L1 and L2 differences

L1 and L2 differences

1. learning situations

2. learning process

3. behaviorist views consider processes so similar

4. Differences

   • age
     • L1
       • earliest stages of life
         • The development of the brain and cognition are at an early stage
           • language is an intrinsic component of the child’s overall cognitive
             • certain cognitive landmarks language markers associated with those cognitive stages
               • object permanence
               • means-end awareness
                 • linguistic variations may actually influence cognitive developments
               • Learning an L1 is essential to satisfying a person’s basic needs
                 • the child’s crucial first events and emotions are accompanied by communication in the L1
                   • the young child learning her L1 does not have another language that can interfere in the learning process
                     • the perspective of the social context, expectations are very different in the two cases.
                       • CDS or caregiver talk
                         • the sequencing of language skills is often different in the two learning situations
                           • L1 is generally fully and fluently acquired regardless of environmental circumstances
                             • an age limit that has been placed as young as birth (e.g., Hyltenstam & Abrahamsson, 2003), although most studies suggest important changes occur somewhere from age six to age twelve (e.g., Johnson & Newport, 1989; Oyama, 1976).
                           • listening-understanding speaking reading and writing
                           • to read in an L2 and even write, before honing their speaking and oral comprehension skills.
     • L2
       • beyond infancy and early childhood
         • Basic cognitive concepts have been attained
           • words marking success or failure
             • metalinguistic awareness
               • they are able to reflect on language as a tool for thought or learning.
                 • L2 learners may and often do prefer to learn through explicit exposure to the grammatical rules of the target language.
                   • the older learner already has one linguistic system to fall back on when necessary
                     • anxiety in situations where speakers have to resort to a not fully mastered L2
                       • phenomenon of transfer or interference that occurs when aspects of the L1 are used in the L2
                         • in the form of pronunciation, vocabulary, or grammar.
                           • The choices that an instructional setting implements are likely to impact learners in different ways
                             • L2 exposure may be limited
                               • adults in particular, build on their already acquired literacy skills