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Ronglin Yao
To what extent is the role of a learner’s first language seen to play an important
part in second language development?
Introduction
In second language acquisition one must deal with the role of the first language
(Gass and Selinker, 2001, p.92f) as the role of the L1 in L2 learning occupies a
central place (Ringbom, 1987, p.1f). Selinker (1992) puts it rightly here, the
principled role of L1 in SLA process has become once again central to SLA (p.171f).
The significance of the role of L1 in SLA has resulted in more than two decades of
extensive researches. Ellis (1985) acknowledges that in recent years there has been a
successful reappraisal of the role of the L1 in SLA (p.33f), which leads to a huge
collection of research findings on the important role L1 plays in learners’ L2
development. Based on current research findings, I hold the position that L1 plays a
most important role at the early stages of L2 development and in the L2 vocabulary
learning. Such important role is also evident in L2 literacy development such as L2
reading and L2 writing. The final extra important role of learners’ L1 is that it gives
L2 learners the future career prospects in bilingual language profession.
The important role of learner’s L1 in L2 development claimed by SLA
researchers, academics and professionals
SLA researchers, academics and professionals have researched extensively on the
important role L1 plays in learners’ L2 development. According to Auerbach (1993)

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consistent positive results are reported from practitioners, researchers, and learners
when L1 is used (p.18f). As a result, “there appears to be an increasing conviction
that L1 has a necessary and facilitating role in L2” (Schweers, 1999, p.1).
The necessary and facilitating role L1 has played in L2 development are evidenced
in many ways. As Corder (1992) puts it, L1 in L2 learning is “…predominantly
heuristic and facilitatory” (p.25). Such assertion is based on the fact that L1 “helps in
the process of discovery and creation” (Corder, 1992, p.25) and the “important role
to play in communicating meaning and content” (Nation, 2003, p.1). For example,
Villamil and De Guerrero (1996) find from their research targets that for the
majority of their students L1 is an essential tool for making meaning of text,
retrieving language from memory, exploring and expanding content, guiding their
action through the task, and maintaining dialogue (p.60f). Also from Brooks and
Donato’s observations from their study of English-speaking students of Spanish in a
problem-solving task, both Brooks and Donato (1994) find out that their subjects
need to use their L1 to deploy “metatalk…talk by the participants about the task at
hand and the discourse that constitutes the task” (p.266) and that the use of L1
constitutes “a normal psycholinguistic process that facilitates L2 production and
allows the learners both to initiate and sustain verbal interaction with one another”
(p.268). As such, L1 plays an important role in L2 development as it has facilitated
L2 development.
Research findings in SLA also demonstrate the important role L1 has played in L2
development. According to Ringbom (1987), L1 learners interpret incoming L2

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utterances on the basis of his / her L1 knowledge (p.53f); this prompts him declaring
that “in all the aspects of phonology, grammar and lexis, the existence of elements
perceived to be similar to previously acquired knowledge can be assumed to have a
facilitating effect on L2-comprehension” (Ringbom, 1987, p.56). This is true in
Faerch and Kasper’s research findings, in that both Faerch and Kasper (1980) claim
that the L2 learner is constantly seeking to facilitate his task by making use of his
previous linguistic knowledge which consists of what he already knows about the
target language and of his knowledge of L1 (p.70f). In this sense, L1 mediates the
learning of another language (Wells, 1998, p.7f). As such, we could see clearly that
L1 has played an important role in L2 development.
Since L1 is a valuable resource for L2 learning, the role L1 has played in L2
development is assumed to be important. Ellis (1985) points out that “L1 is a
resource of knowledge which learners will use both consciously and subconsciously
to help them sift the L2” (p.40); meanwhile, Chau (1991) shares similar view with
Ellis that learners use their L1 predominantly as a language learning resource; it can
be seen both as a communication strategy and as a learning strategy (p.5f). Thus, it is
evident that L1 has played an important role in L2 development.
Furthermore, there are other important roles L1 has played in L2 development. One
good example is from Auerbach’s research findings. Auerbach (1993) finds that the
use of L1 “reduces anxiety and enhances the affective environment for learning,
takes into account sociocultural factors, facilitates incorporation of learners’ life

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experiences and allows for learner-centred curriculum development” (p.20). Hence
in terms of these aspects, L1 has played important parts in L2 development.
Judging from the aforementioned, we could therefore conclude that L1 plays a very
important role in learners’ L2 development. Ellis (1985) puts it rightly here: “If SLA
is viewed as a developmental process, then L1 can be viewed as a contributing factor
to this development (p.40f).
The most important role of learners’ L1 at the early stages of L2 development
The most important role of learners’ L1 at the early stages of learners’ L2
development deserves special attention. Such important role is evidenced in Zhou
(2003) and Ringbom’s (1987) research findings. Zhou (2003) claims that “by using
L1, meaning is established immediately with L2 in the initial phases of L2
instruction and this guarantees that the learning of L2 takes place on the premise of
good understanding” (p.3) whilst Ringbom (1987) maintains that the role of the L1
in L2 learning is clearly most important at the early stages of learning (p.63f). This
is because the beginning learners have not yet attained sufficient L2 literacy skills
and thus they have to rely on their L1 literacy skills to try to understand the new
language they are learning. Krashen (1981) puts it rightly here, “L1 may ‘substitute’
for the acquired L2 as an utterance initiator when the performer has to produce in the
target language but has not acquired enough of the L2 to do this” (p.65). Upton
(1997) further explains that for less proficient ESL readers, they rely to a great
extent on their L1 to help them determine word and text meaning, as well as to
check their comprehension (p.19f). Naturally, the beginners will endeavour to

