Age and Second Language Acquisition: Key Factors
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Thus, we can assert that the results from these and other school-based studies (see Singleton for a review) cannot support the claim that the level of attainment in children is greater than that of adolescents/adults. According to Singleton, one of the possible explanations might be that environments based on formal learning do not offer learners the necessary amount of exposure which would allow the age advantage of young learners to take place.
Naturalistic Learning and the Critical Period Hypothesis
On the other hand, studies of learners in naturalistic learning situations demonstrate that "younger is better" and, therefore, could support the critical period hypothesis. This theory states that there is a precise period of years in which students can learn a language in a natural and effortless way. After that period, complete success in language learning is not possible, they claim. Ellis (1994) mentions some studies (Penfield and Roberts, 1959, for instance) which showed that the time span falls within the first ten years of life, when the brain retains its plasticity. This period of time is thought to be associated with the process of lateralization of the language function to the left side of the brain.
Ellis's Conclusions on Age and L2 Acquisition
These are the conclusions Ellis (1994: 491-492) arrived at in his review of studies concerning the age issue:
Adults are thought to have an initial advantage, mainly regarding grammar. If child learners receive enough exposure to the L2, however, they could eventually surpass adults. Nevertheless, he explains that this is more likely to happen in naturalistic than in instructional settings, since instructional settings do not provide the necessary amount of exposure.
Only children can acquire a native-like accent in informal learning contexts. According to Long (1990), the critical age is 6, although Scovel (1988) argues that there is no evidence to support this and states that the critical age occurs before puberty. Singleton (1989) highlights that children will only achieve a native-like accent if they receive high levels of exposure to the L2. However, there are cases of children who received this exposure and still did not acquire a native-like accent; a possible explanation is their desire to maintain an active