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Individual Factors
In addition to biological, psychological and physical deficits, like hearing loss, mental retardation, motor deficits, neurological or psychiatric disorders, impairment in auditory system, as well as inability to extract linguistic features and impairment in representational or symbolic reasoning, there are other individual factors that could act as barriers to L2 acquisition.

Affective factors and Age
The learner's emotional state or affect can interfere with acquiring a new language because acquiring a new language inevitably involves practicing it in public and conversing with others. All these encompassed the possibility of making mistakes, resulting in embarrassment, and such anxiety can block the ability to receive and process new information. Thus, high self-consciousness and a reluctance to reveal their weaknesses and faults, coupled with feelings of vulnerability could greatly impede second language learning. Fear of embarrassment has been found to occur more in adults than children because adults are more self-conscious about speaking, making errors and are more easily demoralized by pronunciation difficulties. In addition, the Critical Period Hypothesis states that younger learners have certain advantages over older learners in language learning that allows them to learn L2 easily and quickly in comparison to older children. When the critical period is over, it is nearly impossible to reach native-like proficiency in one's second language and even those who learn a language fluently are probably recognized as having an accent. Although they can achieve expertise in a written language, they face problems in spoken language. Hence, age can also be regarded as an influential factor determining the quality of second language learning

Edited version
(removed heading and introduction as it seems confusing for the flow of the article)

Affective Factors
(UNEDITED TEXT) The learner's emotional state or affect can interfere with acquiring a new language because acquiring a new language inevitably involves practicing it in public and conversing with others. All these encompassed the possibility of making mistakes, resulting in embarrassment, and such anxiety can block the ability to receive and process new information. Thus, high self-consciousness and a reluctance to reveal their weaknesses and faults, coupled with feelings of vulnerability could greatly impede second language learning. Fear of embarrassment has been found to occur more in adults than children because adults are more self-conscious about speaking, making errors and are more easily demoralized by pronunciation difficulties.

Age of Onset (NEW SUBSECTION) (link to critical period hypothesis)
(ALL NEW TEXT) Linguists generally agree that age of onset has an effect on L2 proficiency and performance, as children who are exposed to a second language earlier tend to fare better on performance tests later in life. Additionally, the notion of the Critical Period Hypothesis in the context of language acquisition suggests that there is a sensitive time period in early childhood during which L2 can be learned easily and quickly. While it may vary in individual children, this window of opportunity is considered to be between the ages of 2 and puberty.

However, there is contention on whether the critical period for language truly exists. Although there is generally a negative correlation between age of acquisition and L2 proficiency, studies which do not find a period of "onset" or "sharp decline" in sensitivity for language acquisition suggest that the critical period is poorly defined. Speakers who are exposed to L2 after puberty or in early adulthood are still capable of reaching nativelike fluency, showing a pattern of learning that is inconsistent with Lenneberg's original model.

added under "Motivation" (combined section)
See also Sociolinguistics.

Attitudes about language can also affect L2 acquisition. In monolingual communities, negative attitudes towards other languages may cause a person to feel shame or fear of learning or using another language, which can deter learning. Contrastly, multilingual communities with more open-minded views of other languages may allow a person to feel pride or joy in learning a second language. need to cite?

Other suggestions for editing:
https://www.researchgate.net/publication/329279657_Perception_of_Learners_Towards_Monolingualism_Bilingualism_and_Multi-Language_Learning

Gardner, R. C. (2006). The socio-educational model of Second Language Acquisition: A research paradigm. EUROSLA Yearbook, 6, 237–260. doi:10.1075/eurosla.6.14gar