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establish links between L1 and L2 and use their L1 to assist L2 learning. As their
literacy skills grow, their dependency on L1 will decrease accordingly. This best
explains why it is most important learners’ first language plays in second language
development at the early stages.
The most important role of learners’ L1 in L2 vocabulary learning at the early
stages of L2 development
L1 in L2 development is most important in vocabulary learning at the early stages of
L2 learning. “In one area, lexis, there are investigations revealing the great
importance of positive transfer” (Ringbom, 1987, p.58) as it can work toward
teaching learners “as efficiently as possible the vocabulary” (Weschler, 1997, p.2).
“The use of L1 could be particularly efficient to introduce vocabulary items”
(Subject Centre for Languages, Linguistics and Area Studies, 2005, p.5). It is most
evident that when the use of a L1 translation comes together with the use of word
cards at the initial stage of vocabulary learning, the learners will effectively build up
vocabulary (Nation, 2001, pp.296-316ff). Tindale (2003) makes such suggestion for
vocabulary teaching in the classroom: “using word cards with target word on one
side and L1 translation on the other to encourage retrieval” (p.31). Another situation
is that “Lexical items which are cross-linguistically similar to L1-items already
stored will be understood best of all by learners learning closely related languages”
(Ringbom, 1987, p.35). Ringbom (1987) further explains that an L2 word is easily
matched with a phonologically and semantically similar L1 word (p.38f). Swan
(1985) argues that if we do not establish links between vocabulary items in L1 and
L2, we would never be able to learn L2. He exemplifies his position by “imaging

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having to ask whether each new French car one saw was called ‘voiture’ instead of
just deciding that the foreign word was used in much the same way as ‘car’ and
acting accordingly” (p.85). From various aspects of vocabulary learning by L2
learners, we could see that L1 apparently plays the most important role in learners’
L2 development at the initial phase of L2 learning.
The important role of learners’ L1 in L2 Literacy at the early stages of L2
development
Reading
L1 plays a very important role in learners’ L2 literacy skills at the early stages of L2
learning. According to Ringbom (1987), the natural procedure in learning something
new is to establish a relation between the new proposition or task and what already
exists in the mind (p.34f). Bialystok (2001) seconds Ringbom’s view by claiming
that as far as literacy knowledge is concerned, there is a strong connection between
L1 and L2. Literacy knowledge from L1 is one of the factors ultimately impact on
the extent to which readers understand text in L2 (p.175f). Bialystok’s (2001)
research findings in adult L2 reading has shown that “reading fluency and
comprehension can be predicted by the learner’s level of proficiency in the first
language” (pp.174-175). This means that a good literacy skill in L1 is very important
as it will ultimately affect learners’ L2 development. We could hypothesize this way:
if one is good in one’s first language, the literacy skills developed in one’s L1 will
help achieve one’s L2 proficiency; otherwise, it would pose difficulty for one to
attain L2 proficiency.

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Furthermore, Roberts (1994) states that research evidence is clear that basic literacy
skills developed in L1 transfer to L2 (p.6f). Alderson (1985) argues that good first
language readers will read well in the foreign language once they have passed a
threshold of foreign language ability (cited in Bossers, 1992, p.113f). Dulay, Burt
and Krashen (1982) all claim that if one already knows how to read in one language,
one does not have to learn anew that written symbols represent sounds when
learning to read L2. Thus the basic concepts and skills involved in reading are
transferred to L2 (p.101f).
By now we could see clearly the important role of learner’s first language in L2
reading development. Such important role L1 has played in L2 reading lies in the
following factors: (1) “Academic knowledge and conceptual development transfer
from L1 to L2” (Collier, 1995, p.3); (2) “General strategies, habits and attitudes,
knowledge of text structure, rhetorical devices, sensorimotor skill, visual-perceptual
training, cognitive functions, and many reading readiness skills transfer from L1 to
L2 reading” (Ovando & Collier, 1998, P.128); (3) L2 readers have access to their L1
as they read and many use it as a strategy to help comprehend an L2 text (Upton,
1997, p.1f) as “In the right circumstances, many aspects of L1 reading abilities
support L2 comprehension” (Grabe and Stoller, 2002, p.53); (4) the comprehension
strategies used by skilled L1 readers are central in developing efficient
comprehension strategies in L2 (Bossers, 1992, p.189f); (5) L2 learner frequently
has to activate general cognitive schemata that the learner is used to from L1
comprehension, to cope with the learner’s problems of understanding (Ringbom,
1987, p.39f); (6) the higher cognitive abilities and strategies required in making

