This hypothesis states that the
early years before
puberty offer the most favourable stage for elementary
learning to take place naturally and with ease. After this span of years, this
capacity decreases.
The optimum stage for children to learn foreign language falls within the first ten years of age, at that time the child''s brain is plastic with an unusual capacity for learning language. The years before puberty are also considered a biologically active period of language development. This ability deteriorates after puberty when the brain''s left and right hemispheres have developed specialized functions.
There are also a number of potential advantages associated with young learners:
‑ They usually have an excellent capacity for reproducing and imitating the pronunciation of the language presented.
‑ They have great adaptability and seem to assimilate learning with relative ease.
‑ They show more spontaneity and fewer inhibitions than in the adolescent period and adulthood ‑which is
important for communicating with few linguistic resources.
‑ They accept
natural communicative situations and prefabricated/block language without asking for an analytical and formal exploitation. This favours natural learning.
Nevertheless, an early start does not guarantee success if the teaching and learning processes are not adequate. Beginning at 8 years of
age does not seem to hold the perfect solution per se nor necessarily result in more proficiency or in speedier learning if the teaching process is poor, unsuitable, and inappropriate.
Therefore, it is clear that the starting age is important, but the type of tuition, the environment, opportunities to interact with natives and other external factors are also fundamental.
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