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Differences and Similarities inFirst and Second Language
Learning
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Differences
1. Success
2. Strategies
3. Goals
4. Intuitions
5. Instruction
6. Positive and negative evidence
7. Affective factors
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1. Success in first language learning
Differences in how well they use it
Better public speakers
Better writers
All normal children master their first language
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1. Failure in second language learning
Most second language learners fail
More learners try to learn a language and fail than learners who
try and succeed
Learners fail in different degrees
Learners progress stops before complete success
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2. Strategies
All learners make generalizations
Simple past:played, walked, waited, comed
Only second language learners generalize from their first
language when they are learning a second language One sound, /r/, in Japanese
Separate sounds, /l/ & /r/, in English
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3. Goals
First language learners have no goals
Learning a first language is not under a childs control
Second language learners have a variety of goals
Work & study
Enjoy music, movies, travel, etc.
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4. Intuitions
First language learners rely on their intuition (sense of what sounds
right) to decide if a sentence is grammatical
Grammatical intuition for second language learners never develops
completely
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5. Instruction
Children never have formal lessons in their first language
Childrens first language develops through communication
Most second language learners must have some instruction
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6. Positive and negative evidence
Children only hear
Language that has no mistakes (positive evidence)
Second language learners hear
Language that has no mistakes Explanations about mistakes and corrections of their mistakes (negative
evidence)
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7. Affective factors
First language learning is independent of affective factors
Personality, motivation, attitude, etc.
Second language learning is dependent on affective factors
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Differences
1. Success
2. Strategies
3. Goals
4. Intuitions5. Instruction
6. Positive and negative evidence
7. Affective factors
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Similarities:
In both first and second language acquisition, universal
grammar may influence learning. In second language
learning, universal grammar may influence learning either
independently or through the first language. In both first and second language acquisition, there
are predictable stages, and particular structures are acquired
in a set order. Individuals may move more slowly or quickly
through these stages, but they cannot skip ahead.
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In both first and second language acquisition, the learner uses
context clues, prior knowledge, and interaction to
comprehend language.
In both first and second language acquisition, age is an
important variable affecting proficiency. In both first and second language acquisition, learners can
often comprehend more complex language than they are able
to produce. In the initial stages of learning, learners go
through a silent period.
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In both first and second language acquisition, a learner's
proficiency can vary across situations.
In both first and second language acquisition, learners may
overgeneralize vocabulary or rules, using them in contexts
broader than those in which they should be used. In both first and second language acquisition, learners need
comprehensible input and opportunities to learn language in
context in order to increase their proficiency.
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