L1danL2[Arif,Maiyhu,Nadz]

7/27/2019 L1danL2[Arif,Maiyhu,Nadz]

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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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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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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



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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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