” CASE STUDY: Language Acquisition vs.

Language Learning”

I. Executive Summary

Children acquire and learn language through different ways that shows various
theories like Behaviorist Theory, Nativist Theory, Constructivism, Structuralism,
Cognitive Theory, and etc. In some case, this study will help the learners to develop
their language learning and acquisition.

This study focused on the theories that children used in learning and acquiring
their language. This study also provides some activities that might develop Alesha and
Angelique’s language learning and acquisition.

This study revealed that in language acquisition, imitation is one way of a child to
acquire language that is related to the behaviorist theory. Also revealed in language
learning, Interactionist nature of langue and Constructivism is an effective way to learn
language. Thus, this study recommended that fun activities like Homonyms, Storytelling,
Songs, and Riddles can be use as a strategy in developing child’s language.

II. Introduction

Language is the means we use to convey ideas from one mind to another, and
the acquisition of language remains one of the most fascinating aspects of human
development. From the first monosyllabic utterances to the use of complex, nuanced
and context-specific structures, both the rate of progress and the stages of language
acquisition have been the focus of innumerable research studies in developmental
psychology, linguistics and pedagogy. (Castello, 2018).

III. Background of the Study

In developing child's language there are two (2) different ways: language
acquisition, and language learning. These two are different from each other. Krashen
(1982) hypothesized that the process of learning a second language is distinguished
from acquisition, with the latter being a subconscious process of gradual development
of ability through use in natural communicative situations with other speakers. The focus
is not the form of the speaker’s utterances, but meaningful interaction through the act of
communication itself, meaning that language users are largely unaware of the rate or
sequence of their development. Lightbown and Spada (2001) observe that acquisition
occurs during the formative years of one’s life - usually commencing in early childhood
before age three - and that it is learned as part of growing up among people who speak
it fluently. In contrast, learning is differentiated as a more conscious and explicitly
sequenced process of ‘accumulating knowledge of linguistic features such as
vocabulary, sentence structure and grammar, typically in an institutional setting’ (Yule
1985:163). The difference between these ways of developing language competence is
manifest most clearly in their outcomes: through acquisition the contextual
understanding of the language is gained, and through learning, knowledge ‘about’ the
language: ‘knowing the rules, being aware of them, and being able to talk about them’
(Krashen 1982:10; also, Schmidt 1983).

In acquiring language, there are many linguists attempting to explain such

humanly overwhelming phenomenon. Chomsky, for example, shares common belief
that language is a "specie-specific" behavior and that it is innate in every individual.
Bloomfield, Skinner, and Halliday, on the other hand, believe that language is acquired
behavior through conditioning and reinforcement and that it is best learned through
interaction in various situations and applications. Based on these opposing views,
language acquisition is influenced and controlled by two powerful factors heredity
(nature) and environment (nurture). Also, we have our second language that we need to
learn. We can learn this second language in a formal education. These are just some
theories in acquiring languages, it may be true to some but they may not be true to all
individuals in all circumstances, hence, this study.

This study focuses on how children acquire his/her first language and second
language, what ways/strategies to learn their language/s, and what theory he/she has in
acquiring languages.
IV. Case Evaluation

This section provides cases that show on how Angelique acquires her first
language and Alesha teach her second language. It also discusses the theories that
have been shown on each case.

Case 1: Angelique acquiring her First Language (L1)

Four-year-old Angelique is skilled at mimicking what she hears. During our

observation, she imitates her mother in speaking and behavior. She mimics what her
mother says, such as when she is interacting with her brother. She learns her first
language as a result. She mimics everything she hears, but because she is unaware
that some words are immoral, she is not learning as she does so. She also enjoys
watching "Cocomelon" videos on YouTube, where she picks up new words.
Nonetheless, she is unconsciously using some inappropriate language. We also noticed
that she mistook a snake and a worm for her while they were learning the alphabet.
Because of how similar a snake's feature and a worm's feature are, she became
confused. Because of this, her mother must explain that a snake is longer than a worm,
that a snake is more deadly than a worm, and other qualities that set the two apart.

Evaluation

Based on our observation and experimentation, in this case, Angelique shown

different theories in acquiring her first language. First, behaviorist theory where she
acquires language by imitation, but there’s no learning due to the fact that she is not
aware that there are words that are immoral and the sentence structure. Second, it
shows nativist theory, where she acquires language on her own using her language
acquisition device. And lastly, cognitive theory, where she needs to know the
characteristics and features of something, before she acquires language.

We advise having an older person to mentor a young child in order to assist them
learn their language for this reason.

Case 2: Alesha learning her second Language (L2)

Alesha, a six-year-old girl who adores "Peppa Pig," frequently asks her mother
during these episodes when she hears phrases in English that she isn't familiar with.
She also enjoys playing the game Roblox, which aids with her language learning since
she must utilize the English language to converse in various nations while playing. She
enjoys reading, which is helpful for learning languages. She is learning a second
language (L2) while reading a book with the assistance of her sibling, who is coaching
her. Then there's her mother. Her mother typically instructs her in English so that she
may converse with her other cousins who are native speakers.

