How does the acquisition of the first language differ from the acquisition of the second language?
In this summative assessment, I will focus on the acquisition of the second language in adults and address the question of how it differs from the acquisition of the first language. I will refer to the first language as L1 and the second language as L2.
When an individual first acquires L1, there are no prior influences or opinions that may hinder the learning process. The individual is simply immersed in the language and gradually begins to develop communication skills. For instance, infants express hunger through cries or the need for change. An 8-month-old baby will reach for their parents when they want to be picked up or removed from someone else’s arms. These actions constitute communication.
As individuals interact with babies, they start to form sounds and babbles, which eventually evolve into words in their native language. As children grow older, the words become more distinct and organized into sentences. At this stage, parents primarily focus on improving their children’s fluency, which is a key aspect of language acquisition discussed in the TESOL course. Fluency is defined as the ability to communicate effectively and creatively with the language.
As children mature into adulthood, their language proficiency varies depending on their life circumstances. One extreme is the educated individual who possesses a strong command of grammar, reading, and speaking. The other extreme is the uneducated individual who may not have the ability to read or write and may not be well-spoken. However, regardless of their level of education, they all speak their first language.
Now, let us examine the adult acquiring their second language. Most adults possess previous experiences, opinions, and have essentially become who they are. For instance, an individual might identify as a mathematician, while another might identify as an artist. These self-perceptions have created a sort of box or compartment for the individual. However, this influences learning. As adults, we do not consider that when acquiring a new language, we have no prior knowledge and, therefore, tend not to accept this fact. Adults have the ability to compare one language to the other because they have experience or knowledge of the language. The infant, on the other hand, has no knowledge of any other language; therefore, is unable to compare it to anything else, allowing the language to progress naturally. Referring to the article “How Can Knowledge of First Language Acquisition Aid Successful Second Language Acquisition?”, it discusses the advantages that the acquisition of L1 has over L2. One advantage is that when acquiring L1, we have no egos to overcome or the fear of sounding foolish. The second advantage is that no identity has been established. These are significant obstacles that need to be overcome in order to progress in acquiring L2. If they are not overcome, “blocking” will occur. Blocking is when the brain is unable to accept the new information because the old information is forcing its way to the forefront. This happens because we have previous experiences or opinions with L1.
Why do we hold ourselves to the high standard we have as L1 speakers when acquiring L2? How do we acquire L2 in the same manner as we acquire L1? The answer is not entirely straightforward.
Consider the ESA method, which can be used to break down this process. Initially, we review our existing knowledge, identifying any inaccuracies and introducing new material to engage with the language. The study phase focuses on deep learning of the new material. Unlike the acquisition of L1, parents do not encourage their children to study the language while learning to communicate.
The activate phase involves applying the new material learned in the study phase. To enhance understanding of structures and nuances in L2, reading, listening, and finding opportunities to speak regularly are essential. This allows us to observe sentence structures, apply them, and comprehend their practical applications. It is crucial to use an appropriate level of language for the student to avoid frustration.
In conclusion, it is reasonable to acknowledge that acquiring L2 differs from acquiring L1. While some methods, such as reading and listening extensively, can be similar, constant exposure to the language is pivotal. Additionally, immersing oneself in cultural nuances alongside language study is beneficial. The distinction between L1 and L2 lies in our self-acceptance, our desired level of proficiency, and the recognition that due to external influences, acquiring L2 cannot be replicated precisely as acquiring L1.
Do you aspire to fluency? This may entail communicating effectively with occasional errors, or do you seek the extreme of accuracy and advanced education in L2? Perhaps you aim for a balance between these extremes.