Learning Language vs. Language Acquisition language

Necessity of expression that child's needs give an experience that becomes bigger every time that kids put into practice and keep it dynamic. For example, babies give their first words to ask for the necessities (food, to play, etc.) but when they go to school acquired some rules (grammar, syntax, etc.) about their language. (ELBES 2000) So, acquisition language is subconscious developed, the children do not the intention about memorizing the word with a meaning deliberately, but they know the relation with word-object or action. On the other hand, learning is considered like one activity which allows you to find new words in a dictionary, is common when we learn the way that the language works, also like their rules, their vocabulary and their grammar. There are some techniques that make the material used for learning easier and more efficient. (Cicerchia, 2014)

One the main Differences between acquisition and learning language is, that the first one developed informal situations and the structure of the grammar doesn’t matter. While the second one has a relationship between production and self-correction. (ELBES 2000)

Celaya Villanueva (1992) said: “Acquisition implies an unconscious internalization of linguistic rules, whereas learning involves a conscious emphasis on the structure of language. Therefore, we could say that first and second language acquisition process are differentiated by means of this dichotomy: we acquire a first language but we learn a second language.”

Fromkim, Rodman and Hyams (2003) mention in their book four theory’s about the way that children acquire the language. The first is through imitation. The first words of a child are learned by imitation, in that way children will develop both languages at the same time. When they hear their parent’s conversation, they’re learning and practicing both languages that are spoken. The second is that children to produce correct (grammatical) sentences through reinforced, when they say something wrong their parents or someone else tell them the correct form and the children repeat the phrase. Roger Brown and his colleagues at Harvard University studied the interaction between parents and children, and they said that although the reinforcement occurs, it is usually incorrect pronunciation or incorrect reporting. The third manner is structured input, is when adults speak with children in a simplified language also called motherese or child-directed or baby talk, with this form children better understand. And finally, children can acquire the language through analogy. This way is when the children heard some words and connecting that word to create a different sentence.