NAMA : ASTI ATHIYAH

NIM : 1601404036

KELAS : BHS.INGGRIS 2A

Similarities and Differences between First and Second Language Acquisition

Similarities:

In both first and second language acquisition, universal grammar may

influence learning. In second language learning, universal grammar
may influence learning either independently or through the first language.

In both first and second language acquisition, there are predictable stages, and
particular structures are acquired in a set order. Individuals may move more
slowly or quickly through these stages, but they cannot skip ahead.

In both first and second language acquisition, making errors is a part of

learning. Learners need to make and test hypotheses about language to build
an internal representation of the language. In the initial stages of learning,
learners may use chunks of language without breaking them down or
processing them as independent units. In later stages, they may make new
errors as they begin to process the parts of each chunk according to the rules
of their language system. For example, a learner may start out using the
correct form of an irregular verb as part of a language chunk, but later
overgeneralize and place a regular affix on that same verb.

In both first and second language acquisition, the learner uses context clues,
prior knowledge, and interaction to comprehend language.

In both first and second language acquisition, age is an important variable

affecting proficiency.

In both first and second language acquisition, learners can often comprehend
more complex language than they are able to produce. In the initial stages of
learning, learners go through a silent period.

In both first and second language acquisition, a learner's proficiency can vary
across situations.
 In both first and second language acquisition, learners may overgeneralize
vocabulary or rules, using them in contexts broader than those in which they
should be used.

In both first and second language acquisition, learners need

comprehensible input and opportunities to learn language in context in order
to increase their proficiency.

Differences:

In first language acquisition, the basis for learning is universal grammar

alone. In second language acquisition, knowledge of the first language also
serves as a basis for learning the second language. There may be both
positive and negative transfer between languages in second language learning.

In first language acquisition, children spend several years listening to

language, babbling, and using telegraphic speech before they can form
sentences. In second language acquisition in older learners, learning is more
rapid and people are able to form sentences within a shorter period of time.

In formal second language learning in older learners, learners are able to use
more metacognitive processes in their learning. They can consciously analyze
and manipulate grammatical structures, and they can explicitly describe how
language works. This can speed the learning process.

In second language learning in older learners, learners bring more life

experience and background knowledge to their learning. They have more
schemata and more learning strategies to help them learn the second language.

In second language learning in older learners, there may be less access to

universal grammar, and sensitivity to phonological distinctions not present in
the native language will be reduced. Students learning in a classroom setting
may also have fewer opportunities to learn language authentically. These
factors may reduce the likelihood that second language learners will attain
native-like proficiency. First-language learners always attain native
proficiency, unless they have a disability that affects language learning.

In first language acquistion, learners have many chances to practice with

native speakers (especially caregivers). In second language acquisition,
 learners may or may not have the opportunity to practice extensively with
native speakers.

Almost everyone acquires a first language, but not everyone acquires a second
language. Acquiring a first language happens naturally, while acquiring a
second language often requires conscious effort on the part of the learner.