Reaction Paper

“L1 and L2 language learning”

Gerardo Valdivia Zavalla

Didáctica del inglés

Summary

Cook’s paper (2011) is a comparison between L1 and L2 language learning, the

different factors and the differences that can be considered in an educational context in the

acquisition of a first and second language, the paper expresses an overall position, stating

similarities between L1 and L2 learning. The paper presents eight statements which put the

attention to the setting of the learning, specially the context; the motivations that the learner,

in order to acquire a new language; the mental capacity of the learner; the adaptation of

language in particular situations and in the interaction of child with peers.

Freeman (2004) suggests some views of first language acquisition focused on the

child, according to Rice (2002) the model of language development should be focus on the

children needs and what motivates them ; on the environment, because the language always

occurs in a context and what people say depends on the context; and on the language,

Chomsky (1968) stated that language is innate in children, he and other linguists argued that

“it is the best way to account for the fact that nearly all humans develop the ability to use a

very complex linguistic system in a short time” . In the second chapter Krashen (1981)

believes that the learning in schools is not really acquired, students just learn the form;

Social factors, motivations, attitude and cultural shocks explain the rate in acquisition of a

language; moreover, children appear to be better L2 because adults are expected to learn a

language and use it correctly, but children have more time to acquire it (Schumann, 1975,

1978).

Evaluation

The Author’s presentation was well done and prepared. Cook’s eight statements

gave examples to explain in a better way the meaning of the statements and how L1 and L2

have similarities acquiring a language. His reasoning was clear and supported by others

authors. In freeman’s chapters one and two the information was well delivered to the

reader. The quality of the reasoning was right, the evidence, examples and citations of other

authors were good and explicative. On one hand, the arguments were supported by the

necessary evidence, sometimes when the evidence was not clear the author clear it up by

examples. On the other hand when in some points the answers were not conclusive because

of the lack of research they stated that clearly.

The arguments were persuasive, since they were supported by some researches and

researchers which rapidly persuade the reader. When there was lack or no researches at all

on a specific topic the authors explained that there were certain evidence but that in any

case it meant a certain prove.

In the topic that people have motivations, attitudes and cultural issues to learn a

second language, it would be really important to research about why they think that and

figure out how to change that feeling in order to improve the attitude and motivations

towards the English acquisition.

Teachers have a really important role in the acquiring of a new language, in how to

make students understand the importance of knowing their first language or mother tongue

because that gives them the background knowledge of the component of the languages such

as nouns and verbs. For instance to L2 learners, this it gives them more tools to acquire the

language because they know their own grammar and syntax, etc.

A mind changing was that it is believed that people should learn a language, but

the fact is that they should acquire it, not just learn it and not using it, it is important that

teacher make students to use the language in real context not just in the school. By using

the language, this it is being acquiring.

In conclusion, L1 and L2 have similarities in acquiring a language; the arguments

on texts were conclusive and understandable. Motivation has an important role in the

acquisition of a language. Teachers also have a role of importance in changing the

motivation for students to learn a language and that L2 learners have advantages acquiring

a language because they know the rules of their own language.

Reference

Chomsky, N. (1968). Language and the Mind.

Freeman, D., & Y. (2004). First Language Acquisition. In D. Freeman, & Yvonne,

Essential linguistics, What you need to know to teach reading, ESL, Spelling, Phonetics,

Grammar. Heinemann.

Freeman, D., & Y. (2004). Written and Second Language Acquisition. In D. Freeman, &

Yvonne, Essential linguistics, What you need to know to teach reading, ESL, Spelling,

Phonetics, Grammar. Heinemann.

Krashen, S. (1981). Second language acquisition. Second Language Learning.

Rice, K. G., & Dellwo, J. P. (2002). Perfectionism and Self‐Development: Implications for

College Adjustment. Journal of Counseling & Development,80(2), 188-196.

Schumann, J. H. (1975). Affective factors and the problem of age in second language

acquisition. Language learning, 25(2), 209-235.

Schumann, J. H. (1978). Social and psychological factors in second language

acquisition. Understanding second and foreign language learning, 163, 78.