Word Learning in L1 and L2 Acquisition: A Comparative Analysis through the Emergentist Coalition Model (ECM)

This qualitative study compared the word learning strategies of children acquiring their first language (L1) and adults acquiring a second language (L2) using the Emergentist Coalition Model (ECM) as a framework. Children (aged 4-7) and adults (aged 18-65) participated in semi-structured interviews. Thematic analysis revealed that children relied more on implicit learning through social cues and phonological awareness, while adults adopted a more explicit and strategic approach, emphasizing semantic knowledge. These findings highlighted the influence of developmental stage and learning context on word learning strategies. By demonstrating the importance of both implicit and explicit learning for L1 and L2 learners, this study contributed to a more holistic understanding of word acquisition.