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The amount and quality of exposure to a language are crucial. Children who are consistently exposed to a rich linguistic environment, including interaction with proficient speakers, are more likely to acquire language effectively.

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Research suggests that children from lower socioeconomic backgrounds may have less access to resources, educational opportunities, and linguistic input, which can affect language development.

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The critical hypothesis theory suggests that there may be a biologically determined window of opportunity for language acquisition. Young children tend to acquire languages more easily and with native-like pronunciation, while older learners may experience challenges in achieving native-like proficiency.

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Cognitive abilities, such as memory, attention, problem-solving skills, and processing speed, can impact language acquisition. Strong cognitive skills can facilitate language learning, particularly in tasks that involve complex sentence structures and grammatical rules. Cognitive factors can also influence the ability to remember and produce vocabulary effectively.

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Language acquisition is not an isolated cognitive process but is deeply embedded in the social and cultural context in which individuals grow and develop. Socio-cultural factors shape language use, norms, and practices, ultimately influencing the way individuals acquire and use language within their specific cultural and social environments.

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The ability to hear and process auditory input is essential for language acquisition, especially in spoken languages. Hearing impairments or disorders can significantly impact a person's ability to learn and use spoken language. In addition to this, visual impairments can affect the acquisition of sign language or reading and writing skills.

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Fine motor skills are involved in handwriting, typing, and other forms of written language production. Physical conditions that affect fine motor skills, such as motor disorders, can influence a person's ability to write or use written language effectively. Oral motor skills are crucial for spoken language production. Physical factors, such as anatomical differences in the vocal tract, or speech disorders, can affect pronunciation and speech clarity.

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Government policies regarding language use, language education, and language rights can have a significant impact on language acquisition.

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Political decisions may determine the language of instruction in schools. In some cases, students are required to learn in a language that is not their first language, which can impact their ability to acquire the language of instruction and their overall educational success.

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Immigration policies can affect language acquisition for newcomers to a country. Language requirements for citizenship or employment can influence the motivation and opportunities for immigrants to learn the dominant language of their host country.

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Motivation is one of the most critical affective factors. A strong desire to learn a language, whether for personal, academic, or professional reasons, can drive individuals to invest time and effort in language acquisition. Intrinsic motivation, which comes from personal interest or enjoyment, is often more effective than extrinsic motivation.

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Language learning anxiety, including communication apprehension or test anxiety, can negatively affect language acquisition. High levels of anxiety can hinder speaking, listening, and overall language performance. Reducing anxiety through supportive learning environments and relaxation techniques can be beneficial.

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Supportive relationships and a positive social environment can boost motivation and morale. Encouragement from teachers, language partners, and peers can enhance language acquisition.