REVIEW OF RELATED LITERATURE

By: Altovar, Cassandra Marielle L.

I. INTRODUCTION

A language is a potent tool that distinguishes humans from all other creatures. Language, the
same as culture, is particularly noteworthy for its unity in its diversity: there are numerous languages
and many cultures, all different but intrinsically the same. It is not easy, however, to imagine a
human society without Language (Aronoff, 2007). How does one acquire and process the capability
to comprehend utterances and communicate? That is alluded to as language development. The
process by which children learn to process speech and communicate. During this period, one may
gradually comprehend fundamental verbal patterns and expand their vocabulary before achieving
proficiency. Language development is innately a sequence of stages (Fromkin et al.). Uncovering the
diverse dynamics of Language may also provide a better understanding of overall cognitive processes.

Acquisition and learning are the two most important processes. What is the difference
between the two terminologies? Schutz (2011) defines language acquisition as the innate integration
of languages through intuition and unconsciously acquired knowledge. It results from genuine
interactions among individuals in the target language and culture environments, in which the learner,
as an active participant, develops one's language competency. Every individual will learn the
Language of the social environment to which they belong, just like a chameleon changes color to
blend. That is language acquisition.
On the other hand, language learning entails the study of Language and the study of the
Language as a system, predominantly in written f m. The goal is to comprehend the Language's
structure and generate new knowledge about everything (Schutz, 2011). It was the traditional method
known as language learning. Language development studies have been particularly helpful in
understanding the occurrence of functional specialization in conjunction with the extent and
adaptability of mental abilities during learning. New and more effective approaches, such as novel
approaches and technologies for capturing the linguistic environment, are constructive as a child
grows up (Greenwood et al., 20 11). Even what the child says (Oller et al., 2010) should allow for
more fleshed-out theories and models of language development. To put it in another way, if one
wants to "learn" a language, one must first "acquire" it (Schutz, 2011). Anyone who wants to
understand better people and our world will benefit from learning about linguistics and how language
works and functions.

This review will examine some theories and principles of language acquisition and learning
and their implications for teaching. The discussion includes a child's language acquisition process,
such as; pre-talking, babbling, holophrastic, two-word, and telegraphic stages. Conversely, the
learner's language development includes the; pre - systematic, emergent, systematic, and stabilization
or post-systematic stages. Further, this review will delve deeper into first language acquisition
theories and their underpinning areas of interest such as behaviorist, innatist, and interactionist
perspectives. Besides that, this paper also explains second language learning, which covers; the
context for language learning comprehensible input, the natural order and interaction hypothesis,
behaviorism, sociocultural, universal grammar, and frequency-based approaches, as well as individual
differences in second language acquisition, and their overall implications once applied in teaching.

II. STAGES OF LANGUAGE DEVELOPMENT

1. Child's Language Acquisition Process

 One can agree that Language is essential to one's daily l e. It is a medium for individual
expression and communication, which also signifies the journey from infancy to maturity, and helps
develop one's personality; however, how does one converse, respond to, and express particular this?
That is known as Language Acquisition, which is often misunderstood, simplified, or even forgotten.
The younger the learner, the more efficient the acquisition will be over learning (Schütz, 2011).
Language development stages are the steps that children typically take to learn how to produce speech
and communicate. A child may gradually understand basic linguistic patterns and expand their
vocabulary throughout this system before achieving fluency.
Additionally, Schütz (2011) stated that motivation, surroundings, gender, and physical
development are all variables that can affect a child's language learning abilities. Nevertheless, what
is the catch? In order to speak a language like an adult, children must have mastered five areas of
linguistic competence:

a. Pre-talking stage
The first stage of language development, generally known as the prelinguistic stage, typically
lasts approximately zero and six months. Children at this point lack language development; thus, they
communicate through sounds. As their vocal tracts develop, they cry and produce nasal murmurs.
Infants can distinguish between voices and noises along with facial gestures and voice. Thus
according to Bolinger (2002), the pre-talking stage, commonly known as cooing, is the vowel-like
sound that reacts to human sounds more strongly, turns its head, and regularly makes giggling noises.
For instance, Miles (four months old) depicts the cooing stage of language development. Vowel-like
sounds — in particular, as we produce the back vowels [u] and [o], one makes the "oh," "uh," and
"ah" noises that are distinctive of "cooing." On the other hand, one still has trouble making the vowel
sound I, except when he screams "hiii." Nevertheless, Hutauruk (2015) stated that one is still unable
to generate consonant sounds like [b], [p], or [m].

