Mutual Intelligibility of English: A Behavioral and CognitiveStudy of the Acquisition of L2 English in Indian Context

Abstract

This paper investigates the acquisition of English as a second language (L2) in the Indian context, with a focus on mutual intelligibility and the interplay between cognitive, behavioral, and social factors. Drawing on theoretical frameworks such as Chomsky’s Universal Grammar, Krashen’s Acquisition-Learning Hypothesis, and Gardner and Lambert’s motivational models, it examines how first language (L1) structures influence L2 learning. The study highlights the paradoxes of acquisition, where positive and negative transfers from L1 shape both competence and error in English usage. Furthermore, it emphasizes the roles of integrative and instrumental motivations, as well as the cultural milieu, in determining the success of L2 acquisition. The paper argues that English learning in India must be understood as a dynamic process of adaptation, shaped by innate capacities, social expectations, and contextual variations, ultimately leading to diverse degrees of mutual intelligibility.