Submitted To: Dr Umar

Department : English
Subject: Linguistics
Topic : “Similarities And Differences Between First Language And
Second Language Acquisition”
Submitted By : Group E
Date : 16/5/22

ISLAMIA COLLEGE UNIVERSITY, PESHAWAR

SIMILARITIES AND DIFFERENCES BETWEEN FIRST AND

Language is the most significant aspect which makes humans different from all other species.
Accordingly, language acquisition is the most impressive aspect of human development both in
psychological and cognitive perspective. Language acquisition is the process through which humans gain
the ability to understand it, as well as to produce and use words and sentences to communicate. However,
all normal human beings acquire the language they first encounter as children. Then they might learn
multiple languages, but those languages will always be different from the First and Second Language of
a person. First Language is the mother tongue or native language of a person. While, Second Language is
a language that a person learns in order to communicate with the native speaker of that language. First
Language is like an instinct, which is triggered by birth and developed with experience of being exposed
to it. On the other hand, Second Language is personal choice of a person. While First Language
acquisition is a subconscious process, Second Language acquisition occurs actively and consciously.
Many differences and similarities can be seen between First and Second Language .(i.e.) There is no other
alternative to a First Language. A person cannot decide his/her first language. It comes to him/her as an
inheritance. On the other hand, a Second Language is always fixed by the person. There are many
alternatives to a Second Language. A person/community can choose a Second language among other
languages. The acquiring process of the First Language is very rapid while the learning process of the
Second Language can vary from language to language and from person to person, but can never be as
rapid as the first language acquisition. The First Language is ‘acquired’ and the Second Language is
‘learned’. The difference between these two words describes the qualities of the two languages. ‘Acquire’
means “to come into possession or ownership of” which indicates that the First Language is like a
dynamic and abstract property which comes into possession of a person. On the other hand, ‘learn’ means
“to gain knowledge or skill by study, instruction, or experience” which indicates that there is nothing
passive in Second Language learning. A First Laguage is completely acquired with 100% proficiency
within 6 years from the birth. However, a Second Language can never be learned as efficiently as a First
Language; though good competence can be achieved in the Second Language, the process is slow.
There are many factors which are involved in making a difference between both the language
acquisitions. The First Language is one of the most important factors of a person’s culture. But a Second
Language is not that important in anyone’s culture. However, the Second Language has some effects on
the culture of a person but not significant enough to be counted as an element of that culture. 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 over
generalize 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.
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 learners
proficiency can vary across situations. In both first and second language acquisition, learners need
comprehensible input and opportunities to learn language in context in order to increase their proficiency.
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. !his 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 learner 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.
Motivation is an important factor for the Second Language learning. A learner with good motivation to
learn a Second Language is likely to learn that language faster. But the acquisition of the First Language
does not require any motivation because it is a natural phenomenon. The First Language is acquired
subconsciously and there is no need for motivation to acquire it. Another important factor can be
personality. A child’s personality does not usually make that much of difference in the acquisition of the
First Language. But it makes a huge difference in the learning process of the Second Language. In the
Second Language learning process, the learners with an introvert personality usually make slow progress
than the learners with an extrovert personality. First Language is the mother tongue of a person. The
Second Language learning depends a lot on the structures of the first language. If the structure of the First
Language is similar to the Second Language, it will be easy and fast for the learners to internalize it. For
instance, an English native speaker will find Dutch easier to learn than Hindi as a Second Language. A
First Language and Second Language both have their effects on each other. However, as we have learned
that the First language is natural and has a solid base in a person’s intellectual and psychological
development, the First Language is not affected by the Second Language as much as the Second
Language is affected by the First Language. Finally, we can say that the relationship and the differences
between a first and a second language are complex but constant.