LOGICAL FACTORS INFLUENCING THE SUCCESS OF FOREIGN LANGUAGE ACQUISITION

Abstract

Language learning is a complex, multifaceted, and non-linear process in which outcomes vary widely among learners. This article examines several logical factors that facilitate or hinder successful foreign language acquisition. Although early methodological studies often compared second language learning to the natural development of children’s first language, subsequent research has demonstrated fundamental differences between these processes, particularly for adolescents and adults whose innate language acquisition mechanisms have ceased to function fully. The absence of a natural linguistic environment, as argued by R. Bley-Vroman and other scholars, significantly limits the potential for complete mastery, reducing success to varying degrees. The paper discusses the importance of clearly defining learning objectives, competencies, and instructional strategies in formal language education. It also explores the role of native language influence—both positive transfer and negative interference—in shaping learner outcomes. Additionally, affective factors such as motivation, emotional state, learning environment, and teacher competence are highlighted as crucial determinants of effective language learning. Overall, the study emphasizes that foreign language acquisition depends on the interplay of cognitive, linguistic, and affective components, making it a highly individualized and context-dependent process.