'Language Acquisition and Learning Essay\r'

'There are several theories as to how flock suffer and visualize the intricacies of spoken oral communication non all to communicate scarcely as well as to communicate their ideas crossways an audience. As a matter of fact, most of these theories if not all of them contends with each other. The two famous contending ideas are that of the Behaviorist Theory purported by B. F.\r\nSkinner which argues that nomenclature learnedness is a matter of â€Å"imitation, practice, reinforcement, and habit shaping (Author, Year)” and the Innatist Theory posited by Noam Chomsky which presents the notion of a universal proposition Grammar found in every human creation’s mind that made them cognitively suitable in encyclopedism a speech (Author, Year). enchantment both of these theories account for the similarities and differences in initial speech communication and atomic number 16 wording learning, it is Stephen Krashen who for the first time made a basic dis tinction that first run-in is modernised part guerilla dustup is learned (Author, Year).\r\nAccording to Krashen, to acquire a oral communication is to understand the nomenclature good like that of a child acquiring his/her first manner of speaking without whatever conscious attention to the language form. On one hand, learning a language is to focus on the form and rules of a picky language. Aside from these basic differences there are also other factors that venture both first language erudition and second language learning such(prenominal) as the cognitive and surroundal aspects.\r\nIn the cognitive aspect, Chomsky said that humans in terms of language learning have The Critical Period Hypothesis, a genetic program that contains the kinds of knowledge and skill undeniable for the learning of a language in a specific period of every human’s life. This further suggests that most of human’s first language endeavor happens in this period which makes it eas ier to learn as opposed to second language learning that will happen beyond CPH.\r\nIt is argued that beyond these vital periods, it is already difficult if not impossible to acquire those language learning skills as supported by the case study of a 12-year old male child Victor who grew up in the wilderness of France without any contact with any human language but the sound of the animals and the woods (Author, Year). It is believed that second language send word no loner access the innate acquisition they have when they learn their first language which break them to rely on their other cognitive skills.\r\nThe second cognitive aspect is the knowledge of a earlier language. Second language whether children or adults have already acquired a first language on their make that works both as an advantage and a disadvantage. It is an advantage because of the fact that they have a prior language on how languages work. It is a disadvantage in a sense that this prior knowledge would affect and influence the learner’s knowledge of the second language that would inevitable lead them to make wrong(p) guesses on how the second language works.\r\nSecond language learners already have cognitive maturity and metalinguistic consciousness that a first language learner does not have which allows them to solve problems and engage themselves in language discussions. Moreover, there are also attitudinal and cultural differences gather up in between first language acquisition and second language learning. First is the willingness to use and examine the new language.\r\nFor instance, children learning their first language would deform to put forward themselves in different ways sometimes in erroneous ways even when their advancement in the language is limited. However, adult second language learners would find it stressful to not able to express themselves which inhibits them to endeavor with the language. Lastly, there is an environmental differences involved in language learning acquisition and learning.\r\nFor instance, first language learners are exposed in an informal environment where parents respond to their children’s language in a natural way such as a correction based on meaning as opposed to a correction based grammar accuracy. discipline is often made through reaction as opposed to a second language learning setting where every wrong utterance is corrected. In this way, second language learners are deprived of the experiencing language in a real communication set- up which is hazardous in their learning.\r\n'