Sure, but what you're talking about here is the surrounding stuff, not the process.
Motivation is equally or even more important than aptitude. I'm also good at math but prefer conjugating verbs over solving differential equations, so that's where I direct my time and energy when left to my own devices. And I'll choose doing both over any number of other skills--baking, photography, playing poker, or any number of other tasks that also require attention, effort, and practice to get good at.
I think the closing language window is also highly dependent on factors aside from aptitude:
- Native language learning largely progresses hand-in-hand with mental development. At four, I wasn't frustrated by an inability to discuss the hero's journey as portrayed in MCU films. As an adult language learner, I am.
- Adults are generally far more self-conscious about making and having their linguistic mistakes corrected (an effect that's often amplified if there's a status mismatch between the adult learner and the adult correcting them).
- The incentive are different. For many adults, second language-learning occurs in an academic setting whose very structures--testing and evaluation--are at cross purposes to the experimentation and errors required to master a language.
More basically, the definition of "fluent" is situational. Few people would have said I couldn't "speak" my native language at five, even though I was incapable of writing a short story, reading a newspaper, understanding a sixth grade science lecture, or giving a keynote address--all things it took years of schooling to master. Yet adult language learners' fluency is evaluated on their command of the second language in comparison to their age, not how long they've been learning the language in question.
TL;DR - the factors that make adult language acquisition hard are separate from the basic mechanics of learning it.
Re: Well ...
Motivation is equally or even more important than aptitude. I'm also good at math but prefer conjugating verbs over solving differential equations, so that's where I direct my time and energy when left to my own devices. And I'll choose doing both over any number of other skills--baking, photography, playing poker, or any number of other tasks that also require attention, effort, and practice to get good at.
I think the closing language window is also highly dependent on factors aside from aptitude:
- Native language learning largely progresses hand-in-hand with mental development. At four, I wasn't frustrated by an inability to discuss the hero's journey as portrayed in MCU films. As an adult language learner, I am.
- Adults are generally far more self-conscious about making and having their linguistic mistakes corrected (an effect that's often amplified if there's a status mismatch between the adult learner and the adult correcting them).
- The incentive are different. For many adults, second language-learning occurs in an academic setting whose very structures--testing and evaluation--are at cross purposes to the experimentation and errors required to master a language.
More basically, the definition of "fluent" is situational. Few people would have said I couldn't "speak" my native language at five, even though I was incapable of writing a short story, reading a newspaper, understanding a sixth grade science lecture, or giving a keynote address--all things it took years of schooling to master. Yet adult language learners' fluency is evaluated on their command of the second language in comparison to their age, not how long they've been learning the language in question.
TL;DR - the factors that make adult language acquisition hard are separate from the basic mechanics of learning it.