This document discusses factors related to age and second language acquisition. It addresses questions around whether there is an age effect in SLA and how it can be explained. Younger learners may have an advantage in ultimate attainment, especially for pronunciation, while older learners initially learn faster due to cognitive abilities. Two broad explanations are a critical period for language learning and the influence of psychological and social factors. Evidence is discussed relating to neurological development, cognitive development, social influences, and linguistic differences between first and second language acquisition, and how these may impact the age effect in SLA.
Speech is an expression of thoughts which is performed by interacting with people. As every technique in this world it has its own drawbacks, which includes inability to understand the sound or perceive it either from listener end or disruptive atypical speech generation at the speaker end.
In life we encounter number of people who are mentally unstable. In addition to the issues faced in performing basic work like confident walking public behavior and presentation, they may also suffer heavily with the speech stigma. While they speak they often sound like noise and are not understandable. Mental retardation is a relative term. Its meaning depends on the requisites of a society. A society of well grown and groomed people demands presence of intelligence and intellectualism, they search for person’s social behavior to decide if a person is mentally impaired or not. This study is an attempt to find the differences and observe the pattern of pitch variation in 2 main categories of Mental retardation i.e. Mild mental retardation and moderate mental retardation.
Speech is an expression of thoughts which is performed by interacting with people. As every technique in this world it has its own drawbacks, which includes inability to understand the sound or perceive it either from listener end or disruptive atypical speech generation at the speaker end.
In life we encounter number of people who are mentally unstable. In addition to the issues faced in performing basic work like confident walking public behavior and presentation, they may also suffer heavily with the speech stigma. While they speak they often sound like noise and are not understandable. Mental retardation is a relative term. Its meaning depends on the requisites of a society. A society of well grown and groomed people demands presence of intelligence and intellectualism, they search for person’s social behavior to decide if a person is mentally impaired or not. This study is an attempt to find the differences and observe the pattern of pitch variation in 2 main categories of Mental retardation i.e. Mild mental retardation and moderate mental retardation.
From Communication to Conversations: Expanding Language Development in the E...milfamln
Children’s language use grows dramatically throughout the toddler and preschool years. Words and phrases expand daily and children begin to form sentences that go beyond sharing their preferences. Their speech sounds continue to develop and include both predictable, and sometimes adorable, error patterns. Pre-literacy skills also emerge during this developmental window and lay the foundation for academic success as children approach elementary school. In this webinar, the presenters will discuss decontextualized language, early developing morphemes, timelines for phonological processes, and preliteracy achievements during the preschool years as well as when to worry that a child’s speech and language doesn’t seem to be progressing as expected.
How Languages Improve the Brain:
Bilingualism and Executive Functions
- Benefits of Bilingualism
- Bilingualism and its relation to Executive Functions
- Confirm definitions and characteristics of Executive Functions
* Five Premises
* Development and Training
* Relationship to "self-regulation," "emotional control"
Connections: The Learning Sciences Platform work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
This work is complemented with “in situ” accomplaniment and joint research.
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Keynote Address: HELP 2014 Conference, Holistic Enhancement of Learning Potential, 10th Annual Conference, Taj Club House, Chennai, India. Sponsored by the Alpha to Omega Learning Center, Lalitha Ramanujan, Founder/Director.
The paper discussed in detail the process of language development and the process of language acquisition in early childhood. It also gave a brief overview of the theoretical frame of reference of language development. The paper included an in depth explanation of the importance and impact of overexposure for early second language acquisition and it answered the question of whether language learning could turn into a language acquisition after what Noam Chomsky referred to as the “critical period”. The paper concluded that even after the Chomskian critical period learners who got overexposed to the target language can acquire the language and it can be equivalent to their first language. The paper discussed two major kinds of motivations at play in the process of second language acquisition: (1) Curiosity: A desire to better understand a group of people and their way of life , and (2) Empathy: Upon repeated exposure, one might come to the conclusion that this group of people has a more sensible handle on things, and thus identifies with them.