b. Babbling stage
A child's language development reaches its second stage between six and nine months. Once
children babble, they begin to produce sounds and syllables that do not yet constitute words.
Babbling pertains to young children's sounds as consonant-vowel pairings (Steinberg, 20 ). Infants
produce the sounds, but not all speech sounds, are the same in all languages, including such [ma-ma-
ma] or [da-da-da] and [ba-ba-ba] or [na-na-na]. In connection with this, mouth muscles and teeth
develop to prepare children for more complex communication. Thus, according to Steinberg (2003),
children make oral articulationsalso known as babbling, by closing and opening their lips and jaws
and moving their tongues.

c. Holophrastic stage
The holophrastic stage generally occurs between the ages of nine and 18 months. Children
have developed enough language skills to say single words during this stage. Several studies from
Fromkin (1983) and Hutauruk (2015) defined holophrastic from holo "complete" or "undivided" plus
phrase "phrase" or "sentence. " So holophrastic is the children's first single word, representing a
sense. Meaning children use one word to express a particular emotional stage. For example Katrina's
mother recorded the words pronounced during the eight months after the appearance of the child's
first word at nine months (this was [adi], used both for the child's "dad). The child doubled his
vocabulary during the two weeks.
 Another example is children's common words during this stage: "mama" or "dada," to get
their parent's attention. The words are usually simple during this stage and refer to everyday objects
or help children identify their basic needs.

d. Two-word stage
The two-word stage comprises a smaller version of sentences with simple semantic
associations. According to Fromkin (1983) as cited in the recent study of Hutauruk (2015), children
begin to construct actual two-word sentences. Including conclusive syntactic and semantic relations
and the intonation contour of the two words span over the entire utterance rather than being divided
by a pause between the two words. The "dialogue" is an example of the patterns in the children's
utterances at this stage. A child of this maturity level can already produce consonant sounds such as
[j], [p], [b], [d], [t], [m], and [n]. Essentially, children begin to use two words instead of one at this
stage, incorporating words learned during the holophrastic stage.

e. Telegraphic stage
Telegraphic is purely and simply a descriptive term since, unlike an adult sending a telegram,
the child need not deliberately leave out noncontent words ( Fromkin, 1983, as cited in Hutauruk,
2015). When a child starts producing utterances containing more than two words, they appear to be
"sentence-like"; they have hierarchical component peaks corresponding to the syntactic structures in
sentences produced by adult grammar. Children can speak longer phrases with even more than two
elements. "The cat stood up on the table," as an example. Although proper grammar is still lacking at
this stage, the sentence communicates that the cat is standing up alongside being on the table. The
child also acquires the capability to comprehend basic instructions, such as "Go to your desk and get
your papers."

f. Multi-word stage
Children reach the multi-word stage after 30 months. According to Bolinger (2002), this
stage has significant growth in vocabulary, with several new additions every day; there is no babbling,
and utterances possess communicative purpose. They construct increasingly complicated sentences
that enable them to convey their ideas more effectively. They also begin to use morphemes to create a
more semantically useful phrases. For example, they understand that when referring to multiple dogs,
they should use the word "dogs" rather than "dog." A wide range of children appears to understand
everything that was said to them or directed at them.

Learner's Language Development

In previous decades, the second-language acquisition had been the same as first-language
learning for something. That is, learners were viewed as intelligent and creative beings progressing
through logical, systematic stages of acquisition, creatively functioning upon their linguistic repertoire
as they encounter its function and forms in different contents. In other words learners learn through
trial and error. As stated by Corder (1973) as cited in Basturi (2015), there are three stages based on
assessing what the learner does solely in terms of errors.

a. Pre - systematic stage

The first stage ish a period of error variance known as pre-systematic. The learner is only
dimly aware that a particular class of items has some systematic orders. Discrepancies such as "John
cans sing and John can sing." said by the learners in a short period may indicate a stage of
experimentation and accurate guessing (Corden, 1973, as cited in Basturi, 2015).

b. Emergent Stage
The learner's consistency in linguistic production grows in the second, or emergent stage of
interlanguage. Corder (1972), as cited in Basturi (2015) argued that specific rules have begun to be
internalized by the learner. Distinguished by the same backsliding, the learner cannot correct errors
when someone else points them. Structure and topics are not evident; for instance, the dialogue
belows:

A: "I am going to New York."

