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relatively invariant both for different children and for different lan- guages.But almost all children, with their limited memories, restricted reasoning powers, and as yet almost nonexistent analytical abilities, acquire perfect fluency in any language to which they are adequately exposed, and in which they interact with others.Severely retarded children, who have a slower rate of development (but in the same relative sequence), are likely never to develop a complete adult grammar for this reason.The effects of age on both L1 and L2 acquisition are dis- cussed in Chapter 4 as the Critical Period Hypothesis.
relatively invariant both for different children and for different lan- guages. This is because the rate may be influenced by individual factors, while the order is “primarily determined by the relative semantic and grammatical complexity of constructions” (Brown 1973:59).
Saying that there is a “cut-off point” for L1 acquisition means that nor- mal development does not occur if the process does not begin in child- hood. Even when acquisition starts at an early age, there is evidence that progress in language development usually begins to slow sharply at about the age of puberty – no matter what level has been reached. Severely retarded children, who have a slower rate of development (but in the same relative sequence), are likely never to develop a complete adult grammar for this reason. The effects of age on both L1 and L2 acquisition are dis- cussed in Chapter 4 as the Critical Period Hypothesis.
Given the complexity of language, it is no wonder that even adults with their mature intellects seldom attain native fluency in a new language. But almost all children, with their limited memories, restricted reasoning powers, and as yet almost nonexistent analytical abilities, acquire perfect fluency in any language to which they are adequately exposed, and in which they interact with others. The ability to acquire language could not be dependent upon intellectual powers alone, since children with clearly superior intelligence do not necessarily begin to speak earlier, or with bet- ter results, than children of ordinary intellect.
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