The Influence of Age on Second Language Acquisition and Fossilization: A Review of Previous Studies
DOI:
https://doi.org/10.65405/.11.ملحق%2041.2231Keywords:
Second Language Acquisition, Age, Fossilization, Critical Period Hypothesis, Interlanguage, Language LearningAbstract
The relationship between age and second language acquisition (SLA) has remained
one of the most extensively debated topics in applied linguistics. Researchers have long
attempted to determine whether age significantly influences learners’ ability to acquir e a
second language and to what extent age contributes to differences in language attainment.
Closely related to this issue is the phenomenon of fossilization, which refers to the
stabilization of non -native linguistic forms in a learner’s interlanguage de spite continued
exposure to the target language and ongoing instruction. The present study reviews previous research concerning the influence of age on second language acquisition and examines the relationship between age-related factors and fossilization.
The review draws upon major theoretical perspectives and empirical studies in the
field of second language acquisition, including research related to the Critical Period
Hypothesis, age effects on pronunciation and grammar acquisition, cognitive development, and learner-related variables. Particular attention is given to studies investigating the extent to which younger and older learners differ in their ability to achieve native -like proficiency and the role that fossilization plays in limiting ultimate attainment among adult learners.
The findings of previous studies indicate that age influences various aspects of second
language acquisition, particularly pronunciation and phonological develop ment. While
younger learners are generally more likely to achieve native -like proficiency, adult learners frequently demonstrate advantages in the initial stages of language learning due to their cognitive maturity and learning strategies. The literature f urther suggests that fossilization
cannot be explained by age alone, as factors such as motivation, language exposure,
instructional quality, and opportunities for interaction also contribute significantly to long -term language development.
The study conc ludes that age remains an important factor in second language
acquisition; however, it should be viewed as one element within a broader network of
cognitive, social, and environmental influences. Understanding the interaction between age and fossilization contributes to a more comprehensive understanding of language learning processes and may assist educators in developing more effective language teaching practices.
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