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meaning from text are common to both languages. Overall reading competence in
two languages does not operate separately (Baker, 2001, p.352f); (7) initial mastery
of literacy in L1 allows the cognitive skills and strategies needed for reading to be
fully developed. Once well developed, these literacy skills and strategies transfer
easily and readily to L2 (Baker, 2001, p.352f); (8) the key to understanding the role
of L1 in the academic development of L2 is to understand the function of
uninterrupted cognitive development in L1 (Collier, 1995, p.5f) as “failure to
provoke educational conditions for the development of cognitive-academic
proficiency in L1 as well as initial literacy in the L1 may invalidate efforts to build
up such skills in L2” (Phillipson, 1992, p.191).
All these factors point directly to the very important role L1 literacy skills plays in
the development of L2 literacy skills in reading.
Writing
“Giving the demanding nature of L2 composing processes, composition researchers
and teachers have begun to acknowledge the positive role of the L1 in second
language writing” (Kobayashi and Rinnert, 1994, p.225). L2 writers use their native
language as “an important resources in their continual processes of decision making
while writing” (Cumming, 1989, p.128). This is well reflected from the fact that
“Writing behaviours and strategies acquired in L1 generally operate in second-
language writing” (Kobayashi and Rinnert, 1994, pp.224-225). Research findings
from Chen (1999) who has investigated the writing of Chinese learners of English as
a second language reveals that L1 writing skill generally transfers to L2 writing

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primarily at the early stages (p.1f). In other words, learners’ good writing skills in
L1 would naturally transfer to L2 writing. Such transfer is evidenced from
Edelsky’s study (1982) of the writing of 1st
, 2nd
, and 3rd
graders in a bilingual
program which demonstrates that writing knowledge transfers across languages.
Edelsky’s (1982) findings show that writers use L1 strategies and knowledge to aid
their L2 writing, specifically, to form hypotheses about writing in L2 (pp. 211-228ff).
Coincidently, in Lay’s research on L2 writers, Lay (1982) reports that L2 writers
have been observed to employ their L1 to get a strong impression and association of
ideas for essays and produce essays of better quality in terms of ideas, organisation
and details (P.406f). Lay (1982) further reports that the use of L1 is more likely with
certain topics that relate to learners’ L1 experience and that the use of L1 helps topic
search on unfamiliar topics (p.406f). Moreover, Kobayashi and Rinnert (1994)
acknowledge that the use of L1 enables many students to explore ideas fully on their
own intellectual and cognitive levels. Those whose L2 skills are so limited as to
impede discovery of meaning through L2 writing can benefit from invention and
exploration of ideas in their L1, especially in the prewriting and planning stages
(p.243f). All such research findings and observation of educational practices have
argued convincingly the important role learners’ L1 plays in L2 writing.
The important role of learners’ L1 in L2 writing is obvious in Kobayashi and
Rinnert’s research findings. Kobayashi and Rinnert (1994) claim that composing a
text in L1 then translating it into L2 can help adult students with low levels of
proficiency in L2 to develop their ideas in their texts, and also help them enrich their
language uses in terms of various linguistic structures and vocabulary (p.223f). Duff

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(1989) holds the position that translation develops three important qualities essential
to all language learning: accuracy, flexibility and clarity; it allows learners to
contribute their own thoughts on the text (p.7f). In this connection, the use of
learners’ L1 knowledge combined with subsequent translation practically aids L2
learners in composing their texts. Friedlander (1990) makes a good point rightly here:
If we know that writers work best if they are able to retrieve information in
the language of storage, and then translate, we can use that as a pedagogical
tool, since appropriate retrieval of information from memory to generate
ideas can enhance writing (p.113).
No matter how L2 learners use their L1 in L2 writing, their L1 does play an
important part in L2 writing at the early stages of their L2 development.
Extra important role of learners’ L1 for prospective bilingual professionals
L1 not only plays a very important role in learners’ L2 development but also gives
L2 learners the possibility to pursue translation and interpreting profession. Stern
and Danchev have both made a point that learners may pursue cross-cultural
objectives i.e. the learners may wish to master translating and interpreting skills
(Stern, 1992, p.286f, Danchev, 1982, p.51f). Under such circumstance, it is very
important to incorporate L1 translation method into L2 teaching. That way, the
learners who aspire to be professional translators and / or interpreters can lay a solid
foundation in bilingual language development, which will pave the way for such L2
learners working towards bilingual translation and interpreting professionals in the
future. In this regard, we could claim that L1 plays a role for such learners in an
important way.

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Conclusion
In an orderly fashion, I have argued for the important role of learners’ L1 in L2
development, which starts from claims made by SLA researcher, academics and
professionals to the most important role of learners’ L1 at the early stages of
learners’ L2 development; from the most important role of learners’ L1 in L2
vocabulary learning to the important role of learners’ L1 in L2 literacy development,
specifically L2 reading and L2 writing; and finally I have argued for the extra
important role of learners’ L1 for prospective bilingual professionals. In so doing,
we could be thoroughly aware of the important role learners’ L1 in L2 development
and thus make good use of learners’ L1 in L2 teaching pedagogy at the early stages
of learners’ L2 learning.
(Word count: 2,851)
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