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Add on Group 6's Ideas (MINGYAO ZHU, PALIHATI FEILUORE, MINYU ZHAO)

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Add on Group 6's Ideas (MINGYAO ZHU, PALIHATI FEILUORE, MINYU ZHAO)

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Add on Group 6's Ideas (MINGYAO ZHU, PALIHATI FEILUORE, MINYU ZHAO)

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Add on Group 2's Ideas (Man Xia, Yining Xu, Hailan NI)

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Add on Group 2's Ideas (Man Xia, Yining Xu, Hailan NI)

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Similarities:

1.Process:

The beginning of the learning process and stages are similar. For example, they start from understanding words, expressing several words, talking sentences, and becoming more proficient. Both needs to start from simple words to difficult sentences or grammar.

2. Language use

Both L1 and L2 learners will use their old knowledge to express or understand new things. In addition, we will use simple or academic words depends on the situation, daily life conversation or academic meeting.

3.Grammar structure

Universal Grammar is common in most languages, like SVO, SV or something like that. L1 and L2 both need to master and use it well.

4. Skills

They need to master the same skills. For instance, they need to be proficient in speaking, writing,  reading and listening. Besides, L1&l2 all need to follow the grammar rules.

e.g.
Similarities between L1 learning and L2 learning: in the primary school stage of learning English, Chinese students usually start learning English from Grade 3 to Grade 6, and the time of learning English every week is about 3-5 hours. Therefore, the stage of learning English in primary school will be the stage of pre-production and early production.
This means that if we teach English in Chinese primary schools, we need to 1. Use pictures and repetition to increase their word memory. 2. Pay attention to increasing their listening comprehension, use gestures, and let students participate in some classroom activities. 3. Use some network materials, such as videos at the beginning, and then audio books for primary school students. 4. Use some practical objects to strengthen the understanding of words, etc

Difference:

1.Place/environment

L1 learners can communicate with others anywhere. For example, they chat with parents, friends, and classmates. However, L2 learners are harder to find people who speak another language. For instance, they can communicate with their classmates in English, but they change to their home language when going outside the school. L2 lack the language environment like L1 learners have.

2.Material

L1 learners can get more types of materials to read and watch compared with L2 learners. For example, online materials,  L1 learners can read their L1 every website. However, L2 learners will usually type the key words to search or sometime they just use a dictionary to translate since they might be unfamiliar with full English pages.

3.Learning speed

Although L1 and L2 have the same process during the begging process, the L2 need a longer time to become the same level of advanced learners.

4.Different stages

L1: from prelinguistic to the end, but L2 usually start from the first word stage. Plus, probably, L2 learners will have mixed stages.

5.Grammar acquisition

L1 would learn grammar based on dialogue.
L2 would do more writing or reading to improve their grammar. Like most Chinese students, we always need to do fill-in-the-blank, correction or choose the right answer to improve grammar. And most teachers are focusing on grammar. However, when I, as a L2 learner, usually I just need to express my ideas, and other people can understand, that would be OK. But our oral English grammar is weak, since we have limited practice.

6.Language use

L1 uses abbriveations or simple words to express more information.
L2ers would use sentences from books they read, TV shows they have watched, sometimes the sentence would be too serious or too old-stylish.

7. Experiences/backgrounds：

L2 learners already have their learning habits in studying a new language. For example, when they read texts, they prefer to comprehensive it related to their background experiences. When L2 learners read some content, the culture may be different from their own country, so they need some time to change their minds.

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Add on to the last post (Group members: Yanting Zhao, Siyi Pei)

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Add on to the last post (Group members: Yanting Zhao, Siyi Pei)

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We are not sure what exactly is going on with this website. We are unable to update our previous post. So, here is the addition of our previous post:

Similarities:
1. Universal grammar influence learning. In L2 learning, universal grammar may influence learning either independently or through the L1

2. Both of L1 and L2 acquisition have predictable stages, and particular structures are acquired in a set order. (P.S: Stages of language development cannot be skippable)

Differences:
1. The process of L1 acquisition is rapid while the process of L2 acquisition can vary from language to language and from person to person, but can never be as rapid as the L1 acquisition

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Rui Wang, Tianyi Chen, Jiaying Pan, Yingtong Lin, Siying He

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Rui Wang, Tianyi Chen, Jiaying Pan, Yingtong Lin, Siying He

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1. Similarity

Behavioral development of L1 learning and L2 learning seems to be similar. Generally, learning procession contains three foundational stages: imitation, interaction and creation. In addition, we summarized similarities in listening, vocabulary, grammar, stages of learning and problems.

