What does the ‘critical age for language acquisition’ mean? Discuss language system as interlanguage by Larry Selinker (1972), transitional competence (Pit Corder), or approximate system.

The concept of the "critical age for language acquisition" refers to a hypothesis in linguistics suggesting that there is a specific age range during which individuals are most receptive to acquiring language. This hypothesis proposes that there is an optimal period in early childhood, typically before puberty, during which language acquisition occurs more easily and efficiently. The critical age hypothesis suggests that after this period, language acquisition becomes more challenging and less successful.

Research on the critical age for language acquisition has been influenced by studies of bilingualism and second language acquisition. One prominent study is the critical period hypothesis proposed by linguist Eric Lenneberg in the 1960s. Lenneberg argued that there is a biologically determined window of opportunity for acquiring language, linked to brain plasticity and neurological development. According to this hypothesis, language acquisition is optimal before puberty due to changes in brain structure and function that occur during early childhood.

However, it's important to note that the critical age hypothesis is not universally accepted. While there is evidence suggesting that younger learners tend to achieve native-like proficiency more easily in a second language, individuals of all ages can still acquire languages successfully with appropriate exposure and instruction. Factors such as motivation, exposure, and individual differences also play significant roles in language acquisition across the lifespan.

Now, turning to Larry Selinker's concept of "interlanguage" (1972), transitional competence, and approximate system, these ideas are influential in the field of second language acquisition and describe the developmental stages and processes learners go through when acquiring a second language.

Interlanguage (Larry Selinker, 1972):

Selinker introduced the concept of interlanguage to describe the linguistic system that learners construct as they progress towards target language proficiency. Interlanguage is neither the native language nor the target language but represents an evolving system of language rules and structures developed by learners during the acquisition process. It reflects learners' attempts to produce and comprehend language based on their current knowledge and exposure.

Interlanguage is characterized by systematic errors, simplifications, and creative language use as learners approximate the target language rules. Selinker emphasized that interlanguage is dynamic and evolves over time, influenced by learners' cognitive development, linguistic input, and interactional experiences.

Transitional Competence (Pit Corder):

Pit Corder introduced the concept of transitional competence to describe the linguistic competence learners demonstrate during the process of language acquisition. Transitional competence refers to learners' evolving language proficiency as they transition from reliance on their native language to developing proficiency in the target language. It encompasses learners' ability to communicate effectively despite linguistic limitations and errors.

Transitional competence acknowledges that language acquisition is a gradual and ongoing process characterized by stages of development and varying levels of proficiency. Learners demonstrate increasing competence and fluency in the target language as they gain experience and exposure.

Approximative System:

The concept of the approximative system, proposed by Corder, refers to the learner's approximation of the target language system. It acknowledges that learners' language production may not perfectly match native-like competence but represents a systematic and evolving attempt to approximate the target language rules. The approximative system reflects learners' creativity and flexibility in language use as they navigate the complexities of second language acquisition.

In summary, Selinker's concept of interlanguage, Corder's notion of transitional competence, and the idea of the approximative system highlight the dynamic and evolving nature of second language acquisition. These concepts emphasize that language learners develop their own linguistic systems and demonstrate increasing proficiency through continuous interaction and exposure to the target language. They contribute to our understanding of the complexity and variability inherent in language acquisition processes across different learners and contexts.