2

    Address correspondence and reprint requests to David Birdsong, Dept. of French & Italian B7600, University of Texas, Austin, TX 78712. Fax: (512) 471-8492. E-mail: [email protected].

    View full text
    Copyright © 2001 Academic Press. All rights reserved.