The Role of Genetic Factors in Language Learning Ability:A Psycholinguistic Perspective

Abstract

This article examines the biological and environmental foundations of language-learning ability from a psycholinguistic perspective. It outlines key theoretical concepts—genetic factors, heritability, individual differences, cognitive processes, and mechanisms of language acquisition—and reviews empirical research illustrating their influence on linguistic development. Evidence from twin studies and large-scale longitudinal projects, such as ALSPAC, demonstrates that genetic factors account for approximately 29–45% of variation in verbal intelligence and literacy-related skills. At the same time, parental education, home learning environment, and socioeconomic conditions exert substantial influences on early cognitive development, with some effects continuing into adulthood. The article argues that language-learning ability emerges through a dynamic interaction of biological predispositions and environmental input. Recognizing this interplay is essential for designing effective educational strategies that address diverse learner profiles.