B: "When?" A: "in 1972."
B: "Oh, you went to New York in 1972?"
A: "Yes, I go to 1972." (Corden, 1973, as cited in Basturi, 2015):

c. Systematic Stage
The third stage of learners' language development is truly Systematic; in this stage, learners
continue to deliver their target language while attempting to form words associated with the rules
inside their heads, moving closer to the get language system. Throughout this stage, all learners
attempt to correct or can correct mistakes by trying to point them out (Corden, 1973, as cited in
Basturi, 2015).

d. Stabilization or post-systematic stage

While at the same time, the two authors indicated that the final stage of learners' language
development is the stabilization stage and progression of interlanguage systems, as stated by Brown
(1987) in a journal. In contrast, this stage is known as the post-systematic post-stage, as stated by
Conder (1973) as cited in Basturi (2015). In this stage, we can see that the learners relatively have
errors and have already mastered the ability to pick as they intended without any problem. Hence, in
this stage, the learners' ability to correct themselves without help.

V. Theories of First Language Acquisition (TOFLA)

Learning the first Language to the level of native-like fluency is one of the most critical
cognitive achievements a person can make in their life e. It requires constant conscious effort
throughout life, even more than other turning points such as reading and writing. Language
acquisition initially refers to how humans develop the capacity to comprehend and use Language,
insinuating that we are biologically programmed to do so, as cited in Islam (2013). Language is in
our psyche, and our linguistic ability is innate, as cited in Islam (2013). Moreover numerous language
acquisition theories seeks to comprehend and clarifys how and why the process begins and continues
to evolve — delving deeper into some of the most well-known contradicting views and theories of
language acquisition. In a broad sense, the following are the four main significant theories of
language acquisition that we must learn in English. The theories, of the first Language are as follows:

a. Behaviorist Perspective
The first theory on the table as stated by Islam (2013), as proposed by the well-known
behaviorist B. F. Skinner is the behavioral theory of language acquisition, also widely recognized as
Imitation. Consequently behaviorism intends that humans are a byproduct of our environment.
Children have minimal internal processes or capacity to develop Language independently. Moreover,
young children learn by impersonating their caretakers commonly the pare s. After that, they
reconfigured their utilization of available Language due to operant conditions. Its significance is in
verbal behavior and received considerable attention from the pedagogy arena in the 19' s. It is also
critical to understand the theory's central ten s. However, behaviorism learning cannot occur solely
through observation. any language is a collection of structures and rules, from such animal
experiments behaviorists argue that language learning is also the consequence of habit formation
through reinforcement of process and finishing.

In Imitation a child mimics their parents and other participants of their social group's
language behavior. A habit will encourage the child to continue. Children will continue to create and
produce similar combinations of sounds, words, and Language, gradually improving as time passes by
producing their first Language by producing sounds words, and Language. Eventually, developing
sentences that are similar to how adults speak. Therefore, language development necessitates
conditioning through imitation reinforcement to form a habitat. On Learning Theory the abstract
framework informs the application of instructional mat. The cognitive theory of language acquisition
means that our thoughts and internal processes are the critical drives behind our actions. Jean Piaget
(1923), as cited in Islam (2013), alludes that children are born with little cognitive ability. However
one's mind develops and builds new schemas (such as new ideas and comprehending or understanding
of how the world works) as one age and experiences the world around them. Eventually they can
apply Language to their s schemas through assimilation (fitting new information into what is already
known) and accommodation (changing one's schemas to support new information).

b. Innatist Perspective
In connection with this the innate perspective also known as the nativist theory outlines that
kids are born with only an impulse or drive for language learning which he refers to as the language
acquisition device (LAD). Therefore even though a child not adequately trained in their native
Language if they develop in a typical environment, they may develop a vocal communication system.
As a result language acquisition must have an innate, biological component. However (Piaget, 1923,
as cited in Islam, 2013) firmly believes that the Cognitive theory of language acquisition, also
recognized as developmental or interactionist theory, suggests that our thoughts and internal processes
are the significant determinants behind our actions. Therefore, cognitive development must be would
have to come before actual language development because children could not express what they did
not yet understand.

