The Impact of Age on Second Language Learning

Abstract

This research examines the correlation between age and second language acquisition (SLA), emphasizing the Critical Period Hypothesis (CPH) and age-related variations in phonology, grammar, and vocabulary acquisition. The results indicate that younger learners excel in achieving native-like pronunciation and implicit grammar, but adults exhibit advantages in explicit learning and vocabulary acquisition owing to cognitive maturity and metalinguistic awareness. The study underscores the limited validity of the Critical Period Hypothesis, indicating that second language acquisition results are shaped by biological, social, and environmental variables rather than strict age limitations. Practical consequences encompass the necessity for age-specific pedagogical approaches, early language acquisition initiatives, and continuous learning opportunities. Limitations, including a small sample size and cross-linguistic heterogeneity, are recognized, with suggestions for future study to investigate longitudinal effects, cross-linguistic disparities, and the incorporation of neuroscience into second language acquisition studies. By addressing these results, educators and policymakers may more effectively support different learner profiles and improve second language acquisition outcomes across all age groups.