This paper reviews a broad spectrum of literature in uncovering the similarities and differences between L1 and L2 language acquisition. Three theories of L1 acquisition in children (Behaviorist, Nativist, and Developmental) are examined. These theories are then applied to the nature of how language is acquired in the L2 classroom, which itself comes under scrutiny for its conduciveness as a language facilitation vessel. Additionally, variables impacting the L2 learner, including motivation and willingness to communicate are examined as further factors that may inhibit L2 language acquisition. The author finds breadth of linguistic interaction as a key factor that brings L2 acquisition closer to its L1 counterpart while acknowledging its replication in the L2 classroom is not so simple. L2 language acquisition challenges in Japan are the primary contextual focus of the paper, though examples from other worldwide contexts are also observed.
Jordan Svien (Mon,) studied this question.