Summary Reaction Paper

Learning and Acquisition of English as a Foreign Language.

Mg. Roxana Correa Prez.

Students: Albornoz, M. Timothy. Irarrzabal, B. Nicol. Section: ED1110C-1

Concepcin, March 26th

Summary: The relationship between First and Second Language Learning Revisited by Vivian Cook and L1 and L2 Use in the Classroom: A systematic Approach by Paul Nation. Second Language Acquisition (SLA) researches have become into a matter of discussion since it appeared as a discipline, primary based on First Language Acquisition (LA). As a consequence, teaching a foreign language also became a topic of debate, targeting the use of the first language (L1) in a second and foreign language class (L2). One of the main proposals of Cook (2010), states that the way human learn a first language is not the same as the second language acquisition process. Cook based his theory mainly in the earlier ideas and techniques of LA, and he found that the developmental stages of learning a first language were not similar to the second language acquisition in terms of how language is acquired, focusing on learners mind. Additionally, Nation (1997) focus his theory on the class-contextualised part of Second Language Acquisition to encourage learners the use of the L2 in class regarding the Interlanguage hypothesis by Selinker (1972, taken from Cook, 2010) and the way L1 can be useful for a communicative purpose in class. The relationship between Cook (2010) and Nations(1997) teaching and investigative methods converge in the one of the research techniques proposed by Cook (1986) called Introspection Data, which is mostly centred in students strategies, motivations and emotions inside of the classroom where it is important the relevancy of a comfortable environment. Furthermore, Piagets Cognitivist theory also has a connection with both authors previously mentioned, where the learner is asked to produce a personal and subjective message, so the production of the L2 is way more comfortable for the learner. Same place in mind, different development: First and Second Language Learning. This is a brief reaction based on the text The Relationship between First and Second Language Learning Revisited by Vivian Cook (2010). To begin with, as we went through the reading of the text, we found that it presented to us different points of view related to the ideas and techniques that theorists used for researching purposes, creating their own hypotheses and theories referring to the development of language learning and second and foreign language acquisition. Additionally, Cook aim was to demonstrate that there were advantages and disadvantages by marrying only one theory at the moment of teaching a second and foreign language (L2),

because neutrality, under our point of view, is the best way to analyse and find a correct answer for improving the way languages are taught. Initially, it is necessary for us to make a distinction between L1 acquisition and L2 learning. As it is found in first language acquisition hypotheses, we agree in the one that proposes a developmental stage in children language acquisition which is also subdivided into many other stages related to the proficiency of language (Piaget & Inhelder, 1969, as cited in Cook, 2010). If we take this theory in which there are developmental stages and take it into L2 acquisition, we will discover that some parts of it are not compatible with that. To start with, we should take a brief look at children way to learn a language: How do they start? Do they know a previous language? Their innateness is about communication, and it is systematically developed by exposition to the language. Additionally, the stages have to be passed step by step and the children get a certain level depending of the age and brain improvement. In contrast, L2 learners are on the other side of the river crossing the bridge, we mean that they have a previous knowledge of language and have mastered their L1 regarding their age, there was a long way before getting into learning and acquiring an L2. In consequence, we agree with the fact that Cook (2010) mentions and it is about the differences of L1 and L2 learning taking L1 theories to prove that this is actually true. For instance, a teacher of us said: How can you make a 6 year old child write in an L2, if they have not learnt to write in their own language, neither to read? We do not mean that L2 should not be taught in early years, just to be clear, we mean that there is a process to acquire a second language called Interlanguage in which an L1 can affect L2 or vice versa in a positive or negative way used by users mind to improve the communicative process and build support each other languages. (Selinker, 1972, as cited in Cook, 2010). Finally, L1 and L2 relationship has theories that during the years have been finding a way to explain methods, techniques, and procedures to bring about a better development, acquisition and learning. Nevertheless, still there is a lack of success in this process. We see that this lack of success at the moment of attempting to achieve a good level of SLA, it comes about not only for the failure of the techniques or methods proposes that goes beyond. People who is in the road to learn and speak the SLA, have to know, that they should never be compared with an L2 native speaker. Every person has their own language accent and language pronunciation, and this does not mean that the level of competence is going to be low, because everyone can have a respectable level of the proficiency in the L2.

References Cook, V. (2010). The relationship between First and Second Language Learning Revisited, in E. Macaro (ed). The continuum companion to Second Language Acquisition, 137-157. 2010. Web Version. Yule, G. (1985). The Study of Language. [Electronic Version]. Cambridge: Cambridge University Press. Retrieved from:

http://staff.neu.edu.tr/~dpopescu/Cambridge.The.Study.Of.Language.4th.Edition.Apr.2010.eBook -ELOHiM.pdf