A REFLECTION ON LANGUAGE ACQUISITION THEORY DEALING WITH THE CRITICAL PERIOD ISSUES AND ITS IMPLICATION FOR ENGLISH STUDY IN INDONESIA

Language acquisition be it as a first or a second language is still an up to date topic in language education. This can be seen from the numerous researches carried out by specialists in the field. In view of first language acquisition, their investigation usually goes to the stages of language development of children in connection to age till language maturity is acquired. Almost similar to the area of quest in first language, in second language, researchers’ curiosity is aimed at uncovering the period of successful language acquisition whether it is similar in process to that in first language learning. Also, they search for answers to questions like “Is language acquisition faster at younger age than at older age? Is there a period where language learning progress will be slower? If there is, at what age is it? What is the impact of learning a second language before and after puberty? What problems are faced by adult learners of second language?”. And one most challenging source of keeping the spirit of research on issue is the hypothetical statement, the so called Critical Period Hypothesis. This article presents a discussion on language acquisition, particularly on second language as an attempt to make all parties involved in language education, especially English education in Indonesia, see what the proponents and opponents say about the unsolved issue of language acquisition and be more aware of implication of the existing theories for English language study in the country. It is concluded that from all the pro and contra arguments a uniformity of view cannot be reached yet. Accent has been proven as a refutation to the hypothesis. But this is not considered to be a significant finding because accent is regarded as the least important aspect of SLA proficiency.