Introduction
Language acquisition describes the process involved in the acquisition of the capacity to not only perceive, but also comprehend language by humans. It also entails the ability to produce and utilize the sentences and the composite words to stage a coherent communication. The term is synonymous with the first-language acquisition. According to Saville-Troike (2006), first language refers to the languages acquired during childhood, especially when the child is less than three years old, and continues to learn and speak them in the course of their growth. However, in some cases, it could also be used to denote second language acquisition. There are myriad theories that attempt to explain the process of second language acquisition and some of them include behaviorism, acculturation, comprehension hypothesis and grammar hypothesis (Menezes 2013). While most of the theories are acknowledged and recognized for their contribution to the understanding of the hypothesis of language acquisition, many researchers believe that there exists a logical problem in them. The analysis presents a completely incomplete and inconsistent input to the learner, which obscures the determination of grammar acquisition (MacWhinney 2004). In that respect, the following discussion seeks to analyze the logical problem of language acquisition and the surrounding arguments.
What is the Logical Problem of Language Acquisition?