Introduction The topic of second language acquisition is of paramount importance in modern linguistics; it is an area the discoveries in which might permit significant advancements not only in the theory of linguistics but also in education, psychology, and, probably, in the cognitive science. This topic is also strongly connected to the theory of universal grammar, which states that people possess certain blueprints which allow them to develop their knowledge of a language. To further develop this field, a variety of tools for language analysis has been developed and used (MacWhinney 2). The current paper investigates such an issue as the acquisition of syntax skills in the process of studying a second language by children and adult individuals. This issue is investigated in the light of several aspects of second language acquisition, such as the emergence of syntax in learners; the use of specific constructs such as subjectless sentences, wh-questions, the passive voice, pronouns and coreference; certain properties of the language they are attaining and of the learners themselves, such as the parameter setting and the argument structure of the language in question, the initial state of the learner and their ultimate attainment, and so on. Finally, a brief conclusion is provided at the end of the paper. Second Language Acquisition and Universal Grammar It has been supposed that humans possess a certain “in-built” system which considerably facilitates the process of learning of their first language (e.g., as children, they develop language skills, and these skills go beyond the language input that they were exposed to) and possibly assists in learning the second language (White 2-4). It is stressed that this system, which has been called the universal grammar, “provides a genetic blueprint, determining in advance what grammars can (and cannot) be like” (White 2). If it is assumed that the theory of universal grammar is true, then it is clear that universal grammar provides certain constraints for second language learners during the process of second language acquisition (White 22). When second language learners demonstrate the use of principles of the second language that they are learning which could not have been learned by them from the input of the second language that they received and which differ from similar principles in their mother tongue, the theory of universal grammar is supported (White 22). When it comes to learning a second language and to the acquisition of its syntax, it might be possible to state that children provide considerable evidence in favor of the existence of the universal grammar due to the fact that their knowledge of their mother language is more limited than that of adults, which means that they have less knowledge that might permit them to rule out ungrammatical sentences (White 29). Emergence of Syntax It is stated that children start combining words into phrases when they reach the age of approximately 2 years (Guasti 101). There are several aspects of the syntax that needs to be learned by children, for example, the order in which the constituents of speech are to be used, or the structure of different clauses; these o