Keywords
Abstract
This article examines the level of psychological stability—encompassing emotional regulation, stress tolerance, and resilience—in the process of language learning across different age groups: children, adolescents, adults, and elderly learners. It synthesizes research from developmental psychology, neurolinguistics, and educational psychology to analyze how age-related cognitive, emotional, and social factors influence learners’ capacity to maintain psychological equilibrium during language acquisition. The study reveals that each age group exhibits distinct patterns of psychological stability, with children demonstrating natural resilience but limited metacognitive awareness, adolescents experiencing heightened vulnerability due to neurodevelopmental and social pressures, adults showing greater regulatory capacity but facing unique stressors, and elderly learners displaying both challenges and compensatory strengths. The article proposes age-appropriate pedagogical strategies to foster psychological stability and optimize language learning outcomes across the lifespan.
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