Language is a set of random process that enables us to communicate and interact. It contains acceptable meaning by the society and culture. Acquisition of communication competence, on the other hand, means the learning of the language. It has been noted (Saville-Troike, 2003, p. 218) that language acquisition is generally considered to be primarily a cognitive process, it is clearly a social process as well, a one which must take place within the context of social inter-action. Language acquisition also has an impact on children; this depends on the culture and society. Children's acquisition of language has been considered the characteristics of human behaviour. Children acquire their mother tongue through their parents or caregivers from their environment. The matter is how communicative competence is acquired by the child as a re-sult of interaction processes which are specific to their cultural group. Secondly, how the child can learn verbal and non-verbal behaviour through interactions for their culture and so-ciety. The purpose of this essay is discussing the statement of Saville-Troike by explaining the importance of children's acquisition of communicative competence in their cultural group, and how interactions teach the child appropriate verbal and non-verbal behaviour acquisition. This essay will focus on two aspects of socialisation such as the acquisition of formulaic rou-tines and the development of appropriate listening skills. Language is one of most sophisticat-ed things about humans Language acquisition is the process by which humans acquire the ca-pacity to notice, and produce the words to communicate with each other. It is usually consid-ered as first language acquisition for children. Halliday's (1975) claimed that children learn the meaning of language because of the systematic relation between what they hear and what is going on around them. This fact has led many to debate how language develops and grows in human. Chomsky (1959) argued that language was too complex to be learned so compe-tently in such a short space of time, by cognitively immature toddlers, merely by reinforce-ment. Therefore, language acquisition is the process which is done by the children to achieve success in practicing their mother tongue or language that is formed by surrounding the envi-ronment. Chaer (2009) states that the process of language acquisition takes place in the brain of children when they gained their first language. However, language acquisition can affect children differently and this depends on the culture around them and their parents. For ex-ample, language socialization in Japan and some countries have English speakers is interpreted differently. As Azuma et al. (1980) have said "the Japanese usually are dependent, indirect in connotation and evasive in denotation.  While American people tend to express their opin-ions tentatively, in anticipation of possible retraction or qualification depending upon how they are received; they try to feel out the positions of their colleagues, seeking