العوامل المعرفية والاجتماعية والتعليمية االتي تؤثر على تعلم اللغة الثانية في جامعة دهوك، كلية التربية الأساس، قسم اللغة الانجليزية

الملخص

                 This study explores the cognitive, social, and instructional factors that influence second language acquisition (SLA) among Kurdish young learners of English as a Foreign Language (EFL). Drawing on a combination of literature review and empirical data, the research examines how variables such as memory capacity, processing speed, and analytical thinking impact language retention and fluency. Social dimensions, including immersion, peer collaboration, and cultural exposure, are also investigated for their role in boosting learners’ confidence and communicative competence. Furthermore, the study evaluates the effectiveness of instructional methods— specifically Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), and Blended Learning—in facilitating second language acquisition. The findings highlight that SLA is a dynamic process shaped by the interaction of individual cognitive abilities, social engagement, and the use of effective teaching strategies. Learners benefit most when these elements are addressed holistically within the classroom. The study concludes by offering and summarizing some practical recommendations for educators, policymakers, and researchers to adopt a more integrative approach to language instruction that enhances learner motivation, fluency, and long-term language development. At the end, the results of this article indicated two main factors that influence the learning which are internal and external factors from age, gender, personality and attitude.