Evaluation

Based on my own observation in this case, Alesha demonstrates some various

theories. The first one is Nativist theory where she acquires it by herself and by the
confirmation of her relatives. The second one is Cognitive which she used to know the
language before she finally learned it. The third one is interactionist theories, where she
interacts with her mother to ask some questions and also the interacting with her
internet friends by the game she used to play. And the last one is Constructivism, by the
help of books Alesha's learning in second language improving and also by the wants to
know the language.

Based on our observation in this case, Alesha demonstrates some various

theories. The first one is Nativist theory where she acquires it by herself and by the
confirmation of her relatives. The second one is Cognitive theory which she used to
know the language before she finally learned it. The third one is Interactionist theory,
where she interacts with her mother to ask some questions and also the interacting with
her internet friends by the game she used to play. And the last one is Constructivism, by
the help of books, Alesha learn her second language.

Proposed Solution

Based on the cases that we had, the problem that existed is the environment
itself. Because of their environment or the people who surrounds them, they acquire
and learn language. Just like in the case of Angelique, she imitates language by
watching Cocomelon videos and her environment, but sometimes she is not aware to
the words she imitates. That’s why, as a parent they should surround their child with
good people and they speak a language that their child should acquire, also they should
monitor their child on what they are doing while playing or watching. Other than the
environment of the children, there’s nothing a problem that existed.

In order to enhance the knowledge of the children’s second language, they

should interact with their peers. Because by interaction, they learn language on their
own and it has a big factor on the development of a child. Below are some examples of
games and playtime activities that integrate language learning with fun:

Children can benefit from playtime. Games offer a fun-filled, relaxed environment
where they can practice using new words and are free to express themselves.
Participating in recreational activities is an effective way to develop language and
communication skills. It also helps your children to be more socially confident and may
be a way to forge friendships.

 Riddles. Riddles are fun ways to use words and paint pictures of scenes or
situations. Read or say riddles aloud to each other and explain to your
children the different definitions of a single word e.g., school as in a place of
learning or school as in a group of fish to help them understand the riddle
better.

 Homonyms. Promote listening and comprehension skills by playing with

words that sound the same but have different meanings. Allow your children
to think of words that sound alike and let them try to define each one. This is
also a good gauge of how much your children’s vocabulary has expanded
and if their understanding of the words is correct.

 Storytelling. While storybooks provide ample entertainment, sharing stories

– whether real or make-believe – can provide a good bonding time with your
children while helping develop their communication skills. Exchange stories
about daily events. Broaden their imagination with fantastical stories and let
their creativity grow as you make up stories about anything and everything
around them.

 Songs. Aside from harnessing their musical abilities, songs also help
children learn new words. Lyrics have a sense of rhyme and rhythm so it will
 be easy and entertaining for them to sing along. In addition, simply putting a
tune to an activity can be a fun game that you can play with your children.

Words can be a lot of fun if we know how to maximize their use. Together, they
can be made up into stories, songs, and a whole lot of other things that will help your
children be more eloquent.

VI. Conclusion and Recommendation

Conclusions

Based on the case study done, the summary of discussions made, the
conclusion is based on the analysis of cases. The conclusions gathered are
stated below.

1. In acquiring first language (L1), behaviorist theory was shown since you are
imitating and mimicking the sounds what you hear. But sometimes there’s no
learning due to the fact that a child is unconscious about the words if it is right or
wrong.
2. Environment has an impact in language acquisition since language is nurturing.
3. Reading textbooks is a vital tool in learning second language and it provides a
sentence structure that makes language correct.
4. Watching videos may help students to acquire languages, but there must be an
adult to guide a child.
5. In learning second language (L2), going to school is an essential way to learn
language successfully. A child needs to experience everything to acquire
language and knowledge as Constructivism suggests that we gain knowledge
through experiences.
6. And most importantly, interaction nature of language is an effective way to
acquire language.
7. Different activities such as Riddles, Homonyms, Storytelling, and Songs will help
to develop
 Recommendations

The following recommendations are offered based on the cases, and conclusions
that were formulated.

1. We should be aware about our words choice since children imitate it.
2. For the parent, they should guide the language development of our children
since sometimes they are not aware about their learning. They must let their
child to interact to acquire and learn language because interaction is an
effective way to learn language.
3. For the teachers, they can use this as a strategy to teach language. They can
use textbooks or reading session to learn language.
4. For the learners, they should be aware of what they are imitating. Learn to
ask if you are confused.
5. For the government, in order to teach a child’s second language, they must
support the Department of Education and give a budget to enhance the
educational system. They make a program like storytelling to enhance the
child’s reading comprehension and vocabulary. And by experiencing those
such activities they will learn language on their own.

VII. Implementation

VIII. References

(n.d.). Fun activities that help language learning in children. British Council.
https://www.britishcouncil.my/english/courses-children/resources/fun-activities-that-
develop-language-learning

Castello, D. (Director). (2005). First language acquisition and classroom language

learning: SImilarities and Differences [Film]. University of Birmingham Edgbaston
(College of Arts and Law).
Borromeo, L. M. T. (Director). (2022). Vocabulary Enhancement Using Short Stories
[Film]. Holy Rosary College Foundation.