Very young language learners begin the task

of first language acquisition without the

cognitive maturity or metalinguistic awareness
that older second language learners have.

On the one hand, cognitive maturity and

metalinguistic awareness allow older learners
to solve problems and engage in discussions
about language.
Some researchers have suggested that the use
of these cognitive skills, can actually interfere
with a language acquistion.

Their hypotesis is that succesful language

acquisition draws on different mental abilities,
abilities that are specific to language learning.
Most child learners are willing to try use the
language-even when their proficiency is
quited limited. Many adults and adolescents
find it stressful when they are unable t express
themselves clearly and correctly.
Lydia White, other linguists have argued that UG
offers the best perspective from which to
understand second anguage acquisition.

Although UG iss a good framework for

understanding first language acquisition, it is not
a dood explanation for the acquisition of a second
language, especially by learners who have
passed the critical period, this means that second
alnguage acquisition has to be explained by
some other theory.
Some of the theorists who hold this view claim
that the nature and availability of UG are the
same in first and second language acquisition.

UG perspective usually interested in the

language competence of advanced learners-
their complex knowledge of grammar- rather
than in the simple language of beginning
learners.
-Acquisition –learning hypotesis: We acquire as
we are exposed to samples of the second
language we understand in much the same
way that children pickup their first language-
with no conscious attention to language form.

-Monitorr hypothesis: The acquired system

initiates a speacker`s urrenances and is
responsible for spontaneou laguage use.
The learned system acrs as an editor or monitor.
-Natural order hypothesis was based on the
finding that, as in first languafe axquisition,
second language acquisition unfolds in
predictable sequences.
-Input hypothesis. Iis that acquisiton occurs
when one is exposed to level of language aal
ready acquired.
-Affective filter is a metaphorical barrier that
prevents learners from acquiring language
evenwhen appropiate input is available. After
refers to feeling, motived, needs, attitudes and
emotional state.
Current psychological theories:
The cognitivism/developmental
perspective

As in first language acquisition, cognitive and

developmental psychologist argue that there
is no dead to hypotesize that humans have a
language specific module in the brain or that
acquisition and learning are distinct mental
processes.