Differences and Similarities in First and Second Language Learning

Differences
1. 2. 3. 4. 5. 6. 7. Success Strategies Goals Intuitions Instruction Positive and negative evidence Affective factors

1. Success in first language learning

Differences in how well they use it
Better public speakers Better writers

All normal children master their first language

1. Failure in second language learning

Most second language learners fail
More learners try to learn a language and fail than learners who try and succeed Learners fail in different degrees Learners progress stops before complete success

2. Strategies
All learners make generalizations
Simple past: played, walked, waited, comed

Only second language learners generalize from their first language when they are learning a second language
One sound, /r/, in Japanese Separate sounds, /l/ & /r/, in English

3. Goals
First language learners have no goals
Learning a first language is not under a childs control

Second language learners have a variety of goals

Work & study Enjoy music, movies, travel, etc.

4. Intuitions
First language learners rely on their intuition (sense of what sounds right) to decide if a sentence is grammatical Grammatical intuition for second language learners never develops completely

5. Instruction
Children never have formal lessons in their first language
Childrens first language develops through communication

Most second language learners must have some instruction

6. Positive and negative evidence

Children only hear
Language that has no mistakes (positive evidence)

Second language learners hear

Language that has no mistakes Explanations about mistakes and corrections of their mistakes (negative evidence)

7. Affective factors
First language learning is independent of affective factors
Personality, motivation, attitude, etc.

Second language learning is dependent on affective factors

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Differences
1. 2. 3. 4. 5. 6. 7. Success Strategies Goals Intuitions Instruction Positive and negative evidence Affective factors

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 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 predictable 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.

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 In both first and second language acquisition, the learner uses context clues, prior knowledge, 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 the initial stages of learning, learners go through a silent period.

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 In both first and second language acquisition, a learner's proficiency can vary across situations. In both first and second language acquisition, learners may overgeneralize vocabulary or rules, using them in contexts broader than those in which they should be used. In both first and second language acquisition, learners need comprehensible input and opportunities to learn language in context in order to increase their proficiency.

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