Date on Honors Thesis
Spring 5-2025
Major
Japanese Translation & Interpretation
Minor
Linguistics
Examining Committee Member
Brench Menchinger, MFA, Advisor
Examining Committee Member
Dr. Roxane Riegler, Committee Member
Examining Committee Member
Dr. Saihua Xia, Committee Member
Abstract/Description
The Critical Period Hypothesis (CPH) supposes there is a biologically determined window during which language acquisition occurs most efficiently. This theory has profound implications for Second Language Acquisition (SLA) research, suggesting the timing of language learning can significantly impact one's ability to achieve native-like proficiency. As vocabulary acquisition is a fundamental aspect of language learning, understanding how to optimize learning strategies within the constraints imposed by the critical period is essential for maximizing language learning outcomes. The Japanese language, with its complex writing systems and unique syntactic structures, presents significant challenges for learners, especially those who begin learning the language after the critical period. The traditional view of the CPH suggests that younger learners, who are within or close to the critical period, have a distinct advantage in acquiring a second language. Based on the literature provided in this thesis, a method that combines both incidental and intentional vocabulary acquisition can be utilized to overcome the limitations associated with the CPH. By analyzing and synthesizing existing research, this thesis examines the implications of the CPH for Japanese vocabulary acquisition, focusing on the effectiveness of combined incidental and intentional learning strategies.
Recommended Citation
Ward, Emma, "Critical Period Constraints and Learning Strategies: Balancing Incidental and Intentional Vocabulary Acquisition in Japanese Second Language Acquisition" (2025). Honors College Theses. 244.
https://digitalcommons.murraystate.edu/honorstheses/244