From Communication to Conversations: Expanding Language Development in the E...milfamln
Children’s language use grows dramatically throughout the toddler and preschool years. Words and phrases expand daily and children begin to form sentences that go beyond sharing their preferences. Their speech sounds continue to develop and include both predictable, and sometimes adorable, error patterns. Pre-literacy skills also emerge during this developmental window and lay the foundation for academic success as children approach elementary school. In this webinar, the presenters will discuss decontextualized language, early developing morphemes, timelines for phonological processes, and preliteracy achievements during the preschool years as well as when to worry that a child’s speech and language doesn’t seem to be progressing as expected.
How Languages Improve the Brain:
Bilingualism and Executive Functions
- Benefits of Bilingualism
- Bilingualism and its relation to Executive Functions
- Confirm definitions and characteristics of Executive Functions
* Five Premises
* Development and Training
* Relationship to "self-regulation," "emotional control"
Connections: The Learning Sciences Platform work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
This work is complemented with “in situ” accomplaniment and joint research.
Visit our social networks
- Website: http://thelearningsciences.com
- Facebook: https://www.facebook.com/connectionstlsp/
- Instagram: ConexionesPCA2017
- Slideshare: https://www.slideshare.net/Lascienciasdelaprendizaje
- YouTube: https://www.youtube.com/channel/UCyUDsQmjsiJl8T2w5-EF78g
- Linkedin: https://www.linkedin.com/company-beta/16212567/
Contact us:
E-mail: info@thelearningsciences.com
Mobile: +593 995 615 247
Keynote Address: HELP 2014 Conference, Holistic Enhancement of Learning Potential, 10th Annual Conference, Taj Club House, Chennai, India. Sponsored by the Alpha to Omega Learning Center, Lalitha Ramanujan, Founder/Director.
The paper discussed in detail the process of language development and the process of language acquisition in early childhood. It also gave a brief overview of the theoretical frame of reference of language development. The paper included an in depth explanation of the importance and impact of overexposure for early second language acquisition and it answered the question of whether language learning could turn into a language acquisition after what Noam Chomsky referred to as the “critical period”. The paper concluded that even after the Chomskian critical period learners who got overexposed to the target language can acquire the language and it can be equivalent to their first language. The paper discussed two major kinds of motivations at play in the process of second language acquisition: (1) Curiosity: A desire to better understand a group of people and their way of life , and (2) Empathy: Upon repeated exposure, one might come to the conclusion that this group of people has a more sensible handle on things, and thus identifies with them.
4.5 First and Second Language Learning Compared With simultaneous .docxgilbertkpeters11344
4.5 First and Second Language Learning Compared With simultaneous bilinguals, both languages are acquired in the same way. There are, as we have seen, cognitive differences that exist in bilingual children because of bilingualism, but the processes they use in acquiring their two languages are the same—the same as each other and the same as those used by monolinguals. In succes- sive bilinguals, however, there may be differences, and most of these are associated with the age of the learner. The age of the learner is highly relevant for the following reasons:
• The experience of learning a first language means that second language learn- ers know more about what language is about and how it is structured. They are experienced in finding patterns in what they hear. Older children might experi- ence some temporary interference from the first language, but generally, the experienced learner is more efficient than the inexperienced and cognitively less well-developed first language learner. • Babies are born with more acute hearing than adults (Pearson, 2008, p. 103). Over time, their hearing acuity attenuates to adult levels. Superior hearing is part of the reason why younger children are better able to discriminate between indi- vidual language sounds and why they are superior mimics of the sound system. Second language learners will acquire the pronunciation of the new language faster and more accurately than children who begin after the onset of puberty. • Babies go through a babbling stage during which they practice the sounds of their language without either the pressure or the ability to produce perfectly formed words. Older learners do not have this practice period, and their hearing will be less acute than infants. Nevertheless, their improved cognitive processing abilities will compensate. • The “input” is different. For school-aged children, the first exposure to a new language may be at school. The language of the school differs in content and in purpose from the language of the home, and the older the learner, the greater the difference. • The older the learner, the more experience he or she has in learning. Even after the first language is essentially established, children continue to learn, and all prior experience in learning is potentially beneficial. For educators, the issue is how best to take advantage of it.
