The purpose of this paper is to evaluate some of the shared cognitive processes, which seem to underlie both the acquisition of music and language. Since linguists have separated language acquisition studies into one of two major categories, that is, child versus second language acquisition, the following comparative study will predominantly focus on the similarities found between second language acquisition and music acquisition. This is due in large part to the fact that our current understanding of how child language acquisition works is still in its primitive stages, and it most likely follows a more intuitivist paradigm. Second language acquisition, however, has experienced a much more comprehensive body of research, and it is the results from these empirical efforts that have opened doors to a successful cognitive understanding of its function. Music, like language, has its researchers siding with one of two major subgroups—mainly tacit versus explicit acquisition. There is the undeniable factor of practice that largely plays into the degree of musical proficiency that is attained. This too relates with how L2 development is most optimally pursued i.e. via practice. For this reason and others, the following question will be observed within the construct of Skill Acquisition Theory: What are some of the developmental processes that both second language learners and musicians undergo in order to reach a certain level of skill automaticity within their respective areas of study?
"A Comparative Analysis on the Skill Acquisition of Music and Language,"
Liberty University Digital Commons. Web. [xx Month xxxx].
Lopiccolo, Dominique (2015) "A Comparative Analysis on the Skill Acquisition of Music and Language" The Kabod 1( 2 (2015)), Article 9. Retrieved from http://digitalcommons.liberty.edu/kabod/vol1/iss2/9
Lopiccolo, Dominique "A Comparative Analysis on the Skill Acquisition of Music and Language" The Kabod 1 , no. 2 2015 (2015) Accessed [Month x, xxxx]. Liberty University Digital Commons.