1.
Introduction
Language acquisition is one of the most important elements of human evolution.
During the first 3 months, the child produces big smiles in response to a speaking face
and starts to create distinct vocalizations. The earliest use of speech-like sound is
“cooing” or “gooing”. In the later babbling stage, the child is producing sounds like
ba-ba-ba-ba and ga-ga-ga-ga. Then children begin to produce a variety of
recognizable single-unit utterances and two-word utterances. Then he/she shows some
unconscious metalinguistic ability too. In order to make the child foster in language
acquisition we should work on some language processes like phonology, morphology,
syntax, semantic and pragmatics. At the age of six, children comprehend roughly
10,000 to 14,000 words (Pinker, 1994).
First Language Acquisition (L1)
The first language (L1), known as a native language or mother tongue, is acquired
quickly. Children master self-expression and communication before school, unlike
any other species. By age three, they begin learning their first language through an
unconscious process that starts with cooing, then babbling, progressing to single
words, and forming sentences. By age two, children typically know 200 to 300 words
and can understand five times that amount, with vocabulary expanding rapidly. L1 is
primarily learned at home and significantly impacts second language learning.
Linguists like Chomsky and Piaget have offered theories on this process.
Second Language Acquisition (L2)
Learners begin to communicate in a second language when they believe in word-for-
word translation or assume single translations exist for each word. Second language
acquisition is common in education and business, and adults learn languages like
English, Mandarin Chinese, and Spanish for specific reasons. Unlike first language
acquisition, second language learning is a deliberate act. Research on Interlanguage
has revealed important features of second language acquisition. Interlanguage,
defined by Selinker in 1969, consists of transitional grammars created by learners.
Additionally, students who are more curious tend to perform better.
1.2 Background Context:
Numerous studies conducted in the 1970s and 1980s demonstrated that phonemes
have an impact on the native language categories that students use. There are three
models that attempt to explain how the first language (L1) influences the second
language (L2). The connection between a mature phonological system and speech
perception is covered in the first model. Best developed the Perceptual Assimilation
Model (PSM) in 1994, which examines how a speaker's native phonological system
interprets nonnative sounds. The Speech Learning Model (SLM) divides sounds into
"new" or "similar" to L1 as it discusses L2 sound acquisition. It implies that phonetic
systems go through "equivalence classification," which is the process of adapting and
reorganizing in response to L2 input. The other model emphasizes the significance of
grammar and its changing elements. In contrast to Skinner's behavioral theory,
Chomsky highlighted children's inborn language acquisition skills, while Piaget
linked linguistic and cognitive development.
1.3 Importance of the Study
This Language is a highly structured, exact, and brief system. With its human-like
qualities, language is a mystery, meaning is its essential web, and it is born, grows,
and occasionally dies. Studying language acquisition helps researchers understand
how children naturally develop communication skills from infancy to childhood. It
explains how children acquire first language (L1) and learn a second language (L2).It
is closely connected to thinking, memory and problem-solving skills. Language
enables children to communicate, build relationships and participate in society.
This study may serve as a source of for future researchers interested in child language
development and second language learning. It may also help educators use effective
teaching strategies for bilingual and multilingual learners.
1.4 Statement of the Problem
This study addresses issues about how children learn their first language (L1) and
acquire a second language (L2). It investigates the variables that affect language
growth as well as the difficulties youngsters face as they pick up a second language.
Children learn their first language automatically by interacting with family and
society; L2 learners usually need formal instruction and exposure. But cognitive
differences, social environment, teaching techniques and restricted exposure are
among the reasons why many youngsters struggle to learn a second language.
Additionally, needed is improved comprehension of the impact of first language
development. Learning a second language in youngsters.
Research Objectives:
1. To investigate the need of SLA learning for children
2. To examine the importance of SLA in children
Research Questions:
1. How does the L1 learning influences L2 in children?
2. Why is it important for children to acquire SLA?
2. Literature Review