A Language Acquisition Device (LAD) is a hypothesized organ in the brain. The ther eis the
human brain is a congenital device for language acquisition nnna. Furthermore, language acquisition
and production are in an abstract part of our mind, similar to a specialized neurological system. It is
instinctive in all children from birth. It is a chip in our brains that assists us in entering new words or
languages. Chomsky, as cited in Islam (2013), proposed that because children are born with a hard-
wired LAD in their brains, they do not need to be taught a language and learn it quickly. Universal
Grammar (UG), on the other hand, is a set of principles that are the properties of all languages.
Children have the innate ability to understand all the principles and parameters subconsciously.
Chomsky, cited in Islam (2013), proposed that UG is why children never violate the principles and
select the wrong parameters. There are rules stored in one's brain without even realizing it. As
Chomsky has observed, "universal grammar is not a grammar but rather a theory of grammar, a kind
of metatheory or schematism for grammar." (Islam, 20 ). Universal grammar theory is not about
universal Languages and focusing on the basics, which means that the rules of grammar are already
wired into our brains, even if one is still a child.
 Consequently, the critical period hypothesis language acquisition occurs only during a
specific period. Language acquisition is only possible for a limited time after birth. This time spans
from infancy to adolescence. According to this hypothesis, older learners may be able to speak the
Language but will lack the native fluidity of younger learners. Language acquisition becomes more
complex and time-consuming after puberty. Others were young enough to be able to learn an entire
language. The relationship between language development and lateralization is extraordinarily
complex and has sparked much debate in the community.

c. Developmental or Interactionist Perspective

Bruner's Developmental Interactionist Theory, as cited in Islam (2013), is a middle way
between behaviorist and mentalist theories and is founded on ideas from both theories. Compared sto
Chomsky's work, more recent theorists have highlighted the significance of language input children
receives from one's caregivers. Interactionists like Jerome Bruner believe that adults' language
behavior when talking to children (known by several names but most typically called child-directed
speech or CDS) is mainly to encourage acquisition (Islam, 20 ). Following the interactionist
perspective Nickerson (2021) adds that if one's ability to communicate depends on their eagerness to
do so, then the preferences of the people one want to connect with will determine how one uses
Language. It means that the environment in which they interact and grow up will significantly impact
how well and quickly they learn to talk. Furthermoresome developmental and cognitive psychologists
agree that the environment in which children live influences their learning ability; they believe this is
one of the influencing factors, though they still recognize the concept of innatism through inborn
knowledge (Nickerson, 20 ).As a result, they can see the language acquisition process as being
influenceds by children's learning through their experiences. s

Jean Piaget's Cognitive Development Theory

As Cherry (2020) cited, Piaget's cognitive development theory suggests that children progress
through four learning stats. The theory aims to understand how children acquire knowledge and the
nature of intellectual ability. Piaget's stages are: Children's intellect manifests in stats.
Theirscognitive development entails more than just knowledge acquisition; they must create or
develop a mental framework. As childrenevelop cognitively, they go through a series of stages
influenced by natural abilities and external facts. According to cognitive development theory,
children would go. Through four distinct stages of intellectual development that correspondo the
sophistication of their thinking, Each child progresses through the stages in the same order, and their
biological development and interactions with their environment determine how they develop. Every
stage of development includes a specificstypes of intelligence, with the child's thinking being
qualitatively distinct from the others at each level; The first stage is Sensorimotor, which ranges from
birth to 18-24 months and dealswith more objects interpretation. The second is Preoperational, which
ranges from 2 to 7 years old and deals with more symbolic thought. The third is Concrete operational,
which ranges from 7 to 11 years and deals with more logical thought; the last stage is Formal
operational.

