Second language (L2) phonological acquisition is constrained by a complex interplay of extra-linguistic factors, among which the age factor is frequently investigated. This study adopted a multi-factorial approach to examine the effects of the age of learning English (AoLE), along with ten other extra-linguistic factors, on the ultimate English phonological attainment of 318 university students in Chinese context for English as a foreign language (EFL) as a whole and across three cohorts: first-year non-English majors, first-year English majors, and third-year English majors. The participants were administered background questionnaires and receptive and productive EFL phonology tests. The results of regression analyses indicated that the AoLE was not a predictor for the whole sample, while English pronunciation self-concept (EPSC) turned out to be the most predictive. Predictors for each cohort varied in number and content. Whichever cohort the participants came from, EPSC remained a constant and potent predictor, whereas the AoLE could merely predict the phonological attainment of first-year non-English majors, accounting for 4% of its variance. The findings of the study contribute to the long-standing debate over the viability of the critical period hypothesis, provide methodological implications for age-related L2 phonology research, and inform early EFL educational decisions.

中文翻译：

---

年龄越小越好？理解年龄对EFL语音成绩的影响的多角度方法

第二语言（L2）语音学习得受到语言外因素之间复杂相互作用的制约，其中年龄因素经常被调查。这项研究采用多因素方法来研究英语学习年龄（AoLE）以及其他十种额外的语言因素对以中文为外语的318名大学生英语最终语音成绩的影响（EFL）作为一个整体，涵盖三个队列：一年级非英语专业，一年级英语专业和三年级英语专业。参与者接受了背景调查表以及接受性和生产性EFL语音测试。回归分析的结果表明，AoLE并不是整个样本的预测指标，而英语发音自我概念（EPSC）证明是最具预测性的。每个队列的预测变量在数量和内容上都不同。不论参与者来自哪个队列，EPSC都是一个恒定而有效的预测器，而AoLE只能预测非英语专业一年级学生的语音学成绩，占其方差的4％。该研究的发现有助于对关键时期假说的可行性进行长期辩论，为与年龄有关的L2语音研究提供方法论意义，并为早期EFL教育决策提供依据。而AoLE只能预测非英语专业一年级学生的语音学成绩，占其方差的4％。该研究的发现有助于对关键时期假说的可行性进行长期辩论，为与年龄有关的L2语音研究提供方法论意义，并为早期EFL教育决策提供依据。而AoLE只能预测非英语专业一年级学生的语音学成绩，占其方差的4％。该研究的发现有助于对关键时期假说的可行性进行长期辩论，为与年龄有关的L2语音研究提供方法论意义，并为早期EFL教育决策提供依据。