Role of First Language in Second Language Development (original) (raw)
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L1 influence on Second Language Acquisition and Teaching
The effect of the first language (L1) on the acquisition of a second (L2) or additional language has been a long-debated issue in the area of second language acquisition, from early contrastivist approaches to current cognitive perspectives. In this paper we will review the main theoretical accounts of cross-linguistic influence focusing on recent perspectives, such as linguistic relativity, the multicompetence framework and cognitive linguistics/usage-based approaches. We will also point to the teaching implications, not only as regards the native vs. the non-native teacher but also the role of the L1 in classroom instruction and the elaboration of textbooks and teaching materials.
Contrastive Analysis Hypothesis and Second Language Learning
Journal of ELT Research
This article aims to provide an overview of some of the issues related to contrastive analysis hypothesis in second language learning. Contrastive hypothesis is one of the branches of applied linguistics which concerns with the study of two systems of languages between first language and target language. Contrastive hypothesis has fairly played an important role in language studies. Thus, in recent years, contrastive analysis has been used in language teaching contexts, syllabus design, and language classrooms by language teachers over the world. Many research works have been done by many language researchers in different aspects of contrastive hypothesis and also error analysis in the world. Language teachers always see contrastive analysis as a pedagogical imperative in target language and they use it as a functional approach in language classroom. However, contrastive hypothesis follows the errors of language learners in second language education.
A Contrastive Analysis of First and Second Language Learning
Theory and Practice in Language Studies, 2014
Second language learning is increasingly important in the modern world. Second language learners often wonder why they have experienced so many difficulties when learning a second language, while they did not experience it when learning a first language. This study aimed to discover a way in which the second language learning can benefit from the first language learning. A random sample of 50 second language learners was used. The data gathering consisted of a questionnaire. A combination of both quantitative and qualitative approaches was utilised to analyse the data. The findings confirmed that the first language is indeed learned more easily than the second language. A number of recommendations have been made in relation to this study to assist second language learners to improve their second language learning.
The Effects of Language Transfer on Second language Acquisition
Jamal Benhamou, 2023
Second language acquisition is a complex process that involves learning new linguistic structures, styles, and strategies that differ from those of one's first language. This case study discusses how L1 influences and sometimes hinders second language acquisition.
Educational policies that impact second language (L2) learners—a rapidlygrowing group—are often enacted without consulting relevant research. This review synthesized research regarding optimal conditions for L2 acquisition, facilitative L2 learner and teacher characteristics, and speed of L2 acquisition, from four bodies of work—foreign language education, child language research, sociocultural studies, and psycholinguistics—often overlooked by educators. Seventy-one peer-reviewed journal articles studying PK-12 L2 learners met inclusion criteria. Findings included: 1) Optimal conditions for L2 learners immersed in a majority-L2 society include strong home literacy practices, opportunities to use the L2 informally, well-implemented specially-designed L2 educational programs, and sufficient time devoted to L2 literacy instruction, whereas L2 learners with little L2 exposure require explicit instruction to master grammar; 2) L2 learners with strong L2 aptitude, motivation, and first language (L1) skills are more successful; 3) Effective L2 teachers demonstrate sufficient L2 proficiency, strong instructional skills, and proficiency in their students' L1; 4) L2 learners require 3-7 years to reach L2 proficiency, with younger learners typically taking longer but more likely to achieve close-to-native results. These findings, even those most relevant to education, are not reflected in current US policy. Additional research is needed on the characteristics of successful or unsuccessful L2 learners and L2 teachers. Such research should attend systematically to the differences between L2 learning in maximal versus minimal input settings; whereas the psycholinguistic challenges of L2 learning might be common across settings, the sociocultural and interactional challenges and opportunities differ in ways that can massively impact outcomes.
English Linguistics Research, 2012
Many institutions in the Arab world have prohibited the use of L 1 in the classroom which is commonly perceived to be an impediment to L 2 learning. This pedagogical decision, however, is not fully supported by recent research findings, which suggest that L 1 reduces learner anxiety, plays a scaffolding role in collaborative tasks, and can be a source of cognitive support for L 2 learners. The present study, first, traces the conceptual history of the notion "language transfer" from its early beginning to its current position within Universal Grammar. Second, it problematises the exclusion of L 1 from the classroom and supports the notion of incorporating students" input into pedagogical decision making processes. Third, it shows, as an example, how L 1 culture affects the written production of L 2 learners.