CHAPTER 4Section 4.5 First and Second Language Learning Compared
At the heart of the issue of age is the critical period hypothesis (see Chapter 3). Is there a critical period for language learning, as some believe? Popular wisdom that holds that where language learning is concerned, younger is better, would appear to be true. But is it? For a first language, yes, it does appear that there is an “expire” date on the brain’s abil- ity to acquire language. But the preponderance of bilinguals in the world, many of whom learned the two languages sequentially, is a compelling argument against a critical period for second langua.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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3. Some initial questions
The topic of age in SLA involves a number of
interrelated issues. The most basic questions we
need to consider are these:
Is there an age effect in SLA? Are younger learners
better at learning second languages than older
learners?
Assuming there is such an effect, how can we
explain it?
05/07/13 3
4. What does “better” mean?
The commonly held view that younger learners
make better SLLs than older learners is an
oversimplification
We need to separate two things:
rate of learning
and
ultimate attainment
05/07/13 4
5. The age effect in SLA
In terms of rate of learning older learners
may have an initial advantage
In terms of ultimate attainment younger
learners (early starters) are superior,
especially for accurate pronunciation
05/07/13 5
6. How can we explain this?
Two broad explanations have been
proposed:
1. The age effect reflects the existence of a
critical/sensitive period for SLA
2. The age effect reflects the operation of
various psychological and/or social
factors
05/07/13 6
7. What evidence is there for a CP in FLA?
Some researchers see Genie’s very limited language
proficiency as evidence of a critical period
Other non-human species seem to have their own
“critical periods” for various abilities. This might
suggest that humans too have their critical period for
acquiring language
Children of Deaf Adults (CODAs) have an advantage
over later-learners of ASL in signing
Aphasia:Aphasia:
– Less chance of recovery of linguistic function after age
5.
– Lateralization
05/07/13 7
8. 6. Observe a critical periodObserve a critical period
What is a critical period?What is a critical period?
For first language acquisition, there
seems to be a critical period of the first
five years, during which children must
be exposed to rich input. There is also
a period, from about 10-16 years, when
acquisition is possible, but not native-
like.
For SLA, the issue is more complicate.
05/07/13 8
9. More evidence for theMore evidence for the CriticalCritical
PeriodPeriod HypothesisHypothesis
Second Language Acquisition:Second Language Acquisition:
– Younger learners native fluency.
– Older learners (>17) never quite make it.
05/07/13 9
10. The Critical Period Hypothesis and SLA?
Do you think it is related to success in
second language acquisition??
05/07/13 10
11. Look at second language learning.
Why? Children who learn a second language when they are
young often become indistinguishable from their native-
born peers.
05/07/13 11
12. Is there a CP in SLA?
Many researchers have claimed that the best
explanation for young learners superior ultimate
attainment is the existence of a CP
Most of the support for this comes from studies
of pronunciation
(Remember: Young learners invariably end up
with more accurate L2 pronunciation than late
starters)
Some studies have focused on areas other than
pronunciation, e.g. Patkowski (1980), Johnson
& Newport (1989), Spadaro (1996), DeKeyser
(2000)
05/07/13 12
13. Some people are not convinced that
there is a CP in SLA
“It is undoubtedly the case that the
descriptive statement regarding the
general success of younger learners in
acquiring a second language is true.
However, the evidence does not
provide convincing support for the
claim that this advantage is the
reflection of a sensitive period in
learning” Bialystok 1997, 13305/07/13 13
14. What counter-evidence is there?
Argument 1
Some researchers claim to have found late-
starting SLLs who display very high (almost
native-like) pronunciation of the TL (e.g.
