When language teaching helps? And when it does not help?

Language teaching certainly can help. Its primary function is to supply comprehensible
input for those who cannot get it elsewhere, those constrained by their situation. For
beginners, language teaching helps when it is the main source of low-filter
comprehensible input. For foreign language students who do not have a chance to get
input outside the or by their competence (those unable to understand the language of
the outside world). On the other hand, it does not help when rich sources of
comprehensible input are available. Like for example, when students had a rich source
of comprehensible input outside the classroom.

Why children with the age of 10 below achieve higher second language
acquisition proficiency than those beginning as adults?

Children the age of 10 below achieve higher second language acquisition proficiency
than those beginning as adults. It is because acquirers who begin natural exposure to
second languages during childhood generally achieve higher second language
proficiency than those beginning as adults. The brain’s elasticity and rapid neural
formation that babies and young children are able to learn languages at a faster rate.
This is sometimes referred to as the “critical period”. According to the Critical Period
Hypothesis, age is proved to be the myth that young learners stand the advantage
stage in second language learning.

Why acquisition is more important than learning?

Although both play a role in developing second-language competence, acquisition is far

more important than learning, since the competence developed through it. It is
responsible for generating language and thus accounts for language fluency. Also
because we acquire language in only one way, when we understand it. Acquisition
enables us to learn naturally or subconsciously.