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.

 

 

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.

 

 

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.