A Critical Evaluation of the Theory of Universal Grammar and its Contribution to Second Language Learning and Teaching

Abstract

Many hypotheses on how a language learner gathers or acquires a second language have been produced during the last 50 years. Many linguists and scholars have presented their thoughts and assumptions in their discussions of how to teach and learn a second language. The current review article gives a basic definition of universal grammar, which then critically examines the arguments in favour of and against it to respond thoroughly to the question. The study examines developmental data showing that learners employ hierarchically built structures at all levels of language organization. The use of probabilistic processes and inductive learning mechanisms appropriate for the psychological restrictions on language acquisition is suggested by longitudinal trajectories of development, which demonstrate sensitivity to the amount of specific patterns in the input. This review article assesses the Universal Grammar theory's impact on second language learning and instruction. However, it has been widely adopted over the last several decades by American linguist Noam Chomsky and its many adherents.