Abstract

The topic of language acquisition is intimately tied to the way individuals internalize and comprehend the speech of others. Humans can articulate language only after they have internalized the underlying rules they have been exposed to since childhood. Language acquisition is the process that occurs in a child's brain when they are learning their first language or mother tongue. This research aims to investigate the effect of socioeconomic status on language acquisition and analyze the role of peer and teacher interactions in adolescent language acquisition. A causal-comparative research design was used to investigate these factors in the acquisition of the language at the graduation level. All the graduate university students of district Lahore were taken as the population of the current research. A sample of 230 students was selected using a convenient sampling technique. A standardized questionnaire was used for this research. Data was obtained through the Google Docs questionnaire among the respondents. Correlation and regression statistical analysis techniques were used to analyze the data. The research findings indicate that a mother's occupation significantly affects language acquisition. There was a weak positive relationship between the teacher and peer interactions and language acquisition. The number of friends significantly affects language acquisition. This study suggested that educational institutions might work to promote educational programs to educate parents, particularly mothers, on effective strategies for fostering language development through daily interactions with their children.