The document discusses similarities and differences between first language (L1) and second language (L2) acquisition. Some key similarities include that both involve predictable developmental stages, making errors is part of the learning process, and age affects proficiency. However, there are also differences, such as L1 acquisition nearly always leads to perfect mastery while this is unlikely for L2, and affective factors play a larger role in L2 acquisition. The document emphasizes that language acquisition is complex with many interacting factors, so teachers should consider multiple claims rather than basing instruction on a single idea.

1. By : ISNA DWI SETIANINGSIH

2. Many characteristics of L2 acquisition were
highlighted by studies conducted on the issue
Interlanguage.
Interlanguage theory was developed
in the 1970s and 1980s to emphasize
the dynamic qualities of language
change that make the interlanguage
a unique system

3. Interlanguage have some common
characteristics with L1 acquisition .
Because both share similiar
developmental sequences.
Some of the characteristics of
L2 acquisition show similar with
L1 acquisition . Whereas others
other show differences.

4. NO FEATURE L1 ACQUISITION L2 ACQUISITION
1 Overall Succes Children normally achieve
perfect L1 mastery
Adult L2 learners are unlikely
to achieve perfect L2 mastery
2 Generall Failure Succes guaranteed Complete succes rare
3 Variation Little variation in degree of
succes or route
L2 learners vary in overall
succes and route
4 Goals Target language competence L2 learners may be content
with less than target language
competence or more
concerned with fluency than
accuracy
5 Instruction Not needed Helpful or necessary
6 Negative
Evidence
Correction not found and not
necessary
Correction generally helpful or
necessary
7 Affective Factors Not involved Play a major role determining
proficiency

6. Usually refers to first-language acquisition,
which studies infants' acquisition of their
native language. This is distinguished from
second-language acquisition, which deals
with the acquisition (in both children and
adults) of additional languages.

7. (often abbreviated to SLA) is also the scientific
discipline devoted to studying that process. The
field of second-language acquisition is a
subdiscipline of applied linguistics, but also
receives research attention from a variety of other
disciplines, such as psychology and education.

8. UNIVERSAL
GRAMMAR
PREDICTABLE
STAGE
MAKING ERROR =
PART OF
LEARNING
USES CONTACT
CLUES
AGE
COMPREHENSION
SIMILARITIES

9.  In both first and second language acquisition,
universal grammar may influence
learning. In second language
learning, universal grammar may influence
learning either independently or through the
first language.
 In both first and second language acquisition,
there are predictable stages, and particular
structures are acquired in a set
order. Individuals may move more slowly or
quickly through these stages, but they
cannot skip ahead.

10.  In both first and second language acquisition,
making errors is a part of learning. Learners
need to make and test hypotheses about
language to build an internal representation of
the language. In the initial stages of learning,
learners may use chunks of language without
breaking them down or processing them as
independent units. In later stages, they may
make new errors as they begin to process the
parts of each chunk according to the rules of
their language system. For example, a learner
may start out using the correct form of an
irregular verb as part of a language chunk, but
later overgeneralize and place a regular affix on
that same verb.

11.  In both first and second language acquisition,
the learner uses context clues, prior
knowledge, and interaction to comprehend
language.
 In both first and second language acquisition,
age is an important variable affecting
proficiency.
 In both first and second language
acquisition, learners can often comprehend
more complex language than they are able to
produce. In the initial stages of learning,
learners go through a silent period.

12.  In both first and second language acquisition,
a learner's proficiency can vary across
situations.
 In both first and second language acquisition,
learners may overgeneralize vocabulary or
rules, using them in contexts broader than
those in which they should be used.
 In both first and second language
acquisition, learners need
comprehensible input and opportunities to
learn language in context in order to
increase their proficiency.

13. L1 and L2 acquisition are quite complicated
processes. To understand these processes will
enable the language teacher to be more
sensitive to the factors involved. While L1 and L2
acquisition reveal some similarities, they also
show differences. The teacher should understand
that the phenomena in L1 and L2 acquisition are
interacting, none of them being solely
explanatory.
So, teachers should not base their teaching
on just a single claim or factor involved in
language acquisition. They should rather
understand, analyze, synthesize and even
criticize before trying to implement any of the
suggestions made for teaching