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Memory and Attention: Cognitive functions like memory, attention, and processing speed can significantly affect how a learner acquires a language. Working memory, for example, helps retain new vocabulary, grammar rules, and structures.

Cognitive Load: Learners with higher cognitive flexibility may better handle complex structures in a second language, while others may struggle under cognitive overload.

Metacognition: Self-regulation and awareness of one's learning process can support language learning, especially for older learners or adults.

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Age: Younger learners tend to have an easier time acquiring pronunciation and grammar rules due to brain plasticity. However, older learners may still have advantages in explicit learning and cognitive strategies.

Language Transfer: The influence of a learner's first language (L1) on their second language (L2) can lead to both positive transfer (similarities between languages) and negative transfer (differences causing errors).

Interlanguage: This is the transitional stage between L1 and L2, where learners create a blend of rules from both languages.

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Neurological Development: The age of brain development influences language acquisition. Younger learners typically exhibit more neural plasticity, allowing for better acquisition of phonetics and grammar.

Hearing and Speech Disorders: Physical conditions like hearing loss or speech impediments can delay or alter language development, both for L1 and L2 learners.

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Language Policy: Government policies on language teaching, such as whether the language is taught in schools or used in media, can significantly affect how and when a language is learned.

Language and Power: Political systems often favor certain languages over others, leading to unequal opportunities for language acquisition. In multilingual societies, the dominance of one language can marginalize others.

Access to Resources: Political decisions regarding education funding and resources can affect the availability of language learning programs, especially for minority or immigrant languages.

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Cultural Context: Understanding the culture behind a language aids comprehension and communication. Learners who are immersed in a culturally rich environment may acquire language faster.

Social Interaction: Language is learned through interaction with others. Social contexts and relationships influence language use and proficiency. Vygotsky’s social interaction theory emphasizes the importance of collaborative learning.

Identity and Community: Language acquisition is tied to a learner’s sense of identity and belonging within a linguistic community.

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Motivation: A learner's desire to learn a language is crucial. Integrative motivation (desire to integrate into a new culture) typically leads to better outcomes than instrumental motivation (learning for practical reasons).

Anxiety: Language learners often experience anxiety, especially in speaking situations. High anxiety can hinder language production and fluency.

Self-confidence: Learners who feel confident in their language abilities are more likely to engage and practice regularly, enhancing acquisition.