This paper focuses on the effects of age on second language learning, specifically in foreign language settings. It begins by pointing out that the effects of learners' initial age of learning in foreign language learning settings are partially different from those in naturalistic language learning settings and, furthermore, that studies in the former context have produced conflicting results. In an attempt to clarify these divergent findings, the present paper examines methodological issues as a way of re-analysing the existing evidence from research conducted in foreign language settings. The discussion contends that this kind of methodological clarification may permit robust findings to emerge which are specific to age effects in foreign or instructed language learning settings and go some way towards clarifying the existing picture.
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