ELT METHODOLOGY

ATHIRAH BALQIS FADHIL NAZORI

THE DIFFERENCES BETWEEN FIRST AND SECOND LANGUAGE ACQUISITION

INTAN NAZIRA

WAN IZZATI

NOR SOFEA NADIA

First Language Acquisition

children spend several years listening to language, babbling, and using telegraphic speech before they can form sentences.

Second Language Acquisition

learning is more rapid and people are able to form sentences within a shorter period of time in older learners

learners have many chances to practice with native speakers (especially caregivers)

learners may or may not have the opportunity to practice extensively with native speakers.

always attain native proficiency, unless they have a disability that affects language learning

less access to universal grammar, and sensitivity to phonological distinctions not present in the native language

physical differences and age

Children who are acquiring their first language are still developing their speech organs L2 learners competence is also affected by age-related physical conditions that hinder their learning.

Integrative reflects whether the student identifies with the target culture and people in some sense; and instrumental one in which learning takes place for a career or other practical reason (Cook (2008, p.136-137). cognitive and Resultative motivation that takes place when learning psychological controls the motivation, and an intrinsic motivation in which it involves the activation, arousal, and maintenance of the learning curiosity. differences

Language Learning

natural process in which L1 learners acquire their language knowledge. L2 learning is more of a conscious one.

Linguistic Setting

takes place in a setting where the acquired language is the language spoken by parents and or caregiver. The acquirer is in a constant exposure to this language. have lesser contact with the language, and maybe as few as hours per week in the case of foreign language learners (Yule, 1985, p.163).

1. Overall success

children normally achieve perfect L1 mastery adult L2 learners are unlikely to achieve perfect L2 mastery

2. General failure

success guaranteed

complete success rare

3. Variation

children normally achieve little variation in degree of success or route

2. General failure

target language competence

L2 learners vary in overall success and route perfect L1 mastery

L2 learners may be content with less than target language competence or more concerned with fluency than accuracy

5. Intuitions

5. Intuitions children develop clear intuitions about correctness L2 learners are often unable to form clear grammaticality judgments

6. Instruction

not needed
helpful or necessary

helpful or necessary

7. Negative evidence

correction not found and not necessary correction generally helpful or necessary

8. Affective factors

not involved

play a major role determining proficiency