This study investigates the impact of age on second language acquisition among learners in Uzbekistan, focusing on a comparative analysis between young children and adolescent learners

Аннотация

This study investigates the impact of age on second language acquisition among learners in Uzbekistan, focusing on a comparative analysis between young children and adolescent learners. It explores how age-related cognitive, social, and psychological factors influence language learning outcomes. The research employs qualitative and quantitative methods to assess proficiency levels, learning strategies, and motivation across different age groups. Findings highlight critical periods and the advantages and challenges unique to each group, offering valuable insights for educators and policymakers to optimize language teaching practices in the Uzbek educational context. Keywords: second language acquisition, age factor, young learners, adolescent learners, language learning, uzbekistan, comparative study, language proficiency, learning strategies, motivation. Second language acquisition (SLA) is a complex process influenced by various factors, among which age plays a significant role. Researchers and educators have long debated the extent to which age affects the ability to learn a new language, with many studies suggesting that younger learners often acquire second languages more easily and achieve higher proficiency than older learners. However, adolescence is also recognized as a critical period where cognitive and social development may support language learning in unique ways. In the context of Uzbekistan, where English and other foreign languages have become increasingly important for academic and professional success, understanding how age influences language acquisition is essential for developing effective teaching strategies. Young learners and adolescent learners differ not only in their cognitive capacities but also in motivation, learning styles, and social environments, which may impact their language learning outcomes. This study aims to compare the second language acquisition experiences of young children and adolescents in Uzbekistan, exploring the benefits and challenges associated with each age group. By examining these differences, the research seeks to provide insights that can enhance language education policies 121 ACADEMIC RESEARCH IN MODERN SCIENCE International scientific-online conference and practices, contributing to improved language proficiency and learner engagement across age groups. The role of age in second language acquisition (SLA) has been one of the most extensively researched topics in applied linguistics. The Critical Period Hypothesis (CPH), popularized by Lenneberg (1967), posits that there is a biologically determined window during early childhood when language acquisition occurs most naturally and efficiently. According to this hypothesis, young learners, typically before puberty, have a greater ability to acquire native- like proficiency in a second language compared to older learners. Numerous studies support the notion that younger children often achieve higher ultimate proficiency, especially in phonology and pronunciation (Johnson & Newport, 1989; Snow & Hoefnagel-Höhle, 1978). However, other researchers argue that adolescence presents its own cognitive and social advantages. For example, adolescents often have better metalinguistic awareness, problem- solving skills, and motivation, which can facilitate more rapid initial learning compared to younger children (Birdsong, 1999; Singleton & Ryan, 2004). Age-related differences in language acquisition are also influenced by factors such as the learning environment, instructional methods, and individual learner differences. Younger children tend to acquire language implicitly through naturalistic exposure, while adolescents often benefit more from explicit instruction and formal learning settings (Ellis, 2008). Moreover, motivation and identity play critical roles in adolescent learners’ language development, as social acceptance and peer influence become increasingly important during this period (Dörnyei, 2005). In the context of Uzbekistan, the educational system has seen increasing emphasis on English language learning from early grades through secondary education (Kadyrov, 2017). However, limited research has been conducted to compare the language acquisition outcomes between young children and adolescent learners in this specific sociocultural context. Understanding these age-related differences is crucial for designing age-appropriate curricula and teaching approaches that maximize learner potential. This study contributes to the existing body of research by providing a comparative analysis of young and adolescent second language learners in Uzbekistan, considering both linguistic outcomes and affective factors such as motivation and attitudes towards language learning. Through this, it aims to inform educators and policymakers about the optimal timing and strategies for second language instruction in the region. 122 ACADEMIC RESEARCH IN MODERN SCIENCE International scientific-online conference This study exami