Language Acquisition First and Second

Language Acquisition

First and second language acquisition: Unnecessary differences and encouraging similarities

Language acquisition is a complex process that is still not entirely understood. The speed and apparent method by which infants acquire their native language continues to baffle researchers in linguistics, psychology, and neurology; no entirely valid explanation has been put forth that sufficiently explains the phenomenon given what is known about language acquisition later in life (Galasso 2003). This fact alone, though, has led to some interesting hypotheses and research regarding second language acquisition in both children and adults, with increasing evidence that the specific subconscious mechanisms of language acquisition -- whatever they may be, as they are still not fully understood -- can be used to help second-language learners later in life (Freeman & Freeman 2004; Wilson 2000). The human brain seems to have an innate ability to pick up on the rules of grammar, and this fact can be utilized in language learning and instruction to gain fluency faster and more completely (Wilson 2000).

The primary external difference between first language acquisition and second language acquisition is that the first occurs completely subconsciously, whereas the second is almost always the result of a conscious effort (Freeman & Freeman 2004). That is, second language acquisition in most instances of traditional learning is known to follow established cognitive problem solving mechanisms of thinking and reasoning (Galasso 2003). But attempts to integrate the innate knowledge of grammar that the human brain is capable of and that seems to facilitate first language acquisition with traditional and developing methods of learning a second language show very optimistic results for improving second language acquisition (Freeman & Freeman 2004).

There are several essential factors in both first and second language acquisition. Psychological, physical, and social factors all contribute to both children's and adults' acquisition of language. The psychological factors surrounding first language acquisition are still a large part of the mystery surrounding how a native language is absorbed; grammar is understood to be something that human brains innately grasp, but the how of this grasping has yet to be explained (Freeman & Freeman 2004; Wilson 2000). The psychology of second language acquisition is somewhat better understood but still quite complex; using the first language as a monitor for the second almost always happens and can lead to difficulties in the learning process (Galasso 2003). Social immersion in a language -- or isolation from it -- also has a huge effect on both first and second language acquisition, and the physical movements of the mouth and tongue that are used to produce the phonemes in one language can assist or make difficult the physical creation of sounds during second language acquisition (Freeman & Freeman 2004; Wilson 2000).

The environment that language acquisition occurs in, whether it is a first or a second language being acquired, is also hugely influential on the development of that language. It is only in context that a language with inherent ambiguities can be understood at a level of fluency, and if the environment surrounding the language learner does not help to reinforce the rules and/or vocabulary of that language, then language acquisition becomes more difficult (Freeman & Freeman 2004; Wilson 2000). In addition, things as basic and yet fundamental to all types of learning such as anxiety levels and self-confidence can also have huge effects on language learning, especially during second language acquisition (Wilson 2000).