EXPLORING THE IMPACT OF AGE ON LANGUAGE ACQUISITION: A COMPARATIVE ANALYSIS OF ADULT LEARNERS IN ENGLISH LANGUAGE TEACHING
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Abstract
The relationship between age and language acquisition has long been a central topic in second language research. While the Critical Period Hypothesis (CPH) suggests that younger learners possess inherent biological advantages in acquiring languages, modern studies increasingly highlight adult learners' cognitive, affective, sociocultural, and pedagogical strengths in mastering foreign languages, particularly English. This research investigates how age influences linguistic, cognitive, and affective variables in adult English language learners and compares learning outcomes with those of younger learners across phonological, grammatical, lexical, and pragmatic dimensions. Using an integrative review of empirical findings and observational data from adult ELT classrooms, the study argues that adult learners—despite age-related constraints—often outperform younger learners in metalinguistic awareness, learning strategies, discipline, and goal-oriented motivation. Findings reveal that age alone does not predetermine language success; rather, learning outcomes depend on quality of instruction, exposure, learner identity, motivation, and sociocultural context. The article proposes pedagogical recommendations tailored to adult English learners, emphasizing cognitive scaffolding, technology-enhanced learning, and strategy-based instruction.
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References
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