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TKT Minapasha Unit 12 Final26

L1 and L2 learning differ in key ways such as age, context, and method of learning. L1 learning typically occurs from birth through childhood in a natural context surrounded by the target language. In contrast, L2 learning often takes place in a classroom setting for older learners with less language exposure and different motivations and feedback. While L2 learning aims to mimic L1 acquisition through rich input, interaction, and a focus on meaning, it is generally less successful than full L1 acquisition. Teachers should aim to personalize L2 instruction to match learners' needs and abilities.

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311 views33 pages

TKT Minapasha Unit 12 Final26

L1 and L2 learning differ in key ways such as age, context, and method of learning. L1 learning typically occurs from birth through childhood in a natural context surrounded by the target language. In contrast, L2 learning often takes place in a classroom setting for older learners with less language exposure and different motivations and feedback. While L2 learning aims to mimic L1 acquisition through rich input, interaction, and a focus on meaning, it is generally less successful than full L1 acquisition. Teachers should aim to personalize L2 instruction to match learners' needs and abilities.

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mina
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what are the differences between l1 and l2
learning?

When we learn our first language ( l1 )we are likely to learn it in


different ways and in different contexts from when learn a second
language ( l2) . We are also likely to be different age .

Key concepts
What differences can you think of between l1 and l2 learning?
Think about the learners` age , ways of learning and context that
they are learning in .

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L1 learning L2 learning (in the
classroom)

Age • Baby to young child Usually at primary school


. and / or secondary school .
• (l1 learning lasts intro
adolescence for some kinds of It can also stars or continue
language and language skills ,e.g. in adulthood
academic writing)

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Ways of • By exposure to and picking • Sometimes through
up language exposure but often by
learning . being taught specific
• By wanting and needing to language.
communicate , i.e. with
strong motivation. • With strong, little or no
motivation.
• Through interaction with
family and friends . • Through interaction with
a teacher and sometimes
with classmates.

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Ways of • By talking about things • Often by talking
present in the child`s about life outside
learning surroundings. the classroom.

• By listening to and talking • Often by needing to


in language for many produce language
months before using it soon after it has
(silent period) been taught

• By playing and • Often by using


experimenting with new language in
language. controlled practice
activities.

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L1 learning L2 learning (in the classroom)

context • The child hears the language • The learners is not exposed
around him / her all the time to the l2 very much –often
. no more than about three
• Family and friends talk to and hours per week.
interact with the child a lot .
• Teachers usually simplify
• The child has lots of their language.
opportunities to experiment
with language.

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L1 learning L2 learning (in the
classroom)

context • Caretakers often praise (tell the • Teachers vary in the


child he/she has done well) and amount they praise or
encourage the child's use of encourage learners.
language.
• The learner does not
• Caretakers simplify their speech to receive individual
the child. attention from the
teacher.
• Caretakers rarely correct the form
and accuracy of what the child says • Teachers generally
in an obvious way. correct learners a lot.
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 Caretakers are people who look after a child.
Often they are parents, but they may also be
brothers or sisters, other members of the family
, etc.

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• It is not always easy to describe l2 learning in the
classroom because it happens in different ways
in different classrooms. The descriptions in the
table above may not be true of all classrooms.

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• Of course, L2 learning sometimes takes place outside the
classroom when children or adults pick up language.
In this situation, L2 learning is more similar to L1 learning,
except that the learner often does not get as much
exposure to the language as the L1 learner and may not be
so motivated to learn.

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• Another big difference between L1 and L2
learning is that L1 learning is nearly always fully
successful, while L2 learning varies a lot in how
successful it is.

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Key concepts and the language teaching
classroom

• Foreign language learners need to be exposed to


a rich variety of language, use it to communicate
and interact, and have opportunities to focus on form.

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• This helps to make the circumstances of L2
learning more similar to those in L1 learning and
allows L2 learners (who are usually older than L1
learners) to use their different abilities to process
language.

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• Motivation is very important in language learning, so we
should do all we can to motivate learners (see unit 9).
Learners are different from one another (in learning style,
age, personality, etc. (See unit 13 and 14).

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• So we should try to personalize our teaching
to match their learning needs and preferences.
We can do this by varying our teaching style,
approaches, materials, topics, etc.

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• Learners may find a silent period useful, but some
learners, especially adults, may not.

• We should encourage learners to use English as


much as possible in their out-of-class time.

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• We should try to simplify our language to a
level that learners can learn from, and avoid
correcting them too much.

• In the classroom we should try to praise


learners and give them as much individual
attention as we can.

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