Index Definition of Common TermsProblem StatementObjectives and Research QuestionsCHAPTER TWOLanguage Acquisition and LearningTheoretical Perspectives on Second Language Learning1. Skinner's behavioral theory of language acquisition2. Social InteractionPsychologist Perception of Imitation in ChildrenConflicting Views / Comparison between the Native Learner/First Language Learner and the Second Language LearnerChapter ThreePopulationMethod and Data CollectionData AnalysisCHAPTER FOURThe Most Compelling TheoryDifferences in Language AcquisitionChapter FiveThis is a summary of the various factors related to acquisition of the language. Various theories related to language acquisition form an important part of the discussion. The study focuses on theories of imitation or interactionism and how these influence first and second language formation. The first chapter outlines the importance of language as communication and interaction. According to common perception, learning multiple languages ​​in addition to the mother tongue opens up more professional activities, a correct understanding of cultural diversity and a wider scope of interaction and communication. The second language is learned through two processes, interaction or imitation. However, neither imitation nor interactionist theories have proven to be the most preferable for second language acquisition. English is the world's second language. Over half the world has adopted English as a second language, with the same rational diffusion in publications and websites. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay In the first chapter, Skinner's behaviorist theory of language acquisition is explained. However, the theory is limited to the first language; there the theorist explains how a child acquires a native language through imitation. Another philosopher named Bloomfield supports the behaviorist theory but adds the concept of healthy community. The sound of speech, pronunciation and intonation are essential for a language to be authentic. The newborn learns these elements through imitation. The study explains how learning these elements can be a challenge when the second language is involved. However, interaction has been shown to eliminate these challenges and facilitate effective language acquisition, just like imitation. In general, language acquisition through imitation is as effective as acquisition through interaction. Definition of Common Terms First language (L1) – this is the active language, learned immediately after birth. Second language (L2) – This is any other language learned, other than the first language. In most cases, this is the official language, where the student is forced by circumstances such as interaction education, employment and other official purposes to learn the second language. Foreign Language: Refers to the second, third, or fourth language that is not commonly used within a particular community or nation. Target language: This is the language the student is expected to fully understand. Problem Statement This section states the goal of language as communication and interaction. Children are able to learn the native language with ease and efficiency, unlike adults who cannot learn the second language with the native fluency of the native speaker. The study seeks to examine the challenges that arise from second language acquisition. The hypothesis that “language acquisition through interaction isas efficient as language acquisition through imitation" guides research to establish reality. Research objectives and research questions The research aims to establish the difference between native and non-native speakers regarding coherence and their ability to learn through interactions. Another purpose of the research is to establish the most convincing theory related to language acquisition. The research questions were established based on the stated objectives.CHAPTER TWO This section focuses on theories related to language acquisition. language such as behavioral imitation theory and social interaction theory, the application of these theories and their limitations in a normal context. Language Acquisition and Language LearningIn this section, the research explains how language acquisition begins in a young child. The child acquires language by interacting with other people. According to research, language acquisition is different from language learning which involves sentence structure, grammar and vocabulary. The section further elaborates the difference between language acquisition and language learning, where during acquisition the learner gains mastery of the language and application of the language in the appropriate context. In the case of learning, the leaner learner will focus on linguistic rules such as grammar and vocabulary. This section highlights challenges that undermine second language learning, such as first language components that include ownership and history. The linguistic characteristics of the learned language also determine the effectiveness of the language learning process. When learning the second language, fluency will be tested by the student's attempt to directly translate the first language. Theoretical perspectives on second language learning1. Skinner's Behavioral Theory of Language AcquisitionAccording to the theory, second language learning is influenced by environmental conditions. Behavioral theory places language among the life skills that children acquire through imitation. This acquisition is based on stimuli, environmental factors, response and reinforcement. However, reinforcement can be positive or negative as elaborated in the research. Learning a language is especially effective in children where positive reinforcement is involved. In negative reinforcement, the child takes back what he has learned. Learning through imitation is also discussed, defining imitation as the act of children emulating adults. Children learn accent, usage, structure, colloquialism, and other related linguistic components by imitating those with whom they interact, such as caregivers or teachers. It is the responsibility of the caregiver and teachers, among other groups who interact with children, to ensure mastery of the language and ensure appropriate response and positive reinforcement for effective language acquisition. Skinner emphasizes more on the importance of a suitable environment such as a classroom to facilitate the process of language acquisition.2. Social InteractionVygotsky developed the Social and Cultural Model, which incorporates cultural development as part of language acquisition among children. This theory lists social interaction among the key determinants of language acquisition. The first phase of language acquisition occurs through observation; where children observe how people interact through communication, then imitate them. According to social interaction theory, the child's surrounding environment will develop before he or she develops the ability to communicate. Language acquisition among children is most effective when..