Examining the Interplay Between Critical Period Hypothesis and Attitudinal Dynamics in Second Language Proficiency: A Case Study of Second Language Acquisition Challenges

Abstract

This research scrutinizes the interrelation between the Critical Period Hypothesis (CPH), inherent biological predispositions, and attitudinal determinants in the acquisition of English as a second language. Focusing on CHY, a Korean student at an English-speaking international school in Bali, the research interrogates the confluence of the CPH and language attitudes. The CPH posits an optimal language learning window between 2 to 12 years of age, a premise further supported by Chomsky’s concept of natural linguistic faculties. Nonetheless, CHY's difficulty with English fluency invites skepticism towards these theoretical assertions. Data derived from interviews with CHY, her relatives, and her bilingual brother, YH, reveal a reluctance towards English that impairs CHY's language development. This study expands the discussion beyond the CPH and inherent abilities, incorporating the significant role of learner attitudes and the timing of environmental alterations during critical developmental intervals. Findings illuminate the complex interplay of language acquisition, highlighting the influence of individual perseverance, familial backing, and deliberate pedagogical strategies. These discoveries enrich the discourse on language learning mechanisms, offering valuable perspectives for educators, parents, and linguists.