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INDIVIDUAL DIFFERENCES IN SECOND LANGUAGE ACQUISITION
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- A Contrastive Study of L1 and L2 Acquisition
| INDIVIDUAL DIFFERENCES IN SECOND LANGUAGE ACQUISITION
Koldeyev Sultan, Kenshinbay T.I. Korkyt Ata Kyzylorda state university Research results over the past decades have demonstrated that a key reason why many second language learners fail while some learners do better with less effort lies in various aspects and learner attributes such as personality traits, motivation and the ways of the L2 acquisition . These aspects have traditionally been called "individual differences." The scope of that learner differences is broad, ranging from creativity to learner styles and anxiety, yet there is no current, comprehensive, and unified volume that provides an overview of the considerable amount of research conducted on various language learner differences. This article briefly covers different variables language acquisition and contrastive study of L1 and L2 acquisition. It includes, therefore, summaries of the well-known research works and linguists such as Stephen Krashen. A wide range of readers will benefit from this article: students, teachers, those who interested in linguistics, pedagogy and foreign language acquisition. A Contrastive Study of L1 and L2 Acquisition The contrastive analysis of the processes and aspects involved in first and second language acquisition and learning lead to the positive outcomes in terms of offering a better selection of the teaching materials, methodologies, techniques and also efficient implementation of them in second or foreign language learning classes. Numerous studies have focused on finding the nature of the first and second language acquisition. The reason is clear, because they are wondering if a second language learner can learn the second language as effortlessly and perfectly as they did their first language. Why after having spent so many hours and effort in language learning classes, they find themselves unable to carry out a simple everyday conversation in L2. The results of studies have valuable implications for language teachers which can help them to design their syllabuses, teaching processes and classroom activities. These outcomes allow language teachers to understand his/her students’ learning processes. To begin with, let’s have a look at the considerations in comparing and contrasting L1 and L2 learning. The contrast of L1 and L2 acquisition can be carried out in terms of psychomotor, cognitive, affective, linguistic and neurological variables. Psychomotor variable concern muscle control, and in regards to first and second language acquisition relate to the development of speech muscles that allow one to control complex sounds determining pronunciation and accent. Cognitive variable concern an individual’s course of intellectual development, and hold several areas to compare first and second language acquisition. For example, an adult learning a second language could benefit from grammatical explanations and deductive thinking, whereas a child 271 learning a first or second language would not. Affective variable concerns emotions. Linguistic variable concerns the differences and potential dissonance between the first and second language. The above mentioned variables without any doubts are different between children and adults. So it is easier to compare young children learning an L1 and young children learning an L2. And when we talk about acquisition and learning hypothesis, there is a distinction between learning, the explicit, conscious knowing about the language that occurs through instruction and classrooms practices and the acquisition of the language which is the way a child get the language, Krashen (1982). Krashen claims that learning cannot be turned to acquisition; language learning and acquisition are totally different things. Contrastive analysis has to take into consideration physical and affective changes. Physical Changes are neurologically related issues, the psychomotor or the control over our articulatory muscles. That what gives us the accent we have in our speech which include (throat, larynx, mouth, lips, tongue, and other muscles). The development of the child’s speech muscles is a large contributing factor to the attainment of native-like pronunciation. This control over articulatory muscles is at first basic and then develops to handle more complex sounds which may last more than the age of 5 to be completed. Now the point is that due to the muscular plasticity of children they can acquire a better pronunciation of a second language than an adult earner. The development of cognition in adult comes along with some affective obstacles (changes) on the way of learning a second language. One of them is inhibition. A child is highly egocentric, meaning his identity is highly flexible and pliable. As he grows up, he becomes more and more aware of himself and develops a more solid self-identity and after the age of puberty he tries to protect this identity. In case of language he develops a language ego with reference to the language he studies. Another affective factor casing difficulty for the learners is attitude. Since young children are not yet cognitively developed to raise a solid attitude toward a certain races, cultures, ethnic groups, and languages. The attitude that is established when the child grows up and if it is positive it can enhance the process of second language learning and vice versa. Affective variables can act as a mental block, also termed affective filter, and prevent comprehensible input to be absorbed. When the learner is unmotivated and lacks confidence the affective filter goes up. When the learner is not anxious and wants to be a member of the group speaking the target language the filter goes down. One of the big differences between a child learning an L1 in a natural setting and L2 learners in the classroom is the input they receive, both in quality and quantity. Quantity of input child receives a torrent of L1 on a daily basis in a natural way while an L2 learner‘s exposure to the language he is learning is much more limited. The behaviorists believe that there is a one to one relationship between input and output which is learning. Input is proper feedback which will lead students to get good results. Stephen Krashen argues that the learner needs to receive comprehensible input to acquire language. The input a first language learner receives is simple and comprehensible at the beginning and gets slightly more complicated. He also believes that input should be slightly above the level of the language learner (i+1). Only in doing so can the second language learner move forward. Children are exposed to a day to day interaction and conversation that is tailored to the level of the understanding of the child. Complex processes are involved in L1 and L2 learning and understanding and investigating these processes will help teachers to be more aware and involve the recommended language teaching tips though they shouldn’t adhere to only a certain claim or factor. They should understand, analyze, synthesize and even criticize before trying to implement any of the suggestions made for teaching. They also should decide on a language theory so they adhere to it and combine it with their language teaching in classrooms. жүктеу/скачать 8,13 Mb. Достарыңызбен бөлісу:
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