Success in Second Language Learning: Exploring the Effect of Age, Aptitude and Motivation on Language Acquisition

Researchers in second language acquisition have proposed a critical period in language learning for individuals from early age until puberty and argue that if language attainment does not occur within this period it will not be successful. The innateness theory which suggests a critical period for children between age 2 – 6 in learning their first language has also been applied to second language learning. This has been controversial and there is no consensus among scholars. The terms sensitive period or multiple critical periods have also been suggested. Some extreme cases involving deprivation of linguistic attainment in the first years of individuals‘ lives either support or question the Critical Period Hypothesis. However, studies have not produced convincing evidence demonstrating early learners having an advantage in second language learning. Investigating aptitude has indicated its significance in language learning and research has shown its importance in order to gain success in acquiring nativelikeness in a second language. The linguistic environment and the learner‘s circumstances are important factors and have to be taken into consideration when age effects on language learning are evaluated. Integrative motivation has been examined as well as the learner‘s orientation, which have been important in studies on second language acquisition. The psychology of language learning has been studied in connection with various aspects of motivation focusing on the personality. The learners‘ self and identity is significant in research when examining what motivates them to achieve language proficiency. This paper studies motivation and aptitude in acquiring a second language and explores how those factors potentially predict more significantly success in L2 attainment than acquisition of the L2 within a critical period