Vygotsky’s Proximal Development

Another factor in children's development is the psychologist Vygotsky and his concept of
proximal development. The Language developed primarily through social interaction and asserted
that children could achieve higher levels of understanding and performances in a supportive,
interactive setting. According to Vygotsky, as stated in Cherry (2020), children can do more in the
zone of proximal development than they could in their n. Vygotsky's feature distinguished from
Piaget's cognitive developmental theorys in that Vygotsky continued to believes that thought was
largely internalized speech that emerged through social interaction. In contrast, Cherry (2020) stated
that Piaget saw Language as a system of symbols that had the potential to express knowledge acquired
through interaction with one's surroundings and the physical world. Furthermore, "proximal" refers
to attributes that the learner is "close" to overcoming through learning (Piaget,1923, as stated in
Cherry, 20 ). Cherry (2020) added that the area of proximal development connotes the discrepancy
between what the learner can complete on their own and what they may accomplish with the
encouragement and support of a skilled partner.

Cross-Cultural Research
Notwithstanding that cross-cultural research is the comprehensive study of human
psychological behaviors and processes across multiple cultures including observing similarities and
differences in values and practices. Cross-cultural research has many potential benefits as stated by
an author and educational consultant who specializes in assisting students in learning about
psychology (Cherry, 2020)such as informing theories that account for individual and social sources of
variation. However, it also has many risks including incorrect cultural knowledge due to flawed
methodology. Indeednumerous methodological issues extend beyond monocultural studies, such as
translation, measurement, equivalence, sampling, data analytic techniques, and data reporting. They
are also known as a cross-cultural method or a cross-cultural study.

Cross-cultural psychologists frequently examine how like the ethnocentrism influences our
behaviors and thoughts, including how we interact with people from other cultures. According to
Cherry (2020)cross-cultural psychology investigates a wide range of topics, focusing on how culture
influences various aspects of development, thought, and behavior. Language acquisition: This study
investigates whether language development follows the same path across different cultures.
Childhood development: It looks into how culture influences early childhood development and
whether different cultural practices affect the course of development. Psychologists, for instance,
might look into how child-rearing practices differ across societies and how these procedures affect
variables like accomplishmentself-esteem, and subjective well-being (Cherry, 2020).

The Importance of Interaction

In order to interact effectively with other people, it is crucial to comprehend their mental
states and consider how one may influence their actions. Cherry (2020) defines the theory of mind as
"the ability to infer the behavioral intention of others as well as think about what is going on in
someone else's head, which includes desperate hope, anxieties, belief systems, and expectations."
Misunderstandings can exacerbate the complexities of social interactions. We can respond more
effectively if we develop accurate ideas about other people's thoughts (Cherry,20 ). As a result,
social interaction is a face-to-face process involving two or more people's actions, responses, and
cooperative behavior.

Erving Goffman, a descendant of this theoretical point of view, stressed the significance of
regulation in social interactions. The purpose of interpersonal interaction is to communicate and
interact with each other. Moreoversocial interaction contains all Language, including body language.
Thus, according to Goffman, as stated in LibreTexts (2021), during an interaction, one will try to
regulate the behavior of the fellow people involved to gather necessary information and control the
viewpoint of the individual's image. Therefore, if an interaction is about to end before the individual
wants it to, several steps must be taken to save it. For example, one conversational partner can strictly
adhere to the other's preconceptions, ignore specific incidents, or solve obvious problems
(LibreTexts,2021).

V. SECOND LANGUAGE LEARNING THEORIES (TESLA)

Language connects in one's psyche, and our linguistic ability is in the. Referred to as the process by
which humans develop the ability to comprehend and then use Language, implying that all are
biologically programmed to do so (Chomsky, 19 ). Furthermore, numerous language acquisition
theories seek to understand and explain how and why the process starts and continues to develop.
Individuals presumably began learning at some point, even as a very young child, at least one
Language - what linguists call one's L1. Apparently, without much thought and with little deliberate
awareness, knowledge, or understanding, since that day, one may have picked up another language -
one's L2 - through natural occurrences.

Ever pondered what second language acquisition is? It is also known as SLA because it encompasses
the systematic review of individuals and groups acquiring a language after actually learning it as a
child and perhaps even the process of acquiring that Language (Troike, 2005). Furthermorewhether it
is the third, fourth, or tenth acquired Languageit is referred to as a second language. It is also alluded
to as a target language (TL), initially referred to as any language intended to be learned (Troike,
2005). Onemay look more deeply in and out of some of the most widely recognized
differingviewpoints and concepts of second language acquisition by probing and fully understanding
the eight critical topics of interest that describe in detail second language acquisition.

