1. Introduction

　　The article is a review of a research article about older learners’ aptitudes， processes， and outcomes in learning English in second language acquisition. The name of this article is Older Learners in SLA Research： A First Look at Working Memory， Feedback and L2 Development. I choose this article because is a research into age-related difference in the processes and outcomes of second language acquisition that is an interesting topic. Meanwhile， there are not many other researches about the area of elderly of learning English as a second language.
　　The first part of this review is the theory part that related to age and second language learning. In the second part， the main points of the article and author’s findings and arguments will introduced. The third part， I will provide my own ideas about this case study. In the last part， the implications and the future development of the relationship between age and English as a second language learning will be discussed.

2. Age and second language learning

　　According to Lightbown， P. M.， Spada， N. （2013， 92）， the relationship between age and second language learning is complicated and controversial. They indicated a common phenomenon that children from immigrant families can speak the second language better than their parents. This phenomenon may show that there are relationships between age and second language learning. The Critical Period Hypothesis is used to explain this situation. The Critical Period Hypothesis is that there is a period of time during the human study and grow， when the brain is a trend to get success in second language learning. But learners start to learn not in this period could not be successful as learners in that period. Some further findings provide evidence that there may be multiple critical periods that are relevant to different aspects of language learning. Such as， the period of the ability of learning pronunciation is earlier than vocabulary.
　　Some other ideas that support the learning conditions for children and adults are different that would be the reason of the phenomenon that mentioned before. Younger learners are in the informer situations that have more time to practice but adults are under high pressure to speak fluently and accurately and also they have to use complex language to express more complicated opinions. Besides， some researches show that older learners have learned second languages more efficient than young learners with metalinguistic knowledge， memory strategies and problem solving skills. In fact，Robert Dekeser（2000） did some research and indicated that the study ways of adult learners and young children learners are different. 　　The working memory is related to the area of cognitive functioning that includes： executive control， and/or processing speed and predict language performance. And also Baddeley （2003， p837） points out that working memory is “an integrated system for temporarily storing and manipulating information”. This means working memory is a significant part of second language learning. （Doughty， C. J.，