Language Acquisition Vs Second Language Acquisition

Why is second language acquisition fundamentally different from first language acquisition?

It is a wonderful capacity when humans start to pick up their first own words in their first life. This is a first way that humans start to communicate with others, start to send their feeling by using some amazing samples that everyone can understand. These samples called a language.

This paper first, argues why first language acquisition is fundamentally different from second language acquisition in light of the fact that acquiring first language is innate. Thereafter, this paper discuses fundamental distinction between first language acquisition and second language acquisition in terms of age, cognitive development and previous experience.

A.

Ellis (1985 as cited in Nunan 1999) states that the age has three important aspects of second language acquisition: the first principle is route, which is the evolving of learners when acquiring second language. For example, Ellis (1985) mentions that starting age does not affect the route of SLA, which means that learners of L2 will not affected by the route of SLA while they are under learning. Similarity, Cancino et al (1978) states that adults go over the similar steps of gaining second language as children. The second aspect is rate, which refers to the speed that learners take place to acquire the second language. According to Snow and Hoefnagel-Höhle (1978) study, they investigated the naturalistic acquisition on three groups of Dutch, children, adolescents and adults ten months period, regarding to their morphology and syntax, they found that adolescents did better while the adults comes at the second group and the last group is the children. However, there were only minor distinctions in pronunciation, and as the children start to catch up the grammar differences reduced during the time (Nejadansari and Nasrollahzadeh, 2011). Consequently, we can say that adults are greater than children in rate of acquisition and older children gather more quickly than younger children (Krashen, Long, and Scarcella 1979 cited in Neiadansari and Nasrollahzadeh, 2011). The third aspect is

To clarify, every language has its order form of producing a sentence or how the words will be structured, whether in a sentence or during a speech. So, many studies have been investigated in order to figure out this issue in this field. On of these studies is the comparative between English and Korean structure. Onnis and Thissen (2013) state that in Korean, the head components come at the end of an expression, while in English the head components of the expression come first. In the English sentence for example, “He saw me go there” has a different order in Korean which is “He me there go saw”. Also, “send me the letter” has a different form in Korean “letter me send”. Moreover, they added, we can see that English is prepositional “at work”, but Korean on the other hand is postpositional “work at”. Therefore, it is clear that transitive and imperatives, which consider the most widespread and frequent in English, have a switched word-arrange in Korean. As a result, the learners of the second language in this investigation have impacted by their previous knowledge of their first language elements. Similarity, Ullman, 2001, cited in Karsten (2006) points out that technical system is supposed to be obtainable to late L2 learners at least to some range, it also has to be assumed to mental lexicon of the second learners.