1. The context for Language Learning

Second language acquisition, also known as sequential language acquisition, is mainly the process of
learning a second language after mastering the first Language. For examples it is typical for a child
who speaks a language other than English to attend school for the first time. Childrenlearn a second
language more quickly, but anyone of any age can do it.

2. Comprehensible Input and The Natural Order Hypothesis

Krashen's Input hypothesis attempts to explain how a learner acquires a second language—how
second language acquisition happens. The input hypothesis only addresses "acquisition," not
"learning." It states that the learner improves and advances along the "natural order" when the learner
receives a second language "input," which is also known as one step beyond his or her current level of
linguistic competence. For
instanceif a learner is at the stage, acquisition occurs when he or she is exposed to 'Comprehensible
Input' from level I + 1'. Since not all learners can reach the same linguistic level of competency at the
same period, according to Krashen, the key to designing a syllabus is natural communicative input.
As a result, it ensures that each learner receives some I + 1' input that is appropriate for his or her
current level of linguistic competence.

3. Interaction Hypothesis
One of the theories in second language acquisition is the Interaction Hypothesishis theory states that
interaction during communication is more effective in gaining, acquiring, and practicing the second
Language. Michael Long (1996) created the paper "the linguistic environment's role in second
language acquisition" and the Interaction Hypothesis, which are divided into two hypotheses: Input
Hypothesis and Output Hypothesis. Input Hypothesis: The learner first inputs the Language by
reading, listening, and learning the grammar and vocabulary of LA. Moreover, Output Hypothesis is
dancing in practicing the Language, and this is also the stage where they interact personally with other
people, especially with a native speaker of their L2. Through perusal and interactionthe learners can
refine their acquisition of a Second language. It alsoimplies that learners need to read and experience
for much more effective learning.

4. Behaviorism
Behaviorism theory, established by John Watson(1993)states that a child's learning is
based on their interaction with the environment or what surrounds them, along with the contribution
of different conditions. Conditioningsuch as classical and operant conditioning, states that wherever
the learner's background or personality isit can be changed by how interaction dominates their life.
Additionally, classical conditioning is a technique where the learner is trained by combining two
occurring stimuli, such as neutral and natural stimuli. The best example is learning through
association; Ivan Pavlov, a physiologistexperimented with a dog's behavior and concluded that natural
and neutral stimuli result in conditioned response or behavior.
MeanwhileOperant Conditioning is known for its reinforcement and punishment methods; depending
on how learners to act, they have consequences, and perfect timing plays the best role. There is a
punishment if the learner acts aggressively or negativelywhile they should be reinforced continuously
or partially with rewards if they have done other use. Behaviorism is the most practical way to elicit a
positive response from learners.

5. Sociocultural
The sociocultural theory of development studies the influence that peersadults, and cultural
beliefs have on learning in children. One of the first things about the theory is the use of
psychological tools of the m and.The Vygotsky theory centered on the belief that social interaction is
essential to learning (Vygotsky,20 4). Society increases development by guiding children in
challenging activitieshe sociocultural theory emphasizes the role of culture in developing mental
abilities such as Language and speech. Variouscultures, in their unique ways, help children interpret
events in the world Cultures attach meaning to specific objects and experiences, which children then
learn.s and
6. Universal grammar
Noam Chomsky, a professor of linguistics at a well-known Massachusetts institute of technology and
a linguist with a doctorate, described his theory of universal grammar. For him, Universal Grammar
(UG) is a set of principles that are the properties of all languages. He truly dsemphasized that
children have the innate ability to understand all the principles and parameters subconsciously.
Chomsky proposed that UG is why children never violate the principles and never select the wrong
parameters. We already have it stored in our brains without even realizing it. As Chomsky has
observed, "universal grammar is not a grammar but rather a theory of grammar, a kind of metatheory
or schematism for grammar."

7. Frequency-Based Approach
There has been a greater emphasis on psycholinguistic issues in second language acquisition (SLA).
Nick Ellis builds on this theme by delving into the perplexing subject of frequency effects in language
processinglanguage use, and language acquisition. It can be seen in both the content of articles, as
stated by Ellis, and the methodologies used recently (Gass et al., 2001).

8. Individual difference in Second Language Acquisition

Learner differences includeing amongs other things, the following three categories 1. learning style
2. learning strategies influencing variables. The current article focuses on these three areas. Other
significant individual differences include learning ability, gender, culture, age, and other demographic
variables (Ehrman, 2003).