1.1 Imitation

The first step to learn a new language is always through imitating models, for example L1 learners tend to mimic and repeat sounds or grammatical patterns from their parents during the pre-school years. As for L2 learners who have already known the first language, it is more difficult to produce accurate imitations due to the impact from what they preciously learnt.

1.2 Interaction

The second step, in my opinion, is to build up an interaction with others who are proficient in this language and receive feedback from them. To some extent, interaction could be viewed as a bridge between receptive knowledge and productive knowledge, because responses from others will help learners decide which direction to take and make immediate adjustment: repetition or creation?

1.3 Creation

The last step is creation, to be more specific, is to string up the linguistic knowledge with some external experience, for example, code switching often showed up in some conversations between L2 learners who have good command in both L1 and L2.

1.4 Grammar

Both L1 learners and L2 learners intensively know how to combine simple words together in a right order. Besides, it is proved that young children can produce some same sounds at the same stage in whatever language. Therefore, we can conclude that language background does not seem to radically influence the way in which language learners order English morphemes.

The similarity between L1 and L2 is that both first and second language learners start from simple sentences phrases and structures to complex ones and their ability to speak or to make sentences can be stimulated or improved by feedback from their parents and teachers.

1.5 Stages of learning

The stages of second language acquisition are similar to those of first language acquisition, and it can even be said that the two are related. Therefore, teachers can develop second language teaching methods based on the first language teaching method, because the necessary stages and coping strategies for students are also similar.

Both L1 learning and L2 learning have stages of imitation. Imitation is an important behaviorist perspective on language learning, which is based on biologically innate behavior. Although not everyone agrees with behaviorism, I believe that imitation is a necessary part of any language learning.

In the beginning stages of language learning, whether L1 or L2, learners need to learn a lot of vocabulary, that is, a lot of knowledge input to support the output of the language.

1.6 vocabulary

Vocabulary is key for L1.  Also, it plays an important role in L2 learners through all five stages of language learning.

1.7 listening

Besides, L1 and L2 both benefit from listening. Adults talks with young children of L1 and help them learn a language while L2 are also encouraged to watch more English videos.

1.8 problems

In addition, L1 and L2 both have the problem of over-generalization in learning a language. For example, they may make mistakes like goed when they want to express in the past tense.

2. Difference

There are several differences between L1 and L2 learning. In this essay, I will focus on the following seven ones: grammar, vocabulary, ages, interference from L1, learning environment, differences in input and output process.

2.1 vocabulary and expressions
L1 language learner can be more accurate in their grammatical structure and fluent in wording and phrasing. Generally speaking, L1 language learners are exposed to language environment that provides a context of large amount of words and phrases. They can see signs on the road written in their first language and hear advertising jingles on the television. These are the ways to better understand the meaning of words and also their various usages that second language learners seldom have. In in term of accuracy, first language learners imitate the voice of their parents and at the same time grammatical structure is internalized in their mind and absorbed. What’s more, being with his or her lively and talkative parents around, he or she will get feedback if any error occurs and will have better comprehension on words as well. This instant interaction is what the second language learning lacks. As for second language learner, although indeed receives systematic learning of vocabulary and grammar, most of the time, they could hardly be proficient in the language as a first language learner. For example, when learning English in traditional English class in China, students learn different forms and different types of words at one time, which indeed increase their vocabulary. However, due to unavoidable factors such as intrinsic difficulty and the interaction between words learned at the same time, they may probably feel burdened because of these overwhelming words. For this reason, when teaching L2 learner students, teachers should focus more on form and interpretation of the meaning of words

In terms of grammar, L1 learners learn grammar implicitly. However, learners can still understand sentences with complex structures or several clauses. It is surprising that L1 learners feel difficult to make grammatical questions. In contrast, L2 learns acquire grammar explicitly. Occasionally they are not able to understand the reading with complex sentences. Because they need more exposure with printing. To sum it up, if L2 would like to master grammar, It is better to learn it explicitly and do the massive interesting and comprehensive reading.

2.2 In terms of vocabulary learning, when L1 learners are learning how to say something, they form a fixed memory in their minds for that thing. For example, when learning the word "bottle", they think of the item itself; In L2 learning, learners tend to translate, as in the example above, instead of thinking of the item "bottle", learners translate it into the first language when they learn this word.

