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    Sylvaen Wsw
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    Both first and second language acquisition involve learners constructing language from prior knowledge through active testing of hypotheses, require interaction, use cognitive strategies, and develop language in predictable stages including developmental errors and silent periods. However, second language learners are generally more cognitively developed, knowledgeable of the world, and able to apply rules compared to first language learners, and they have greater control over input as well as an existing first language as a resource, which can impact their attitude, motivation, and willingness to make errors.

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    Both first and second language acquisition involve learners constructing language from prior knowledge through active testing of hypotheses, require interaction, use cognitive strategies, and develop language in predictable stages including developmental errors and silent periods. However, second language learners are generally more cognitively developed, knowledgeable of the world, and able to apply rules compared to first language learners, and they have greater control over input as well as an existing first language as a resource, which can impact their attitude, motivation, and willingness to make errors.

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    Booklet Mans Theories

    Uploaded by

    Sylvaen Wsw
    Both first and second language acquisition involve learners constructing language from prior knowledge through active testing of hypotheses, require interaction, use cognitive strategies, and develop language in predictable stages including developmental errors and silent periods. However, second language learners are generally more cognitively developed, knowledgeable of the world, and able to apply rules compared to first language learners, and they have greater control over input as well as an existing first language as a resource, which can impact their attitude, motivation, and willingness to make errors.

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    A COMPARISON BETWEEN FIRST- AND SECOND-LANGUAGE ACQUISITION

    Similarities:
    Both L1 (first language) and L2 (second language) learners construct language from prior conceptual knowledge. Both L1 and L2 learners are active learners who test and revise hypotheses. Both L1 and L2 learners require an interactional process. Both L1 and L2 learners use cognitive strategies. Both L1 and L2 are aided by modified input. Both L1 and L2 learners develop language in predictable stages. Both L1 and L2 learners make developmental errors. Both L1 and L2 learners require a silent period. (Similarities appear in the process of language acquisition)

    Differences:
    L2 learner is usually cognitively more highly developed. L2 learner generally has a greater knowledge of the world. L2 learner can learn and apply rules more easily. L2 learner usually has more control over the input. L2 learner has an L1 as a resource. L2 learner may have other second languages from which to draw. L2 learner is familiar with one or more other cultures. L2 learner may have a problem with attitude and/or motivation. L2 learner is more likely to be inhibited, anxious, and/or afraid of making errors. (Differences appear to lie in the areas of level of cognitive development and affect) Source: Richard-Amato, P. A. (1996). Making It Happen; Interaction in the Second Language Classroom. Longman.

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