Thirty-Third International Conference on Learning

Abstract

This paper critically synthesizes research on the age factor in Second Language Acquisition (SLA), examining its influence across different dimensions of language learning. The study first reviews the Critical Period Hypothesis (CPH) and associated research, analyzing its theoretical foundations and empirical support. It then examines how age influences the process, rate, and ultimate attainment in SLA, highlighting that while younger learners may have advantages in phonological acquisition, older learners often demonstrate faster initial progress in morphology and syntax. The paper concludes by discussing practical implications for language teaching methodologies, emphasizing that age-appropriate instructional approaches should consider cognitive differences between younger and older learners. The findings suggest that while age effects are significant, other factors such as motivation and learning environment can mitigate these effects, challenging absolute interpretations of the CPH in second language learning contexts.