Bongaerts 1999, Bongaerts et al. 1995)
The fact that older SLLs can (apparently) attain
very high levels of proficiency in
pronunciation suggests to some
researchers that the CPH is invalid i.e.
there is no CP in SLA05/07/13 14
15. What counter-evidence is there?
Such near-native late-starters are “a fairly
exceptional phenomenon” (Bongaerts
1999, 154), reflecting “high motivation,
continued access to massive L2 input, and
intensive training in the production of L2
speech sounds” (155)
05/07/13 15
16. What counter-evidence is there?
Argument 2
Social factors make it easier for young
children to acquire L2.
E.g.
a nurturing environment
simplified input
more educational opportunities
cooperative peers
05/07/13 16
17. What counter-evidence is there?
Argument 3
Psychological factors make it easier for
young children to acquire L2
E.g.
Younger learners may be more
motivated to acquire L2 and have
better attitudes towards target group
than older SLLs
05/07/13 17
18. Reminder
Older SLLs have an initial advantage in
terms of rate of learning. This may be due to
their superior cognitive skills and ability to
consciously study the TL
However, the above-mentioned social and/or
psychological advantages enjoyed by
younger SLLs enable them to catch up and
overtake older learners, eventually achieving
higher levels of L2 proficiency
05/07/13 18
19. A recent alternative approach (1)
Hyltenstam & Abrahamsson (2005) argue that
even very young SLLs display subtle, but still
measurable, non-native tendencies in their L2
production and comprehension
These slight differences are unnoticeable in
real-world language use, but they exist.
Even the very youngest SLLs can only achieve
“near-native” proficiency rather than genuinely
native levels of proficiency
05/07/13 19
20. A recent alternative approach (2)
“A formulation along these lines might be
considered a less spectacular view of maturational
constraints, according to which it is true that biology
contrains language acquisition, but not necessarily
in terms of a critical period”
Hyltenstam & Abrahamsson, 2005, 570
The process of SLA is still essentially biologically-
determined, and the age at which exposure to the
L2 begins continues to be a highly significant factor
05/07/13 20
21. A recent alternative approach (3)
“Given the fact that there are no published accounts of a
single adult starter who has reached nativelike overall
L2 proficiency, and given the frequent observation of non-
native features even in the very early starters, we would
suggest the possibility that absolute nativelike command
of an L2 may in fact never be possible for any learner.
According to such a view, the language learning
mechanism would be designed in such a way that it
requires immediate triggering from the environment in
order for it to develop and work appropriately; that is, the
learning mechanism inevitably and quickly deteriorates from
birth if not continuously stimulated”
Hyltenstam & Abrahamsson, 2005, 575
05/07/13 21
22. Other factors affecting SLA
How might neurological development affect
second language success?
Does the maturation of the brain at some stage
spell the doom of language acquisition ability?
To examine these issues, we will look at:
Neurological considerations
Phonological considerations
Cognitive considerations
Affective considerations
Linguistic considerations
05/07/13 22
23. Hemispheric Lateralization
Left hemisphere seems to control intellectual, logical,
and analytic functions including language functions,
while right hemisphere controls functions related to
emotional and social needs.
Then when does this lateralization take place, and how
does that lateralization process affect language
acquisition?
Some scholars contended the lateralization is
completed about at the age of puberty, and some said
it’s about five.
Thomas Scovel applied this lateralization concept to
the second language acquisition.
05/07/13 23
24. Biological Timetables
Thomas Scovel cited evidence for a sociobiological
critical period in various species of mammals and birds.
He concluded that human beings’ native accents may
be a genetic left-over just like animals’.
Walsh and Diller concluded that different aspects of a
second language are learned optimally at different ages:
Lower-order processes are dependent on early
maturing, while higher-order language functions are
more dependent on late mature circuits.
However, those were mainly about the acquisition of an
authentic “accent.”
05/07/13 24
25. Right-Hemispheric Participation
Another branch of neurolinguistic research focused on the role
of the right hemisphere in the acquisition of a second language.
Olber noted that in second language learning, there is
significant right hemisphere participation especially at early
stages.
