Social interaction in the process of language acquisition: an empirical study of the impact of children's language development

Abstract

This article is devoted to the study of social interaction in the process of language acquisition in children. Language acquisition is a multifaceted process that depends on many factors, including social, cultural and cognitive. However, one of the key aspects in this process is social interaction, especially in early childhood, when the child actively interacts with people around him – parents, peers and mentors. The purpose of the study is to analyze the impact of social interaction on the language development of children. The study used an empirical approach, including qualitative and quantitative methods of analysis. The study was conducted on a sample of children aged 2 to 5 years who learned the language in a family and educational environment. Observations, audio and video recordings of children's interactions with surrounding adults and peers, as well as structured surveys of parents and caregivers were used to collect data. The data were analyzed using statistical processing and thematic analysis methods. The data obtained indicate that the active participation of children in the process of social interaction has a positive effect on the pace and quality of language acquisition. Regular conversations with parents, participation in joint games with peers and dialogues with educators contribute to the rapid formation of vocabulary, grammatical structures and communication skills. Differences in the rate of language development were also revealed depending on the frequency and structure of interaction. The results of the study confirm the theory that language develops in a social context and depends, to a large extent, on the child's environment. This highlights the importance of active adult participation in language learning at an early stage.