L2 input and characteristics of instructional techniques in early foreign language classrooms
L2 input and characteristics of instructional techniques in early foreign language classrooms, 2021
Linguistic input is considered one of the most important prerequisites for the acquisition of a foreign language. In recent decades, theoretical approaches within a cognitive-interactionist framework (Long, 2015) have identified various aspects of L2 input and characteristics of instruction that predict learners’ L2 outcomes. Teaching principles relate (1) to characteristics of communicative activities in which the L2 is embedded and encountered by the learners, and (2) to the quality of L2 input, L2 interactions and learners’ L2 output (Ellis & Shintani, 2014). They are in line with task-based and content-based L2 teaching approaches. This chapter starts out with the theoretical underpinnings to L2 instructional principles (Gass et al., 2020, Kormos, 2011, Leow, 2015, Truscott & Sharwood Smith, 2019). Based on two graphical illustrations on characteristics and processes in ISLA and internal knowledge construction, it introduces the roles of sensory input and individual perception, the internal meaning-making process, prior knowledge and selective attention. Consequences of this type of information processing for instruction are discussed with respect to the instigation of noticing, salience, cognitive activation and depth of processing. The second part of the paper gives an overview of characteristics of teachers’ linguistic behavior which includes how teachers modify verbal input in the L2 both lexically, structurally and prosodically, how they shape communicative interactions in terms of authenticity, negotiation of meaning, feedback and focus on form, and how they create opportunities for productive L2 output of the learners. Linguistic input is typically supported by different types of non-verbal scaffolding techniques and is embedded in communicative-instructional activities that have the potential to facilitate L2 acquisition. Especially scaffolding techniques which foster comprehensible input are crucial in early stages of SLA. Instructional characteristics of activities comprise autonomous action-oriented problem-solving (construction of knowledge), the activation of learners’ prior experiences, the stimulation of multiple senses, and a positive learning environment. The goal of these instructional principles is to pro-vide comprehensibility and cognitive stimulation during the L2 acquisition process, induce wide-spread neural activity and ultimately facilitate long-term retention. All of these principles are derived from the above mentioned theoretical framework and operationalized as ‘teaching techniques’ in the Teacher Input Observation Scheme (TIOS, Kersten et al., 2018) which serves as a structuring matrix for the second part of the paper. Techniques are defined as “description of how a communicative behavior or activity is carried out in the classroom at a given moment as the actual point of contact with the learner/s”. This operationalization has specific measurement implications for research studies as it provides a systematic basis of multidimensional categories of L2 teaching techniques. In terms of teaching practice, the classification of these techniques allows for L2 classroom observation, teacher training and teachers’ self-evaluation. The paper closes with empirical and practical examples on the effect of such teaching techniques in preschool and primary school classrooms. The TIOS can be downloaded at https://www.researchgate.net/publication/340096869\_Teacher\_Input\_Observation\_Scheme\_TIOS\_and\_Manual. Revised version, to appear in: Special Issue on 'Teaching English to Young Learners' (Cirocki, A. & Wilden, E., eds.), The European Journal of Applied Linguistics and TEFL, 2021 (2). (under review)
Comparing and Contrasting First and Second Language Acquisition: Implications for Language Teachers
English Language Teaching, 2009
In an attempt to understand and explain first language (L1) acquisition and second language (L2) acquisition scholars have put forward many theories. These theories can aid language teachers to understand language learning and to assist their students in their language learning process. The current paper will first look at the similarities between the L1 and L2 acquisition. Then, the differences will be outlined. In the last part of the paper the implications of these findings for foreign language teachers will be discussed.
Transfer of Academic Proficiency from L1 to L2: Evidence for Language Interdependence Principle
Journal of English and Foreign Langauges, CIEFL, Hyderabad, 2008
This paper reports the findings of a study that tested the transfer of academic proficiency with reference to Cummins' 'language interdependence principle ' (1979, 1980, 1984, 1986, & 2000c). Thirty-five Bengali learners of English wrote descriptions of two coloured pictures in Bangla (L1) and English (L2). The first picture was written only in English and the second one in Bangla and then in English. Two English scripts of each learner measured on two language dimensionslanguage variety and semantic content showed that the learners with good proficiency in both the languages benefited more from the transfer whereas the learners who did not have good proficiency in both the languages showed improvement on specific features. The implications of role of first language (L1) use in second language (L2) classrooms are discussed.