Buxoro davlat universiteti xorijiy tillar fakulteti "tasdiqlayman"

E. Pedagogical implications for second language teaching programmes 
to young learners.
According to the literature review about the Critical Period 
Hypothesis and age-related factors, we can observe that young learners stand the 
superior stage to acquire second language than adults or adolescents. Although the 
older learners seem to be faster and efficient learner in second language learning, 
young learner can learn language better than adults or adolescent in some areas of 
language and achieve good performance in the ultimate language learning. 
However, there are age-related factors relating to learner’s second language 
acquisition such as the cognitive, psychological and social factors which will affect 
learners’ second language learning. They can be summarized as individual 
capacity, language aptitude, second language instruction, teaching method, 
teaching material, self-conscious, personality, attitude, and motivation and so on. 
Eventually, all these assumptions would provide some pedagogical considerations 
to the second language programmes for young learners’ foreign language learning. 
Early Foreign Language Instruction Based on the CPH, age-related differences and 

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factors, the assumption is that when young learners are exposed to the second 
language earlier, they will achieve better performance and proficiency in second 
language acquisition. This assumption is widely believed that early acquisition of 
foreign language will facilitate their learning later in the life. They will learn 
second language better and win the ultimate achievement in the long run. 
Childhood is considered to be the golden age to second language learning. 
Therefore, it is good idea to conduct the foreign language instruction earlier in the 
school to make children expose to the foreign language learning earlier at their 
early stage. According to Singleton and Ryan, people who begin learning a second 
language in childhood in the long run may generally achieve a higher level of 
proficiency than those who begin later (cf. Singleton and Ryan, 2004). Obviously, 
this statement contributes to the hypothesis for starting foreign language 
instruction earlier. It seems as a good start for young learners holding the chances 
to acquire foreign language with early immersion to the foreign language 
instruction.