This paper deals with the question of why adults, as a rule, fail to achieve native-speaker competence in a second language, whereas children appear to be generally able to acquire full command of either a first or second language. The Competition Model proposed in this paper accounts for this difference in terms of different cognitive systems or modules operating in child and adult language acquisition. It is argued that the child's learning process is guided by a language-specific module, roughly equivalent to Universal Grammar (cf. Chomsky, 1980), while adults tend to approach the learning task by utilizing a general problem-solving module which enters into competition with the language-specific system. The crucial evidence in support of the Competition Model comes from a) the availability of formal operations in different modules and b) from differences in the types of utterances produced by children and adults.
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