Keywords
Abstract
This article examines the impact of age on the acquisition of grammatical and phonetic skills in English language learning. The research is based on the Critical Period Hypothesis (CPH), exploring whether language learners of different ages demonstrate varied abilities in mastering grammar and pronunciation. Findings reveal that while younger learners tend to acquire pronunciation more naturally, older learners can achieve grammatical competence under certain conditions. The study combines theoretical analysis with recent empirical research to present a nuanced view of age-related factors in second language acquisition.
Recent studies on the Critical Period Hypothesis (CPH) have sparked ongoing debates in linguistics. This research seeks to contribute by analyzing how grammatical and phonetic skills develop among learners at different age stages, taking into account both supporting and opposing views on CPH.
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