Second Language Learning: Factors Affecting Success in Learning a Second Language

Second language learning is a process of learning languages ​​other than the native language of an individual so that individuals can use one or more languages ​​different from their primary languages. It can be done in the natural environment or in the classroom, but the proficiency is different (Gomleksiz, 2001). Learning is a conscious process that involves thorough interpretation of grammar rules, usually done in the classroom, practice of these rules, and memory vocabulary (Wisniewski, 2007).

The second / foreign language learning process is affected by many factors. Among many variables, "the emotional aspect of the learner may be one of the most important effects on the success or failure of language learning" (Oxford, 1990, p. 140). Emotional factors related to second language / foreign language learning include feelings, self-esteem, empathy, attitudes, motivation, anxiety and so on. Most importantly, anxiety in the second / foreign language classroom called anxiety is one of the most frequently estimated factors in learner's effectiveness in second language or foreign language learning. Research showed that anxiety could hinder learner's ability to successfully perform in a foreign language classroom (Horwitz, Horwitz and Cope, 1986). In order to become a language teacher, we need to know how to reduce learner's anxiety and make more people participate in the classroom. As learners overcome anxiety, they can actively participate in language learning activities, language teaching and learning will be more effective.

Age is one of the most important emotional factors in Second Language Acquisition (SLA). Researchers at SLA agree that age is an emotional factor that may result in various stages of performance in second language learning. Most experts also believe that learning methods of individual learners differ depending on various factors such as learning opportunities, motivation to learn, individual differences, and learning style for second language acquisition. However, there is little consensus on how much individual individuals of the same age group follow similar and / or linear language acquisition models. The question of how the developmental stages interact with the differences in individual learning remains as controversial issues. Young learners are widely believed to have certain advantages in language learning rather than older learners. The relationship between SLA age and success is inherently complicated, but it is related to the critical period hypothesis (CPH)