GROUP 1

First language Vs.

second language
 Hands Up!!!
Listen and Sit
Properly.
 PICK AN
EMOTION AND
FEEL IT!
Mechanics
Step 1 Step 3
- Reporters have random - After that, their chosen
emotions holding. Each of reporter will start base on
the participants must pick a their emotions holding.
reporter where they can feel
safe and lucky for the game.

Step 2 Step 4
- Next, their chosen reporter - Lastly, the participants
will make them choose from must give their best upon
several strips of paper. Each delivering their lines base on
paper has lines, different the emotions that their
lines from a movie, vlog, or chosen reporter are showing.
just lines you can hear daily.
Introduction to Language and Acquisition
01 02 03
Language is a unique Language acquisition We first acquire a first
human trait that sets us refers to the process by language (L1) in
apart from all other which humans learn childhood through
language. This is one of exposure. Then, we may
species. It is the primary
the most impressive learn a second
medium of aspects of human language (L2) later,
communication and a development, often in response to
vital tool for cognitive influencing both social, educational, or
and social psychological and professional needs.
development. cognitive growth.
What is a First
Language?
• First language is a language that babies acquire from birth
until about 7 or 8 years old, often referred to as the mother
tongue. They can keep learning the language even after
those years to master all the idiomatic expressions, sentence
structures, and many more areas.
• Acquisition of L1 is largely subconscious. Children typically
acquire their first language naturally through exposure,
interaction with family, and immersion in their environment.
• 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/legacy/birthright.
What is a Second
Language?
What is a Second Language (L2)?

• A second language (L2) is any language learned after the

first language. It is not acquired through instinct but through
formal education or immersion.
• A second language is a language that someone learns
after their first language.
• It can be a language spoken in their home country, a
neighboring language, or a foreign language
 Factors of
difference for
l1 and l2
 Age
-It is the most important factor that makes a
second language totally different from the First
language. Children of the age of 6 who have
already acquired full proficiency in their first
language are most capable of learning a second
language. Adults usually find it difficult to learn a
new language when they become too accustomed
to their first/native language.
 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.
 Culture
-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.
 Motivation
-It is an important factor for the second language
learning. A leaner 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.
First language (l1)
acquisition
 Noam
Chomsky
Chomsky's Theory
Chomsky is known for his theory of Universal Grammar. He proposed that
humans have an innate ability to learn language and that children are
born with a "language acquisition device" (LAD) that allows them to learn
any language they are exposed to. This theory focuses on the biological
aspect of first language acquisition and suggests that all languages
share a common underlying structure.
 Lev
Vygotsky
Vygotsky's Theory
Vygotsky emphasized the social aspect of language learning. He
proposed that language acquisition is deeply tied to social interaction.
According to his Sociocultural Theory, children acquire language
through their interactions with more knowledgeable others, such as
parents, caregivers, and peers.
 B.f. skinner
Skinner's Theory
Skinner proposed the behaviorist theory of language acquisition. He
believed that children learn language through imitation,
reinforcement, and conditioning. According to Skinner, environmental
factors and external stimuli play a crucial role in language
development.
Second Language (l2)
Acquisition
 Stephen
Krashen
Krashen's Theory
Krashen is widely known for his Input Hypothesis, which suggests that
language learners acquire a second language most effectively when
they are exposed to language input that is just above their current
proficiency level (referred to as "i+1"). He also highlighted the
importance of a low-stress environment and natural communication
in second language learning.
 Jim
Cummins
Cummins' Theory
Cummins proposed the Common Underlying Proficiency (CUP) model,
which posits that a strong foundation in a first language helps learners
more easily acquire a second language. His work emphasizes the role
of cognitive and academic language proficiency in second language
learning.
 Lev
Vygotsky
Vygotsky's Theory
Vygotsky’s ideas on second language acquisition focus on the zone of
proximal development (ZPD), where learners can perform tasks with
assistance from more knowledgeable individuals. This framework is
crucial in second language learning because it encourages
collaborative learning through scaffolding, helping learners bridge the
gap between what they can do alone and with help.
 Richard
Schmidt
Schmidt' s Theory
Schmidt is best known for his Noticing Hypothesis, which emphasizes
the role of conscious awareness in second language learning. He
argued that learners must "notice" the differences in language input
(such as grammar, vocabulary, and pronunciation) in order to
internalize them.
 Additional
information
Interactionist Theory (Vygotsky):
Highlights the importance of social interaction and
negotiation of meaning in language acquisition,
applicable to both L1 and L2.
> It focuses on how people learn about society and
how they construct their own understanding of the
world.
Nativist Theory (Chomsky):
Proposes an innate language acquisition device
(LAD) that facilitates L1 acquisition.
>Chomsky concluded that language acquisition
requires an inborn faculty in children, a concept
known as the language acquisition device. In other
words, humans are born with an innate language
''device'' that enables them to learn any human
language.
Behaviorist Theory (Skinner):
Emphasizes imitation and reinforcement as key
mechanisms for language learning, which can be
partially applied to L1 but is considered less relevant
for L2.
>One of the main strengths of the behaviorist theory
is the amount of experimental evidence supporting
the principles of contiguity, frequency, and
reinforcement in learning.
 Key
Differences
A key difference between theories on first language acquisition (FLA)
and second language acquisition (SLA) is that FLA often assumes an
innate language acquisition device, relying heavily on Universal
Grammar (UG) to guide language development, while SLA is typically
seen as more reliant on general cognitive processes and the learner's
existing first language knowledge, often requiring conscious effort to
learn new structures and vocabulary.
 Key
Differences
In FLA, children are immersed in language naturally
through constant interaction with caregivers, whereas
SLA learners may have varied levels of exposure to the
target language depending on their learning
environment.
Thankyou