How Copying and Interrelation of Various Tongues Has LED to The Blossoming of First and Second Languages

This is a summary of the various factors that are related to language acquisition. Various theories related to language acquisition for a major part of the discussion. The study majors on imitation or interactionism theories and how they influence the formation of first and second language. In the first chapter, the importance of language is outlined as communication and interaction. According to common perception, learning more languages besides the native language opens more career activities, a proper understanding of cultural diversity and wider scope of interaction and communication. The second language is learned through two processes, interaction or imitation. However, neither imitation nor interactionism theories have been proven to be the most preferable for the acquisition of the second language. English is world’s second language. Over half of the world has adopted English as the second language, with same rational spreading to publications and websites.

In chapter one, Skinner's behaviourist theory is explained about language acquisition. However, the theory is limited to the first language; there the theorist explains how a baby acquires a native language through imitation. Another philosopher by the name Bloomfield supports the behaviourist theory but adds the concept of sound community. Speech sound, uttering and intonation are paramount for a language to be authentic. The newborn learns these elements through imitation. The study explains how learning these elements may be a challenge when the second language is involved. However, interaction has been proven to eliminate these challenges and facilitate effective language acquisition just like an imitation. In general, language acquisition through imitation is as efficient as the acquisition through interaction.

Definition of common terms

First language (L1) – this is the active language, learned immediately after birth.

Second Language (L2) – This is any other language learned, other than the first language. In most cases, this is the official language, where the learner is forced by circumstances like interaction education, employment, and other official purposes to learn the second language.

Foreign language – refers to either second, third or fourth language that is not commonly used within a particular community or nation.

Target language – this is the language which the learner anticipates to fully comprehend.

Problem statement

This section states the goal of language as communication and interaction. Children are capable of learning the native language with ease and efficiency, unlike adults who cannot learn the second language with the original native fluency. The study seeks to examine the challenges that come with the acquisition of the second language. The hypotheses that ‘language acquisition through interaction is as efficient as language acquisition through imitation’ guide the research to establish the reality.

Research objectives and research questions

The research is purposed to establish the difference between native and non-native speakers regarding coherent and their ability to learn through interactions. Another aim of the research is to establish the most compelling theory related to language acquisition. The research questions were established based on the set objectives.

CHAPTER TWO

This section major on the theories related to language acquisition such as behavioural-imitation theory and social-interactive theory, the application of these theories and their limitations in a normal context.

Language Acquisition and Language Learning

In this section, the research explains how language acquisition begins in a young child. The child acquires language by interacting with others people. According to the research, language acquisition is different from language learning which involves sentence structure, grammar and vocabulary. The section elaborates further the difference between language acquisition and language learning, wherein acquisition, the learner gains language command and language application in appropriate context. In the case of learning, the leaner will major on language rules such as grammar and vocabulary.

This section highlights challenges that undermine learning of the second language such as components of the first language which include property and history. Linguistic features of the language being learned also determine the effectiveness of the language learning process. When learning the second language, the fluency will be challenged by the attempt of the learner to translate the first language directly.

Theoretical Perspectives on Second Language Learning

1. Skinners Behavioral Theory on Language Acquisition

According to the theory, learning the second language is influenced by environmental conditions. The behavioural theory ranks language as among the life skills where children acquire through imitation. This acquisition is based on stimuli, environmental factors, response and reinforcement. However, the reinforcement can be positive or negative as elaborated in the research. Learning a language is efficient especially in children where positive reinforcement is involved. In negative reinforcement, the child withdraws what they have learned. Learning through imitation is also discussed, with imitation been defined as the act of children emulating the adults. Children learn the accent, usage, structure and colloquialism and other related language components by imitating those they interact with such as caregiver or teachers. It is the responsibility of the caregiver and the teachers among other groups interacting with the children to ensure mastery of the language and guarantee suitable response and positive reinforcement for efficient language acquisition. Skinner gives more emphasis on the importance of a suitable environment such as a classroom to facilitate the language acquisition process.

2. Social Interaction

Vygotsky developed the social,-cultural model, which incorporates cultural development is part of language acquisition among the children. This theory lists social interaction among the key determinants of language acquisition. The first stage of language acquisition is through observing; where children observe how people interact through communication, hence imitate such. According to the social interaction theory, the surrounding will first develop within the child before they develop the ability to communicate. Language acquisition among the children is more effective when they interact with a challenging person. As the person communicates with the child, the child attempts to respond my imitation, and upon several corrections, the child gains language mastery.

Psychologist Perception of Imitation in children

Psychologists agree to the fact that a greater number of children learn by imitation. Imitation in children begins shortly after birth, as soon as the child begins to see the surrounding. At the age of six months, a child can see and imitate gestures (Vincini, Jhang, Buder, & Gallagher, 2017). According to Therapy Services (2015) and McElroy (2013), the children internalize their feelings with the surrounding and soon begin to compare and synthesise their expressions, gestures, and voices with those of the people they interact with.

Conflicting Views / Comparing the Native/ First learner with the Second Language Learner

Analysis of the bilingual language acquisition by Abutalebi and Clahsen cites behaviourist theory as the most predominant. However, self-regulation can influence proficient communication according to William and Pattern.

Time and Consistency of Acquisition - first learners attain fluency rather fast than second learners.

Critical Period - Many researchers agree that there is a specific period for second language learning, and early ages are most appropriate.

Abstract Thinking- cognitive stages that children undergo matches with their age, with abstract thinking been the final stage of language acquisition.

Language Ego- stands out as inhibitors of acquisition of the second language among the adults.

Chapter three

Purpose of research is to determine the most influential theory in language acquisition and differences among natives and nonnatives where language is involved.

Population

Target population - Department of Education at Western Governors University, Texas

Sample population - 87 students of English Language Department (male – 15, Female – 72).

Method and Data Collection

Questionnaires were used. Questions included evaluating respondents perceptions of causes and effects of language acquisition were:-

1. Do you find native language speakers more coherent than non-native speakers?
2. Do all native speakers learn language from a system of rewards?
3. Does age influence language acquisition?
4. Do you find native language speakers more coherent than non-native speakers?
5. Do all native speakers learn language from a system of rewards?
6. Does age influence language acquisition?

Data analysis

Age influences language acquisition ability with children standing better chances of learning the language better than elders do. Differences in incoherence between native and non-native speakers were established

CHAPTER FOUR

The Most Compelling Theory

According to the research, there is no specific compelling theory to language acquisition. The strengths of each theory are based on the context. Each of the two theories has their weakness and strengths, all depending on the context. Behaviourist theory is most suitable for adults, while children acquire language through interactionism. As a child interacts with parents, caretakers, or older children, one gets to learn the language.

Language Acquisition Dissimilarities

Natives and nonnatives differ regarding language acquisition and fluency. Age stands out to be determinants of pronunciation and language fluency, where children can learn a language better than an adult. Some adults face challenges in mastering the pronunciation and language fluency even after many years of learning a language.

Chapter five

Language acquisition in adults varies totally with children. A child learns faster than an adult to an average of three years. Although adults master language elements such as structure and formation, the same mastery is the major language acquisition barrier. Adults face flexibility challenges to master the second language, with variation in fluency and command been evident among learners of the second language. The study settles on the fact that all theories, behaviorism, and interactionism have a significantly equal contribution to the acquisition of languages, although their application may vary with context.