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Similarities and Differences between First and Second Language Acquisition
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Saved by Carmen Vanegas
on September 16, 2008 at 1:44:58 pm
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 developmental 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.
- In both first and second language acquisition, making errors is a part of learning. Learners need to make and test hypotheses about language to build an internal representation of the language. In the initial stages of learning, learners may use chunks of language without breaking them down or processing them as independent units. In later stages, they may make new errors as they begin to process the parts of each chunk according to the rules of their language system. For example, a learner may start out using the correct form of an irregular verb as part of a language chunk, but later overgeneralize and place a regular affix on that same verb.
- In both first and second language acquisition, the learner uses context clues 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 both first and second language acquisition, a learner's proficiency can vary across situations.
Differences
- In first language acquisition, the basis for learning is universal grammar alone. In second language acquisition, knowledge of the first language also serves as a basis for learning the second language. There may be both positive and negative transfer between languages in second language learning.
- In first language acquisition, children spend several years listening to language, babbling, and using telegraphic speech before they can form sentences. In second language acquisition in older learners, learning is more rapid and people are able to form sentences within a shorter period of time.
- In formal second language learning in older learners, learners are able to use more metacognitive processes in their learning. They can consciously analyze and manipulate grammatical structures, and they can explicitly describe how language works. This can speed the learning process.
- In second language learning in older learners, learners bring more life experience and background knowledge to their learning. They have more schemata to serve as a basis for learning the second language.
- In second language learning in older learners, there may be less access to universal grammar, and sensitivity to phonological distinctions not present in the native language will be reduced. Students learning in a classroom setting may also have fewer opportunities to learn language authentically. These factors may reduce the likelihood that second language learners will attain native-like proficiency. First-language learners always attain native proficiency, unless they have a disability that affects language learning.
Similarities and Differences between First and Second Language Acquisition
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