CRITICAL PERIOD HYPOTESIS IN FIRST LANGUAGE ACQUISITION

A PSYCOLINGUISTIC PERSPECTIVE

Abstract

The Critical Period Hypothesis (CPH) serves as a fundamental concept in grasping how individuals acquire their first language, suggesting that there is a biologically specified timeframe during which acquiring a language happens most efficiently. This document delves into the CPH through the lens of psycholinguistics, merging perspectives from neurobiology, cognitive psychology, and linguistic theory. It investigates data gathered from instances of postponed language exposure, the brain's adaptability, and the language abilities of those past the critical timeframe. Additionally, the analysis addresses how innate factors and environmental influences interact to shape the outcomes of language acquisition. By evaluating research findings and theoretical discussions, this paper offers a detailed perspective on the CPH, emphasizing its significance for language growth, teaching, and recovery processes. The paper finishes by considering the constraints of existing studies and suggesting future research avenues in psycholinguistics.