Cross-Linguistic Comparison Language Acquisition

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Post one: Crosslinguidtic Influence
Crosslinguistic influence is referred to as the different ways in which one of the
languages can generate an impact on the individual speaker. It is being said there are two
languages that are generally used, which will have an impact on one another in a speaker who is
bilingual. For example, the influence of Spanish on a speaker who is learning Japanese. In less
typical terms, it can be said there is an interaction that happens between the different dialects of
the speaker in the cognizance of a speaker who is monolingual (Ecke, 2015). Crosslinguistic
influence can be observed in the substem of the languages as well, and this includes syntax,
morphology, phonology, phonetics as well as orthography.
There are mainly three stages associated with the crosslinguistic influence. In stage one,
there is only one single lexicon that contains the word from both the languages, and there is only
one single syntactic system. Children will never experience this, and this will only be prevalent
in the adult. The systematic rule is very difficult to define in the children as it is associated with
the bilingual child (Westergaard et al. 2017). In stage II, there are two lexicons and one
systematic system. Additionally, there is no evidence for the separation of the language, as in this
stage, and children are less prone to mixing both the languages. For example, in the English
language, there is subject-verb-object and in the Japanese subject-object-verb. In stage III, it is
being said that there are two lexica, which is involved in the two systematic systems with the
adult-like separation in the language. It is said to be bilingual when the children reach this stage.
Language transfer in terms of the linguistic is defined as the use of subconscious behavior
from one language to the other. In the application of the linguistic field, it is said that in the
native or the dominant language, there is the only thing that is being learned. It should be noted
that the transfer may also depend on how both the languages are similar and also the

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conversational setting and the intensity of the language. It is being said that when two languages
are of the same family, there are more likely to have more transfer in the process. It is that
language transfer can have both positive as well as negative effects (Hashim, 2017). It is said that
transfer that happens between languages of the same family it yields a corrective measure.
However, when two languages are of different family yields a negative impact on the speaker's
language.
Scholars have suggested that crosslinguistic influence takes place between the speech and
the bilinguals; however, it totally relies on the intensity of the dominant language. It is said that
the directionality of the crosslinguistic influence largely depends on the dominant language
(Sánchez, 2015). For example, the English dominant bilinguals have greater dominance on their
new learning languages. Therefore it can be said the crosslinguistic influence plays an important
role in the production of speech.
Post Two : Cognition
Cognition, in simple terms, is referred to as thinking. The word is derived from the Latin
word 'connosco,' which means to know. It is being said that there is numerous application of
conscious thinking. The old metaphor which was used for human cognition is compared to the
computer as it says there is a logical information processing machine (Dunn, 2016). Researchers
say that cognition doesn't always speaks about thinking rather it also revolves around attention,
knowledge acquisition as well as retention, learning of language creation of memories along with
storing them and finally logical reasoning it is being said that as people encounter new