Genesee concluded that there may be greater right hemisphere
involvement in language processing in bilinguals who acquire
their second language late relative to their first language and in
bilinguals
Second language learners, particularly adult learners, might
benefit from more encouragement of right brain activity in the
classroom context.
05/07/13 25
26. Anthropological Evidence
Jane Hill cited anthropological research on non-
Western societies that yielded evidence that adults
can acquire second languages perfectly.
Sorenson studied the Tukano culture of South
America and reported that during adolescence,
individuals actively and almost suddenly began to
speak two or three other languages to which they
had been exposed at some point.
Hill suggested that we have to explore the
influence of social and cultural roles.
05/07/13 26
27. THE SIGNIFICANCE OF ACCENT
Although there are some exceptions, most of the
evidence indicates that persons beyond the age of
puberty do not acquire authentic pronunciation of the
second language.
There had been some studies to contradict Scovel’s
strong CPH such as Gerald Newfeld’s, Moyer and
Bongaerts, Planket, and Schils.
However, these studies at the end have left the strong
CPH unchallenged.
We are left with powerful evidence of a critical
period for accent, but for accent only! Great accent
only doesn’t mean that the learner is a successful
second language learner.
Even though poor at accent, one can have fluent
control of a second language.05/07/13 27
28. COGNITIVE CONSIDERATIONS
Jean Piaget outlined the course of intellectual
development in a child through various stages:
• Sensorimotor stage (birth to two)
• Preoperational stage (ages two to seven)
• Operational stage (ages seven to sixteen)
• Concrete operational stage (ages seven to eleven)
• Formal operational stage (ages eleven to sixteen)
05/07/13 28
29. Caracteristics of the
Sensorimotor Stage:
The first stage of Piaget’s theory lasts from birth to
approximately age two and is centered on the infant
trying to make sense of the world.
During the sensorimotor stage, an infant’s knowledge
of the world is limited to their sensory perceptions and
motor activities (object permanence).
Behaviors are limited to simple motor responses caused
by sensory stimuli.
Children utilize skills and abilities they were born with,
such as looking, sucking, grasping, and listening, to
learn more about the environment.
05/07/13 29
30. Characteristics of the
Preoperational Stage:
The preoperational stage occurs between ages
two and six.
Language development is one of the
hallmarks of this period
Piaget noted that children in this stage do not
yet understand concrete logic, cannot
mentally manipulate information, and are
unable to take the point of view of other
people.
05/07/13 30
31. Animism and Egocentrism
Animism" refers to young children's
tendency to consider everything, including
inanimate objects, to be alive.
children's language also reflects their
"egocentrism," whereby they attribute
phenomena with the same feelings and
intentions as their own.
05/07/13 31
32. Characteristics of Concrete
Operations:
The concrete operational stage begins around
age seven and continues until approximately
age eleven.
During this time, children gain a better
understanding of mental operations. (e.g.
conservation)
Children begin thinking logically about
concrete events, but have difficulty
understanding abstract or hypothetical
concepts.
05/07/13 32
33. Characteristics of the Formal
Operational Stage:
The formal operational stage begins at
approximately age twelve and lasts into
adulthood.
During this time, people develop the
ability to think about abstract concepts.
Skills such as logical thought, deductive
reasoning, and systematic planning also
emerge during this stage.
05/07/13 33
34. AFFECTIVE CONSIDERATIONS
The affective domain includes many factors.
A case in point is the role of egocentricity. Very young children highly
egocentric. In preadolescence children develop an acute consciousness of
themselves as separate and identifiable entities but ones which need
protecting. They therefore develop inhibitions about this self-identity.
For any monolingual person, the language ego involves the interaction of the
native language and ego development.
Guiora suggested that the language ego may account for the difficulties that
adults have in learning a SL. A new language does not pose a threat or
inhibition to the ego of a child.
Younger children are less frightened because they are less aware of language
forms, and the possibility of making mistakes in those forms does not
concern them greatly. But mature adults manifest a number of inhibitions.
