The ‘age factor’ has at all times been one of the chief issues in terms of research and investigations focused on the acquisition of second/foreign language. Nonetheless, the crucial point has now shifted from investigating the question of whether there exists a crucial phase, as observed during the 1970s and 80s, to the suitable time to begin education in L2. Such a trend is mainly applicable in foreign language acquisition perspectives across Europe and visibly apparent in countries like Spain where the age of instruction for teaching English was significantly reduced from 11 years of age to 8 years by the Reforma. It is hence, highly likely that advance improvements might press forward the starting age for learning a foreign language to age 6. Although these changes fail to consider the conclusions from current research, they do, however, replicate the common fear regarding the significance of languages, particularly English, in our every day lives. This book review is, as a result, of supreme significance to teachers as well as students of English as a second/foreign language. It accumulates certain chosen contributions in two parts. The first part deals with "Theoretical Issues" discussed in three chapters which present a general idea about the role of age in learning languages. Chapter 1 in part 1 titled “Critical Period or General Age Factor(s)” written by David Singleton provides a methodical introduction to the CPH Critical Period Hypothesis as well as the theory of CP Critical Period.
The writer of the paper "Age And Acquisition Of English As A Foreign Language" analyzes the book by María del Pilar which is based on the criticality of learning English as a second language and addresses various issues related to language learning…
“Transfer” can be defined as a fundamental process to language performance, a construction strategy or a communication strategy (Gass and Selinker 1983), or a limitation on the hypotheses that learners will devise about the target language). Transfer can happen from the national language (L1) to L2 or from L2 to L1 (Cook 2002).
Learning a second language (in our case English) has become a necessity to most of us.
For most of its history, the definition of learning a language has been limited to grammar and vocabulary only, but now it covers almost all the aspect that one acquires in a mother tongue situation.
In the community, the individual who can talk using a second language usually gain more friends and have more affiliations.
But there are also some people who seem to patronise their own language so much that they refuse or find it hard to learn a second language.
However, the purpose of the paper is to show that a child learning a second language or foreign language would not suffer in other subject areas. In this context, the ideas and opinion of Noam Chomsky is helpful on the guidelines of Language Acquisition Device and Universal Language.
Hence, an understanding of second language acquisition can enhance the capability of mainstream teachers to provide objective education in culturally and linguistically diversified framework (Fillmore & Snow, 2000; Hamayan, 1990). Current studies encapsulating the theories of language acquisition have been developed through a thorough research in several interconnected fields such as linguistics, psychology, sociology, anthropology, and neurolinguistics (Freeman & Freeman, 2001).
This situation instills a feeling of dilemma on the pupils as to which is the correct way. Also the second language students have a habit of attaching more frills to the language. They misuse these frills and create their own rules while acquiring the English language.
While the concept of a universal grammar is helpful in explaining the starting point of first language acquisition, the question now remains if it can also be applied to second language acquisition. This paper will explore how this theory benefits, if it indeed does, second language acquisition.
the reference of the concept as Second Language Acquisition, this concept does not necessarily mean the process of acquiring a second language only, but also the process of acquiring a third, fourth, fifth or other subsequent languages. The common argument has been that the