2.3 Ages

Even if you’re a simultaneous bilingual learner, the time when you learned L1 is still a little bit earlier than that of L2. Most people in Asia began to learn a new language at the age of 6 or 7, when they entered primary school, but they began to know their L1 since they were born, which will cause a deep gap between L1 and L2 acquisition.

2.4Interference from L1

It seems to be impossible for L2 learners to get rid of interference from what they previously learned. Every language owns its intrinsic linguistic system, and the difference is related to difficulty. Where the L1 and L2 differ only slightly, relatively little difficulty would be expected.
Language Background—Language use is based on both innate and built-in knowledge, so it seems to be impossible for L2 learners to completely get rid of interference from what they previously learned. Every language owns its intrinsic linguistic system, and the difference is related to difficulty. Where the L1 and L2 differ only slightly, relatively little difficulty would be expected.

L2 learning is interfered by L1, while L1 learning is not interfered by other languages, although L1 has a limited effect on SLA. And the degree of this interference is determined by how big the difference between L1 and L2 is; the bigger the difference between L1 and L2, the bigger the interference will be.

2.5 learning environment

The language environment provides a wealth of background knowledge for the learning of L1, which needs to be supplemented when learning L2. In the process of learning a new language, in addition to self-learning vocabulary grammar and structure, learners also rely on the feedback given by the surrounding environment when they use the language, which helps to improve learners' understanding of L2. The use of language is flexible and requires a specific environment to enable learners to use it more proficiently.

2.6 Input--Reading and vocabulary

Reading leads to the majority of vocabulary growth for L1 learners. In contrast, L2 learners acquire vocabulary mainly through deliberate learning, like foldable pictures, flashcards, and a word bank. Also, L1 learners, by the age of 6, have acquired 1400 words and they can add 3000 words per in school. It is not practical for most L2 learners.

2.7 Output --Speaking and writing

First language learners feel easier to start from speaking while second language learners sometimes are good at writing than speaking. First language acquisition is a comparatively natural process because first language learners are exposed to an environment that helps them quickly improve their listening and speaking abilities. While second language learners sometimes are too shy or introverted to convey their ideas and sometimes they would like to do more about rote learning and they're more curious about theory or written work other than verbal work. That is why second language learners though with poor fluency of speaking can sometimes write at a fair level.

2.8 the different time required in the same stage of language learning

Although the stage of second language acquisition is similar to that of first language acquisition, the time for learners to experience the same stage may be different, which requires teachers to adjust teaching methods according to the needs of students.

In the pre-production stage, most of the second language learners usually do not have a long enough silence period to accumulate knowledge of vocabulary and grammar, unfortunately, they may need longer time or more effort to be like first language learners successfully entered the early-production stage.

According to Interactionist theory and social and cultural needs, second language learners tend to learn passively because the society they live in has no rigid requirements for the second language they are learning. At the same time, when they learn a second language and practice, in many cases they will not receive timely and useful feedback.

3. Why and how

Compared with L1 learners, L2 learners are more result-oriented during their learning processes. L1 learning is usually usage-based and its aim is merely to interact with other people. Understanding what others are talking about and giving a quick response, that’s enough for an early learner. However, most L2 learners realize this new language is another academic tool, which will help them get more points in an examination. They have to handle most academic linguistic skills like grammar or spelling from the very beginning.

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Group 6: MINGYAO ZHU, PALIHATI FEILUORE, MINYU ZHAO

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Group 6: MINGYAO ZHU, PALIHATI FEILUORE, MINYU ZHAO

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Group6 MINGYAO ZHU, PALIHATI FEILUORE, MINYU ZHAO

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•How do you think L1 learning and L2 learning are the same?

1.The processes of learning languages are the same, no matter what language we learn, we should always develop lower-level processes first such as vocabulary and grammar and then go for the higher-level processes like rhetoric and comprehension.(Xinyue Wang)
2.All languages are a combination of sound and meaning. There is a certain correspondence between them. Especially in the beginning of L1 learning and L2 learning, this one-to-one connection will be particularly important.(Xinyue Wang)
3.The learning pattern of L2 is very similar to that of L1. Both follow a similar pattern when it comes to language rules: morphological features like -ing, plural, past, singular, and so on.(Menghan Gong)
4.In both L1 learning and L2 learning, making errors is a component of learning.Learners have to be make and test theories almost language to construct an inside representation of the dialect.They are prone to make a lot of mistakes in the trial stage, such as grammatical mistakes and so on. (Menghan Gong)

•How are they different?

