Age and Language Learning: Exploring the Impact of the Critical Period Hypothesis on ESL/EFL Learners

The Critical Period Hypothesis (CPH) posits that there is a biologically determined window during which language acquisition occurs most effectively. This paper explores the role of age in second language acquisition (SLA), with a focus on how the CPH influences learners in English as a Second Language (ESL) and English as a Foreign Language (EFL) contexts. Drawing on recent studies, the paper examines the advantages younger learners have in acquiring native-like proficiency in pronunciation and grammar, due to heightened neural plasticity. It also highlights the potential for older learners to achieve functional proficiency, relying on cognitive maturity and metalinguistic awareness. The research underscores the importance of age, motivation, and learning environment in shaping language acquisition outcomes. Pedagogical and policy implications are discussed, emphasizing the need for tailored teaching strategies and support for both young and adult learners. Future research directions are suggested, particularly in exploring how older learners can overcome age-related challenges through technological tools and personalized instruction.

کلیدواژه ها:

Critical Period Hypothesis ، Second Language Acquisition ، Age and Language Learning ، ESL ، EFL