First Language Acquisition

One of the most fascinating problems confronting researchers is that whether language is something that is as natural to humans as eating and walking. Children are able to produce speech on their own despite no experiencing language before. First Language Acquisition (FLA) is believed to be quick, effortless, uniform and equipotential (QEUE) across all learners. As humans are believed to acquire the first language unconsciously, researches have also been carried out to understand how second language is acquired. In order to understand the nature and the process of First Language Acquisition and Second Language Acquisition (SLA), various aspects are examined, compared and contrasted. In this paper, we shall look at the process of FLA. Then,

Lenneberg (1967) proposed that there is a sensitive or critical period for acquisition of a first language. The Critical Period Hypothesis holds that there is “a biologically period of life when language can be acquired more easily and beyond which time language is increasing difficult to acquire” (Brown 1994, p.52). All children acquire the first language if stimuli is provided. But if the input of language does not occur before a particular period, ones will never achieve full command of that language. For first language, the critical, biologically determined period is believed to be first five years of

Most normal human beings acquire the first language without efforts and consciousness. All language are equally learnable by all children. A 1 year-old child need no motivation to learn a second language. If input is provided, he or she will automatically acquire. On the other hand, not all humans are equally motivated and cognitively enough to possess second language learning. An older child may experience ‘motivation problems’ as he or she may prefer other activities.

A negative attitude towards the target language or its speakers, or the other members of the class, may also affect one’s determination and persistence to be involved in the classroom and its activities. (Gardner and Lambert, 1972).

There are many social situations in which a second language is learned. The natural situation is similar to that in which the first language is learned. Family, play and the workplace can be included in these social situations. However, it is important to note that social interaction of second language learners mainly focus through the medium of language. Second language learners, usually adults, typically have significantly fewer good language learning opportunities than children. Second language interactions in the workplace can also be very limiting, because of the lack of language ability. Even in the classroom situation, language learning is isolated from the