The Environmental Factors Influencing Adult Second Language Acquisition

Zixia Lang

doi:10.54254/2753-7064/2025.HT30206

Communications in Humanities ResearchOpen access

The Environmental Factors Influencing Adult Second Language Acquisition

Research Article

Open Access

The Environmental Factors Influencing Adult Second Language Acquisition

Zixia Lang ^1*

¹ The University of Nottingham

^*Corresponding author: JessieLang720@gmail.com

Published on 4 December 2025

CHR Vol.100

ISSN (Print): 2753-7072

ISSN (Online): 2753-7064

ISBN (Print): 978-1-80590-577-6

ISBN (Online): 978-1-80590-578-3

Download Cover

Abstract

Adult second language acquisition (SLA) has been a focus of debate, particularly regarding the balance between biological constraints and environmental influences. Traditional perspectives, such as the Critical Period Hypothesis, emphasize age limitations, while recent studies highlight how social, institutional, and contextual factors can compensate for these challenges. This paper explores three major environmental dimensions—family and community contexts, workplace demands and opportunities, and educational institutions—and analyzes how these settings shape adults’ language learning outcomes. Family and community provide emotional and motivational support, workplaces offer authentic but sometimes restrictive learning contexts, and institutions deliver structured instruction and policy-level assistance. It can either reinforce or hinder language development depending on alignment and accessibility. Drawing on both theoretical insight and empirical evidence, this essay demonstrates that adult SLA is not invariably deficient. However, it is profoundly malleable to the environments in which it unfolds. The findings emphasize that effective adult SLA requires a holistic, ecological approach that integrates home, workplace, and institutional efforts to create equitable and sustainable learning opportunities.

Keywords:

Second language acquisition, Adult learning, Environmental factors, Motivation, Educational context

View PDF

References

[1]. Flege, J. E., & Liu, S. (2001). The effect of experience on adults’ acquisition of a second language. Studies in Second Language Acquisition.

[2]. Pfenninger, S. E., & Singleton, D. (2017). Beyond age effects in instructional L2 learning: Revisiting the age factor. Multilingual Matters.

[3]. Birdsong, D. (2018). Plasticity, variability and age in second language acquisition and bilingualism. Frontiers in Psychology.

[4]. Norton, B. (2013). Identity and language learning: Extending the conversation. Multilingual Matters.

[5]. Schumann, J. H. (1978). The acculturation model for second-language acquisition.

[6]. Krashen, S. (1981). Second language acquisition and second language learning. Pergamon Press.

[7]. Grin, F. (2001). English as economic value: Facts and fallacies. World Englishes.

[8]. Kormos, J., & Csizér, K. (2008). Age-related differences in the motivation of learning English as a foreign language. Language Learning.

[9]. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.

[10]. Darvin, R., & Norton, B. (2015). Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics.

[11]. Neeley, T. (2012). Global business speaks English. Harvard Business Review.

[12]. Lønsmann, D. (2014). Linguistic diversity in the international workplace. Multilingua.

[13]. Belcher, D. D. (2006). English for specific purposes: Teaching to perceived needs and imagined futures in worlds of work, study, and everyday life. TESOL Quarterly.

[14]. Knowles, M. S. (1984). Andragogy in action: Applying modern principles of adult learning. Jossey-Bass.

[15]. Benson, P. (2013). Teaching and researching autonomy. Routledge.

[16]. Dąbrowska, E., et al. (2020). Is adult second language acquisition defective? Frontiers in Psychology.