1.L1 learning and L2 learning are very different in learning environment. L1 learning is usually in the native language environment, so that we are influenced by the mother tongue environment from birth which allows us to learn the first language naturally. Compared with L1 learning, L2 learning usually takes place in school which limits the use of a second language and increases learning difficulties.(Xinyue Wang)
2.The purpose of L1 learning and L2 learning is also different. L1 learning is human instinct, derived from the need for survival and development. However, there may be many purposes for L2 learning, for example to get more career development or improve the level of education.(Xinyue Wang)
3.In L1 learning the basis for learning is universal grammar alone.In L2 learning, knowledge of the first language also serves as a basis for learning the second language.L2 learners can 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.(Menghan Gong)
4.The first language and the second language learning are practiced in different ways.In L1 learning,learners have many chances to practice with native speakers. In L2 learning, learners may or may not have the opportunity to practice extensively with native speakers.(Menghan Gong)

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Chenwei Ye, Haruka Isono, Jielin Luo( Jane)

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Chenwei Ye, Haruka Isono, Jielin Luo( Jane)

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Similarities:

1. Both L1&L2 learnings go through certain stages and always from simple ones to difficult and complex ones.  e.g. We start L2 learning with IPA and then we use it to study spellings and pronunciations of words. While L1 learners start with mimicing the sound their parents.

2. Mostly the learning of vocal system comes ahead of writing system. e.g. Most L1 learners and L2 learners learn speaking and listening first, then Reading and writing.

3. Mostly it takes more time for L1 and L2 learner to learn productive skills. e.g. speaking is harder than listening to most L1 and L2 learners.

4. Both L1 and L2 learners learn faster and better by actually using their language in real life situations.

Differences:

1. L1 learners are mostly babies start from the prelinguistic stage, while L2 learners can be at any age, which means cognitive underdevelopment is a restriction for L1 learners. And this also means L2 learners usually gain more help from their life experiences.

2. L1 learners are exposed to the sound or the pronouns of the language in their early childhood so imitation is the major way for them to learn the language while for L2 learners, even though they also imitate too, they need to understand the structure, order, grammar etc. To help them further acquire the language.

3. L1 learners sometimes use the language in an intuitive way, while L2 learners need to use it consciously, which means that they need to take more time to think about the grammar, lexical order and the meaning when using the language. e.g.L1 learners use the language grammatically correct without knowing exactly how the words order in a sentence, which means that they only have the implicit instead of explicit of the grammar.

4. As L2 learners, their first language might create obstacle to developing the second language, especially when these two languages are culturally and structurally far away from each other, like Chinese and English, Japanese and French.

5. The first language can influence the thinking patten of people, so L1 and L2 learners have different thinking models.

6. The motivation of L1 learners and L2 learners are different. While L2 learners may be motivated by a better-paid job, while L1 learners may only want to let their parents know what they want.

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How do you think L1 learning and L2 learning are the same？
1.Takes time;
2.Both of them are required a certain time of learning processes;
3.They are both progressive with lower level processes, such as vacabularies, pronounciations, ect. Then, the learning process moves to a higer level and fluent comprehension. For example, speakers tend to use semantic structures from simple sentences to complex ones with subordinate clauses.

How are they different?
1.Environment: For L1 learning, we usuaully learn from our parents, relatives, or caregivers in the early learning stage.
L1 is a language model that represents comprehensive application on a daily basis. In other words, the usage of L1 is more frequent than the usage of L2 in our daily life. However, the L2 learning is more likely used for academic purpose at school.

2.Time: The learning time is different. The first language we learn after we born. However, the second language we might learn in the different period of our life stage. And the L2 learning is later than L1 learning.
The first language is the most basic language that students use in their living areas. In contrast, the frequency of using L2 is lower than the that of using L1. For example, students may communicate with each other in L2 in classes. but they may not be provided with additional linguistic learning of L2 after school under certain circumstances.

3.Culture
-Different ways to deal with things cognitively.
-Different cultural patterns and systems with different characters to represent words, pronounciation habits and models.

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group 2's ideas ( Man Xia Yining Xu & Hailan Ni)

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group 2's ideas ( Man Xia Yining Xu & Hailan Ni)

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similarities:
1.process: from simple words to difficult sentences or grammar
2.use our old knowledge to express or understand new things
3.grammar structure

difference:
1.environment, L2 lack the language environment like L1 learners have
2.material
3.learning speed
4.different stages, L1: from prelinguistic to the end, but L2 usually start from the first word stage
4.grammar acquisition: L2 learners would be influenced by their L1
5.language use: L1 uses abbriveations