a very short introduction to the differences between l1 and l2 learners in terms of exposure to...

7/21/2019 A Very Short Introduction to the Differences Between L1 and L2 Learners in Terms of Exposure to Language

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A Very Short I ntr oduction to the Di ff erences between L1 and L2 learners in terms of exposure to language

S. El Harch, 2015 ©

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A Very Shor t I ntr oduction to the Dif ferences between L1 and

L2 learners in terms of exposure to language

First language (L1) is also referred to as native language or mother tongue

which is acquired during early childhood. This latter plays a significant role in

learning the second language (L2). Thus, individuals are predisposed to transfer

structural and semantic forms that characterize their native language and culture to L2

in order to produce it and act in the foreign culture. The transfer has also a bearing on

their understanding of the language and culture of L2. It is argued that the structures

and shapes of an individual's L1 are different from those of their L2, and may

therefore lead to mistakes in speaking, reading and writing. The learner resorts to L1

when he or she finds it difficult to learn and understand a relatively new and different

meaning or grammatical structure. Hence, it is assumed that phonological, lexical and

grammatical difficulties that L2 learners encounter are on account of the impact of

habits from L1.

Whereas some have argued that language acquisition is influenced by the

critical period which ends at the age of puberty, others have maintained that second

language acquisition reflects the involvement of psychological and social factors

rather than biological ones that restricts the possibility to achieve fluency to pre-

puberty age.

Advocates of the influence of age suggest that the brain loses its plasticity in

adulthood that allows children to acquire the nuances of language. Besides, whereas

adults learn language in a formal context where they focus on the language, not on the

meaning that is conferred, children acquire the language in informal contexts where





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they focus rather on the meaning of the utterances. Another social variable is that

children are likely to be under peer pressure and therefore try hard to conform to local

linguistic standards to show solidarity, whereas adults do not. As a result, while

adults' mastery of grammatical notions as reflected in speech and writing can be

outstanding, their sluggish learning of phonetics and semantics can be obvious either

because of the critical period or because of interference of L1.

The emotional variable plays also a key role in language learning. Hence as L1

learners, children are not afraid of making mistakes while learning their language and

do not feel ashamed when someone corrects their mistakes. Conversely, adults

approach L2 learning with feelings of anxiety that can impede their linguistic

experience. Moreover, whereas L1 learners have an intrinsic motivation in childhood

to acquire their language in order to be able to communicate with the family and

society by and large, L2 learners do not find themselves in a similar situation and

have therefore to find their own motive for learning L2 in the classroom. Evidence

suggests that differences in motivation influence language learning.

Context influences language learning insofar as L1 learners are involved in a

natural context and can relate more actively to linguistic input. The emerging topics

are therefore egocentric and relevant. By contrast, in an L2 learning context, teachers

try to expose their students to something that is relevant and riveting, but given

students' various interests, it is hard for them to process the linguistic input in a

natural way. Furthermore, the amount of time that L1 learners spend trying to listen

and practice their mother tongue on a daily basis is evidently larger compared to the

amount of time that L2 learners spend in the classroom, which may not exceed four

hours a week.





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In sum, first language may interfere with second language learning and hence

impede an optimum processing of the input. Other variables that have an impact on

second language learning include age, emotions, motivation, context and the length of

exposure to the target language.

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