Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language (in other words, gain the ability to be aware of language and to understand it), as well as to produce and use words and sentences to communicate

Children learn, on average, ten to fifteen new word meanings each day, but only one of these words can be accounted for by direct instruction The other nine to fourteen word meanings need to be picked up in some other way. It has been proposed that children acquire these meanings with the use of processes modeled by latent semantic analysis; that is, when they meet an unfamiliar word, children can use information in its context to correctly guess its rough area of meaning A child may expand the meaning and use of certain words that are already part of its mental lexicon in order to denominate anything that is somehow related but for which it does not know the specific words yet. For instance, a child may broaden the use of mummy and dada in order to indicate anything that belongs to its mother or father, or perhaps every person who resembles its own parents, or say rain while meaning I don't want to go out
Language acquisition has been studied from the perspective of developmental psychology and neuroscience, which looks at learning to use and understand language parallel to a child's brain development. It has been determined, through empirical research on developmentally normal children, as well as through some extreme cases of language deprivation, that there is a "sensitive period" of language acquisition in which human infants have the ability to learn any language.

Several findings have observed that from birth until the age of six months, infants can discriminate the phonetic contrasts of all languages. Researchers believe that this gives infants the ability to acquire the language spoken around them. After such an age, the child is able to perceive only the phonemes specific to the language learned. The reduced phonemic sensitivity enables children to build phonemic categories and recognize stress patterns and sound combinations specific to the language they are acquiring. As Wilder Penfield noted, "Before the child begins to speak and to perceive, the uncommitted cortex is a blank slate on which nothing has been written. In the ensuing years much is written, and the writing is normally never erased. After the age of ten or twelve, the general functional connections have been established and fixed for the speech cortex." According to the sensitive or critical period models, the age at which a child acquires the ability to use language is a predictor of how well he or she is ultimately able to use language. However, there may be an age at which becoming a fluent and natural user of a language is no longer possible; Penfield and Roberts (1959) cap their sensitive period at 9 years oldOur brains may be automatically wired to learn languages,[citation needed] but the ability does not last into adulthood in the same way that it exists during development.[citation needed] By the onset of puberty (around age 12), language acquisition has typically been solidified and it becomes more difficult to learn a language in the same way a native speaker would.[citation needed] Just like children who speak vocally, deaf children go through the same critical period. Deaf children who acquire their first language later in life show lower performance in complex aspects of grammar. At this point, it is usually a second language that a person is trying to acquire and not a first
Assuming that children are exposed to language during the critical period,[66] it is almost never missed by cognitively normal children—humans are so well prepared to learn language that it becomes almost impossible not to. Researchers are unable to experimentally test the effects of the sensitive period of development on language acquisition, because it would be unethical to deprive children of language until this period is over. However, case studies on abused, language deprived children show that they were extremely limited in their language skills, even after instruction.

At a very young age, children can already distinguish between different sounds but cannot produce them yet. However, during infancy, children begin to babble. Deaf babies babble in the same order when hearing sounds as non-deaf babies do, thus showing that babbling is not caused by babies simply imitating certain sounds, but is actually a natural part of the process of language development. However, deaf babies do often babble less than non-deaf babies and they begin to babble later on in infancy (begin babbling at 11 months as compared to 6 months) when compared to non-deaf babies.

I want conclude that langauge learning is important and it's helps us to communicate well with other person

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Date:7 march 2019