Unlocking Second Language Mastery Navigating the Complex Terrain of Adult Language Acquisition

Abstract

This paper mainly focuses on the more effective way that language learners who “escaped” during the critical period of acquiring a second language. In the paper, we use the methodology of bibliography to compare the essential differences between children and adult learners from the perspectives of linguistics, neurolinguistics, society and culturology, and further study SLA theory based on the author’s own educational experience. It is an indisputable fact that older language learners have less flexibility and plasticity than children due to their mature brains. However, it can be partially compensated for by cognitive ability and social experience thus overtaking a corner. Nonetheless, some points are especially worth paying attention to, such as the necessity to “design” the grammar into the structure of the paragraph to be the “guiding framework” of thinking; Learners should not be excessively concerned about the accuracy of grammar and words at academic level, so as to avoid negative emotions such as anxiety, which affect language learning, and is partly consistent with the SLA’s Affective Filter Hypothesis. This research offers fresh guidelines for students and teachers of second languages to consider contemporary methods of teaching and learning, particularly the “fanatics” of “natural acquired” or “academically structured education.” Additionally, researchers and teachers who consider upgrading teaching methods offer evidence and inspiration owing to the growing popularity of artificial intelligence.