as there currently is concerning the mechanisms of first language acquisition’.
The second source of puzzlement concerns the fact that although there is a general emphasis in the literature on the uniformity of the L1 acquisition process, a closer look reveals a great deal of individual-level variation in how native speakers acquire and use their L1. We tend to talk about ‘native-like proficiency’ in a language, but the content of this term is rather difficult to define scientifically beyond Doughty’s (2003: 258) specification that children learning their L1 are ‘eventually indistinguishable from other native speakers of their speech community’. Yet, within the L1 speech community there appears to be a considerable diversity across L1 speakers’ command of their mother tongue, from their pronunciation to their syntactic or pragmatic skills. A detailed analysis of the variability in L1 acquisition goes beyond the scope of this book, although some aspects of it will be addressed in Chs. 5 and 6; let me conclude here with a thought-provoking comment by Bohannon and Bonvillian (2005: 273):
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