1Reaction Paper based on L1 & L2 Diego Ulloa Iglesias Roxana Correa DID0412-1 March 27
2 SummarySLA researches concentrate on the development of the knowledge and the use of alanguage by children and adults who already know one language at least. Those people wholearn a second language do not follow the same way of learning from those kids who learntheir mother tongue in various ways, and also most of them are not that able to reach thesame flairs as those who are native of that second language; whereas, those children wholearn a second language are more able to reach the fluency of native speakers of the secondlanguage in question. Moreover, some mistakes that are made by those who learn thesecond language are born in their mother language; for example, Spanish speakers who arelearning English may say “is sunny” instead of “it’s sunny”, forgetting the subject of thesentence; whereas, French people do not usually make this mistake because they do notomit the subject of a particular sentence.Another important issue is that, when people learn a second language, the way they speaktheir first language changes in subtle ways. For example, when shown a fish tank, Chinesespeakers who are learning English as a second language tend to remember more fish andless plant than Chinese monolinguals. This effect of the second language on the firstled Cook to propose the idea of multi-competence, which is focused on the differentlanguages a person speaks not as separate systems, but as related systems in their mind.
3 EvaluationThe implication is that the classroom needs to present a greater variety of language and touse techniques in which pupils and teachers adopt a variety of roles. For example, if thepupils are never allowed to initiate questions or give orders in the second language, theycannot be expected to learn to do so. Also, if it is true that L2 learners profit fromconversational interaction as L1 learners do, then a way needs to be found of bringingopportunities for such interactions into the classroom. As always this should be qualifiedwith the reminder that at present we still need to find out exactly what types of interactionalready take place in language classrooms before we can advocate particular changes.While this implication is speculative, it can hardly be denied that the principles ofsimplification that have governed the choice of classroom language have little connectionwith the principles underlying foreigner talk; if these simplified varieties play a part in thelearning process, then classroom language will have to move in the direction of thesesimplified forms that are sometimes addressed to learners.To conclude this paper, it is evident that the vital question the teacher must decide is theextent to which he should modify the classroom situation to be more like that found innatural language learning. If he believes that L2 learning in a classroom is entirelydifferent from language learning outside a classroom, we will feel no need to modify theclassroom in this way. If, however, he believes that language learning is language learningwherever it occurs, as we would claim the evidence suggests, then he will have to bringmany features of natural learning into the classroom, always bearing in mind that some ofthem may not permit transfer. Some of these features have been mentioned during theargument.
4It might be said that the classroom that takes them into account is likely to be a freer, morespontaneous, place with less direction by the teacher and less control of the language but atthe same time provide a greater wealth of activities and interactions.
5 References Methodology Power Point Presentation Background to second language acquisition research and language teaching document. Approaches to teaching document. A “methodical” history of language teaching document.