Comparative Study of Lexical and Grammatical Similarities in Child English and Child Arabic: Insights from YouTube Videos

Abstract

This study aims to identify similarities in morphological, phonological, lexical, and syntactical aspects between Arabic and English child language. It seeks to understand how children develop grammar at different stages, adhering to the rules acquired at each stage. This research analyzes YouTube videos featuring Arabic and English-speaking children. Data validity was assessed based on criteria such as children's age, language proficiency, and social context. The videos were transcribed and analyzed to determine similarities in language acquisition processes. The findings reveal that natural ability and imitation theory significantly influence language acquisition in both Arabic and English. Children extract and generalize linguistic rules from the input they receive. Piaget's Cognitive Development Theory and Vygotsky's Sociocultural Theory are instrumental in explaining how social interaction and cognitive development contribute to language acquisition. The study concluded that language acquisition is a dynamic process where children develop grammar in stages, applying and refining linguistic rules. Errors made by children provide insights into these underlying rules. The study highlights the complex interplay of innate abilities and environmental factors in language development. The study emphasizes the importance of providing children with rich linguistic environments to facilitate natural language acquisition. It also underscores the need to recognize common errors in language development and support children's learning through cognitive and sociocultural theories.