Among other affective factors is ego identification. The role of attitudes is
another important factor. Younger children are more likely to succeed in
learning other languages because they don’t have negative attitudes toward
races or cultures yet.
Finally, children are under high peer pressure. They want to be like the rest
of the kids. It can lead them to learn the second language.
05/07/13 34
35. Affective considerations
Empathy, self-esteem, extroversion, inhibition,
imitation, anxiety, attitudes, egocentricity.
A. language ego
The child’s ego is dynamic and growing and
flexible through the age of puberty.
Mature adults manifest a number of inhibitions.
B. Attitudes
Very young children are not developed enough
cognitively enough to possess attitudes.
C. Peer pressure
Adults tend to tolerate linguistic differences
more than children.
05/07/13 35
36. LINGUISTIC
CONSIDERATIONS
Bilingualism
Children learning two languages
simultaneously acquire them by the use of
similar strategies.
They are learning two first languages.
Researches show a considerable cognitive
benefit of early childhood bilingualism,
supporting that bilingual children are more
facile at concept formation and have a greater
mental flexibility.
05/07/13 36
37. LINGUISTIC
CONSIDERATIONS
Interference Between First and Second
Languages
The linguistic and cognitive processes of
second language learning in young children
are in general similar to first language
processes.
Similar strategies and linguistic features are
present in both first and second language
learning in children.
05/07/13 37
38. Interference Between First and
Second Languages
Interference in Adults
Adults appear to operate from the solid foundation
of the first language and thus manifest more
interference.
But adults, too, manifest errors not unlike some of
the errors children make.
The first language, however, may be more readily
used to bridge gaps that the adult learner cannot fill
by generalization within the SL.
In this case the first language can be a facilitating
factor, and not just an interfering factor.
05/07/13 38
39. LINGUISTIC
CONSIDERATIONS
Order of Acquisition
Researchers claimed that transfer of L1 syntactic patterns rarely
occurs in child second language acquisition.
Children learning a SL use a creative construction process, just as
they do in their first language.
Data about the acquisition order of eleven English morphemes in
children learning English as a SL supported this claim.
“The younger, the better” is a myth that has been fueled by media
hype and, sometimes, “junk science.”
There appear to be some potential advantages to an early age
for SLA, but there is absolutely no evidence that an adult cannot
overcome all of those disadvantages save one, accent, and the latter
is hardly the quintessential criterion for effective interpersonal
communication.
05/07/13 39
40. Linguistic considerations
Bilingualism
Strategies and processes in child L1 and
L2 acqusition similar
- similar mistakes in acquisition
- acquisition order (Dulay and Burt, 1974)
- transfer is rare, creative langauge acquisition
- adults rely more on system of L1
05/07/13 40
41. So, What is the best age to start
teaching a language?
“Younger is better”
Maturity in language acquisition.
Accent : So What?!
ample time vs. age of acquisition
Is it important to be native-like speaker?
L2 early instruction and first language.
Early age and amount of instruction.
05/07/13 41
42. References
Bongaerts, T. (1999). Ultimate Attainment in L2 Pronunciation:
The Case of Very Advanced Late L2 Learners. In D.
Birdsong (ed.) Second Language Acquisition and the
Critical Period Hypothesis Mahwah, NJ: Lawrence Erlbaum
Bongaerts, T., B. Planken, & E. Schills, (1995.) Can Late
Learners Attain a Native Accent in a Foreign Language? A
Test of the Critical Period Hypothesis. In Singleton, D. & Z.
Lengyel, (eds.) The Age Factor in Second Language
Acquisition Clevedon: Multilingual Matters
Ellis, R. (1997). Second language acquisition Oxford: Oxford
University Press
Hyltenstam, K. & N. Abrahamsson (2005). Maturational
Constraints in SLA. In C. Doughty & M. H. Long (eds.) The
Handbook of Second Language Acquisition Blackwell,
Oxford05/07/13 42
Editor's Notes
READ: L&S 201
ILs are systematic , i.e. they operate with their own set of “ rules ” which are different to the TL rules and to the rules of the L1