Developing Proficiency in L1, L2: Similarity and Difference
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Abstract: The essay defines L1 ， L2, and then distinguishes the similarities and differences between the two in terms of their proficiency development. It is the author’s belief that the distinction and the similarity may help adjust L2 teachers and the learner’s strategy and process for efficiently acquiring or learning the target language.
Key Words: L1,L2 similarity difference
1 Introduction
In response to the globalization, there is now a greater need than ever to learn a second or foreign language to communicate with people from all over the world. We have no doubt about why and when to learn it, but may feel frustrated by such questions as: What are the first language (L1) and the second language (L2) or a foreign language? How can they be acquired or learned? Do they have any similarity and difference? Different answers to these questions may lead to varied teaching and learning outcomes of L2 or foreign language.
2 L1 and L2
L1 is the language which a person acquire first, which, in a monolingual setting, is often used synonymously with other terms such as “native language”,“mother tongue” or “national/vernacular”, though in multilingual context they just suggests the source from which the person acquire first. Another term L2 is in a broad sense any language subsequent to one’s first language, learned from his or her bilingual parents, formal school instruction, or a speech community of the target language.
3 How do L1 and L2 acquisition take place
Three dominant theories explain how L1 can be acquired. Behaviorists try to explain the routine aspect, while innatists are concerned about the acquisition of complex grammar. Interactionist explanations, on the other hand, deal with how children relate form and meaning in language, how they interact in conversations, and how they use language appropriately.
Among many theories on second language acquisition or learning, Krashen (1987) puts forth five hypotheses: acquisition-learning, natural order, monitor, input, and affective filter. The hypotheses can be summarized as follows: 1. Acquisition is more important than learning. 2. In order to acquire, two conditions are necessary-comprehensive input containing i+1, structures a bit beyond the acquirer’s current level, and second, a low or weak affective filter to allow the input.
4 Distinction between language acquisition and language learning
According to Krashen, language acquisition, similar to the way children acquire their L1, refers to a subconscious process in which the acquirers are not aware of the fact that they are acquiring the language, but are only aware that they are using the language for communication, and they are generally not consciously aware of rules of the language though able to notice the sound-correct expression or errors. It also means to “pick up a language”, featuring implicit, informal, and natural learning. Learning in contrast, refers to conscious knowledge of a second language, learning the rules, being aware of them, and being able to talk about them. Also known as formal knowledge of a language, or explicit learning, learning means to “know about” a language such as grammar and other rules of the target language.
5 What is meant by “native speaker” and “nativelike fluent speaker of L2” and what are the similarities and differences between them
A native speaker refers to a person who acquires a language (usually L1 or mother tongue) as a child and continues to use it fluently and appropriately as a dominant language. In some contexts, one of the goals to learn a L2 or foreign language is to approximate as closely as possible to native speakers, to have a native-like competence, though by definition the L2 learner can never become a native speaker of anything other than L1 (Vivian Cook 2002). Unlike a native speaker, a nativelike, fluent speaker of L2 is a learner or user with a high proficiency level of L2 skills (listening, speaking, reading, and writing). Proficiency of the four skills may be measured through the use of a proficiency test which measures the learner’s general level of language mastery.
There coexist similarities and differences in developing proficiency level of L2 and becoming the speaker of l1.
Similarities
1.Proficiency of both L1 and l2 involve mental processes of the same language areas in the brain of the acquirer or the learner, such as inferring, generalizing, deductive learning, monitoring and memorizing.
2.The sequence of grammatical acquisition is generally similar, from the simple to the complex. So proficiency is attained gradually and accumulatively, taking years instead of couple of months.
3.To develop listening and speaking, both need a considerable amount of inputof the language as well as exposure to the environment in which the language is spoken, without which the outcome of L1 or L2 proficiency will be limited.
4.With grammatical proficiency, transfer of reading and writing skills from L1 to L2 is possible.
5.L1 and L2 are both socially and culturally rooted, for which the L1 acquirers and the L2 learners are expected to relate to certain socio-cultural contexts for understanding discourses instead of just relying on their grammatical proficiency.
Differences
L1 acquisition and L2 learning are fundamentally different (Bley-Vroman 1989).
1.L1 acquirers achievement of total, complete success (also known as ultimateattainment in some other literature) in acquiring the native language is the norm, while only a few L2 learners can achieve such an outcome as native-likeness proficiency.
2.The results of L2 learning vary due to different factors including learning strategies, whereas for L1 acquirers, success (proficiency) is not a problem.
3.L2 learners set goals but L1 acquirers do not have to.
4.L2 learners have a critical period of mental retardation (cut-off developmental point or plateau), when their L2 language learning make no further progress. With L1 acquirers, they can still add new vocabulary to their memory in their fifties.
5.L2 users have uncertainties in their judgments of grammatical correctness in that language, whereas L1 acquirers develop clear intuitions about correctness.
6.L1 acquirers mainly acquire the language at home, whereas the L2 learners learn from organized formal instruction.
7.For L2 learners the teacher’s correction of their errors is helpful and necessary, whereas L1 acquirers seem not to require or to use the “negative evidence”.
8.For L2 acquirers, personality, socialization, motivation, attitude and other affective factors play a key role, whereas L1 learners are not involved.
These similarities and differences are helpful for teachers and learners to develop comparative teaching and learning approaches, making use of the similarities while paying close attention to the differences to improve their teaching and learning quality.
6 Conclusion
This essay intends to explain some commonly used concepts such as L1, L2, native speaker, and language proficiency. It also focuses on distinction between language acquisition and learning, and similarities and differences between proficiency of L1 and L2. To conclude, L2 teachers and learners awareness of the distinction and the similarity will help adjust their teaching and learning strategies and processes on the basis of the nature of the two languages, for better outcomes.
References
[1]Cook, Vivian. 2000. “Linguistics and Second Language Acquisition: One Person with Two Languages” in Aronoff & Rees-Miller Blackwell Handbook of Linguistics.
[2]Cook, Vivian. 2002. The Goals of ELT: Reproducing native speakers or promoting multi-competence among second language users. homepage.省略/vivian.c/Writings/Papers/EFLGoals.htm
[3]Ellis, Rod. 1994. The study of second language acquisition. Oxford University Press.
[4]Ellilis, Rod. 1994. Understanding of second language acquisition. Oxford University Press.