The document summarizes Cook's (2011) comparison of L1 and L2 language learning, noting similarities in how first and second languages are acquired. It discusses factors like context, motivation, and mental capacity. Theories from scholars like Chomsky, Krashen, and Schumann are reviewed on topics such as innate language abilities, formal learning vs acquisition, and social/motivational influences. The evaluation finds the presentation clear and well-supported, though more research is needed on cultural/attitudinal impacts and how teachers can foster acquisition over just learning. Motivation, understanding one's native language, and using the target language in real contexts are important for L2 learning. Overall L1 and L2 acquisition share similarities

1. Reaction Paper
“L1 and L2 language learning”
Gerardo Valdivia Zavalla
Didáctica del inglés

2. Summary
Cook’s paper (2011) is a comparison between L1 and L2 language learning, the
different factors and the differences that can be considered in an educational context in the
acquisition of a first and second language, the paper expresses an overall position, stating
similarities between L1 and L2 learning. The paper presents eight statements which put the
attention to the setting of the learning, specially the context; the motivations that the learner,
in order to acquire a new language; the mental capacity of the learner; the adaptation of
language in particular situations and in the interaction of child with peers.
Freeman (2004) suggests some views of first language acquisition focused on the
child, according to Rice (2002) the model of language development should be focus on the
children needs and what motivates them ; on the environment, because the language always
occurs in a context and what people say depends on the context; and on the language,
Chomsky (1968) stated that language is innate in children, he and other linguists argued that
“it is the best way to account for the fact that nearly all humans develop the ability to use a
very complex linguistic system in a short time” . In the second chapter Krashen (1981)
believes that the learning in schools is not really acquired, students just learn the form;
Social factors, motivations, attitude and cultural shocks explain the rate in acquisition of a
language; moreover, children appear to be better L2 because adults are expected to learn a
language and use it correctly, but children have more time to acquire it (Schumann, 1975,
1978).

3. Evaluation
The Author’s presentation was well done and prepared. Cook’s eight statements
gave examples to explain in a better way the meaning of the statements and how L1 and L2
have similarities acquiring a language. His reasoning was clear and supported by others
authors. In freeman’s chapters one and two the information was well delivered to the
reader. The quality of the reasoning was right, the evidence, examples and citations of other
authors were good and explicative. On one hand, the arguments were supported by the
necessary evidence, sometimes when the evidence was not clear the author clear it up by
examples. On the other hand when in some points the answers were not conclusive because
of the lack of research they stated that clearly.
The arguments were persuasive, since they were supported by some researches and
researchers which rapidly persuade the reader. When there was lack or no researches at all
on a specific topic the authors explained that there were certain evidence but that in any
case it meant a certain prove.
In the topic that people have motivations, attitudes and cultural issues to learn a
second language, it would be really important to research about why they think that and
figure out how to change that feeling in order to improve the attitude and motivations
towards the English acquisition.
Teachers have a really important role in the acquiring of a new language, in how to
make students understand the importance of knowing their first language or mother tongue
because that gives them the background knowledge of the component of the languages such
as nouns and verbs. For instance to L2 learners, this it gives them more tools to acquire the
language because they know their own grammar and syntax, etc.
A mind changing was that it is believed that people should learn a language, but
the fact is that they should acquire it, not just learn it and not using it, it is important that
teacher make students to use the language in real context not just in the school. By using
the language, this it is being acquiring.
In conclusion, L1 and L2 have similarities in acquiring a language; the arguments
on texts were conclusive and understandable. Motivation has an important role in the
acquisition of a language. Teachers also have a role of importance in changing the
motivation for students to learn a language and that L2 learners have advantages acquiring
a language because they know the rules of their own language.

4. Reference
Chomsky, N. (1968). Language and the Mind.
Freeman, D., & Y. (2004). First Language Acquisition. In D. Freeman, & Yvonne,
Essential linguistics, What you need to know to teach reading, ESL, Spelling, Phonetics,
Grammar. Heinemann.
Freeman, D., & Y. (2004). Written and Second Language Acquisition. In D. Freeman, &
Yvonne, Essential linguistics, What you need to know to teach reading, ESL, Spelling,
Phonetics, Grammar. Heinemann.
Krashen, S. (1981). Second language acquisition. Second Language Learning.
Rice, K. G., & Dellwo, J. P. (2002). Perfectionism and Self‐Development: Implications for
College Adjustment. Journal of Counseling & Development,80(2), 188-196.
Schumann, J. H. (1975). Affective factors and the problem of age in second language
acquisition. Language learning, 25(2), 209-235.
Schumann, J. H. (1978). Social and psychological factors in second language
acquisition. Understanding second and foreign language learning, 163, 78.