A Critical Examination of the Beliefs about Learning a Foreign Language at Primary School

References to puberty and adolescence are often interchanged. Harris defines
puberty as 'the transition from childhood to adulthood during which the
reproductive structures mature', (Harris, 1993: G17) and adolescence as 'the
period between childhood and adulthood that begins with puberty and ends
with the cessation of growth' (Harris, 1993: G1). The onset of puberty is
generally seen as a cut-off point, especially in the area of phonology and
adolescence is said to bring about affective changes but there is clearly no
straight link between puberty, adolescence and age. Lenneberg's Critical
Period Hypothesis, for example, was based on the age Oftwelve as the onset of
puberty, Patkowski had chosen the age of 15 as a cut-off point whereas Harley
stated that for most theorists:

"...the cut-off point for the hypothesized critical period with respect to L2
morphology, syntax, and lexis is at or beyond puberty, or mid-teens."
(Harley, 1986: 113)

Little information is provided on the quantity and quality of exposure to the
target language Otherthan 'several hours', 'several weeks' or 'several months'.
Even where precise numbers in terms of days, weeks, months or years are
given, the actual amount and type of exposure to the target language is not
always easily identified. Some learners, for example, might receive additional
exposure to the target language and formal teaching outside the classroom and
some studies were carried out under laboratory conditions.

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