II. IMPLICATIONS OF THE ACQUISITION AND LEARNING THEORIES ON

LANGUAGE TEACHING

Teachers will tailor instructiosto meet the requirements of a diverse group of learners if they
understand the language acquisition process and levels. Everything teachers make in students'
language acquisition while teaching early grades content benefits students. Consequently,Language
must be learned by students by the teachers through fascinating and understandable messages.
Language learning will be learned, as well as self-esteem and motivation through this understandable
input methodwhich is essential when learning a language (Mcagnin, 2013). Tesol Class (2013)
believed that to learn a new language effectively,' students not only necessitate input, but they need an
input that is simple to understand. Also, teaching language or materials that are far too high for the
students are unlikely to have no progress in their language ability or understanding.' As Krashen
stated, these factors influence teaching in that we focus on ensuring that an instructor or educator will
provide entertaining and familiar input to ease students into learning a brand-new language.

Educators are tasked with supporting and teaching EL students grade-level content and a second
language at the same t me.ss Similarly, Vygotsky's Sociocultural Theory has been used in education
to explain LA. Vygotsky's work began by investigating the relationship between education and a
child's mental development (Vygotsky, 20 11). According to Daneshfar and Moharami (2018),
According to the sociocultural theory (SCT), interactions and relationships with the utilization of
psychological tools (such as Language) play an essential role in one's cognitive development.
According to Menezes (2013), it is through these social imitations. Therefore, language learners must
remember that Language is only as valuable as their communication ability, so they should progress
to the next stage of language acquisition based on their experiences.and

The student
then employs learningstrategies to aid in processing information that promotes comprehension and
learning, allowing the individual to retain the processed information. Teachers must explicitly teach
these strategies to students before allowing them to explore and try them on their own to determine
which strategies work best for them. Teachers can create posters displaying various strategies and
provide explicit instruction on how to think through the strategy. It is then critical to provide specific
instructions on how each strategy is implemented and what it should look like. It is criticalto
determine which strategies work best for each individual because each student is unique and has
different personal experiences—the methods of instruction Particular teaching techniques and
instructional approaches from educators are also crucial aspects of students' success in acquiring their
L1 and L2 (Bolos, 2012). Educators could provide instructional techniques applicable to diverse
learners by teaching strategies to help students progress through acquiring their L2 with meticulous
and purposive planning According to studies, three critical components of practical approaches to
teaching include strategies to improve reading instruction, reading comprehension, and oral language
use.
VIII. CONCLUSION

Learning a new language is a social and cognitive learning experience. It will necessitate extensive
interaction with peers and teachers in both areas providing students with the learning and teaching
strategies required to improve their oral Language and academic performance. Literacy is critical
Consequently, providing students with a variety of learning strategies from which to choose is
empowering and will assist them in working independently to acquire the necessary skills to learn At
the same time, there is content and Language. Therefore districts, administrators, and educators can
guarantee that their student's needs are met through professional development and the application of
research-based procedures and strategies for bridging the education gap among peers (Bolos, 2012).
Language Acquisition is often misunderstood, simplified, or even forgotten. Therefore, the younger
the learner, the more efficient the acquisition will be over learning (Schütz, 2011)Language
development stages are the steps that children typically take to learn how to produce speech and
communicate A child may gradually understand basic linguistic patterns and expand their vocabulary
throughout this system before achieving fluency.
Additionally, Schütz (2011) stated that motivation, surroundings, gender, and physical development
are all variables that can affect a child's language learning abilities. Nevertheless, what is the ca h? In
order to learn a certain language, one must acquire it first.

Every individual will learn the Language of the social environment to which they belong, just like a
chameleon changes color to blend on. That is language acquisition. Language learning, on the other
hand, entails the study of Language and the study of the Language as a system, predominantly in
written form. The goal is to comprehend the Language's structure and generate new knowledge about
everything.

As with numerous theories, educators must make informed decisions based upon their understanding
and knowledge of their students and how they learn, and decipher, read and understand from the
theory which aspects fit their students' needs and those that do not Thenthey can use or perform what
works for their students to impact their pedagogical approaches and activities to create and deliver a
meaningful and appropriate learning experience for language learners.

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