A COMPARATIVE STUDY ON LANGUAGE ACQUISITION BETWEEN CHILDREN AND TEENAGERS

Abstract

 Language acquisition has long been one of the most intriguing areas in linguistics and psychology. This comparative study examines the differences and similarities in how children and teenagers acquire a new language. Drawing from major theories of language development such as those of Noam Chomsky, Jean Piaget, and Lev Vygotsky, this paper explores cognitive, emotional, and social factors that influence language learning across these age groups. It argues that while children acquire languages more intuitively and naturally through exposure and imitation, teenagers often rely on analytical and structured learning methods. The research also discusses the role of motivation, memory, and environment in shaping language proficiency. The findings indicate that although children learn faster at the pronunciation and grammar acquisition stages, teenagers outperform in abstract thinking, vocabulary expansion, and metalinguistic awareness. This study contributes to understanding how age impacts language learning efficiency and provides recommendations for educators on age-appropriate teaching approaches.