Abstract
This study examines whether the age variable is as important as is generally assumed in learning English. In addition, it explores the reasons why previous studies regarding early English education (EEE) are sharply divided into two opposite groups: those for EEE and those against EEE. After examining a variety of studies on Critical Period Hypothesis, we came to the conclusion that the hypothesis does not hold in learning the second language. That is, we can say that early exposure to English itself does not have a special advantage in learning the language, especially in a place of an EFL context. We would have to focus more on such variables as the degree of cognitive development and the amount and intensity of exposure to the input language. The sharp divisions of research results are caused by research focus differences, uncontrolled samples, mixing of ESL and EFL situations, and errors in research methods.
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