The Role of the Mother Tongue in Second Language Learning - Essay Example

The Role of the Mother Tongue in Second Language Learning Introduction/Thesis Section Globalization has greatly increased the need for learning a second language due to expansion in communication between different communities. The Internet has indeed facilitated and expedited communication. Subsequently, more people focus on learning a second language to secure employment, business interactions, social networking, and general education. In order to improve the teaching methods of a second language, it is important to see how language is acquired, especially how the first language of a learner influences his/her second language acquisition. The impact of first language on second language can bring problems especially in intercultural communication where the speakers use a lingua franca such as English or another language, hence causing misunderstandings and problems in communication. This research argues that contemporary linguistic theory demonstrates that primary language interference necessitates that second language instructors increasingly explore bilingual instructional strategies for teaching second language acquisition. Literature Review/Discussion Second language is any language that a person learns in addition to his/her first language. The term can also be used to refer to learning a third, fourth and subsequent languages. Second language acquisition is therefore the process in which people or learners study that language. The majority of linguists agree that errors made by second language learners originate from the speech of their first language. This occurs as a result of the influence of language transfer from the first language. The errors are mostly lexical or phonological. Still, the traditional approach to second language instruction has rigidly kept first and second languages rigidly separate. While instruction methods may be appropriate to keep a separate area for each language, linguistic theory demonstrates that bilingual instruction strategies are necessary. Rather than language learning existing in a vacuum, the learners’ mother tongue influences the way the second language vocabulary is learnt and recalled for use. Learners at their disposal compensate their lack of knowledge by constructing difficult lexical items that are characterized with errors emanating from their first language. How the mother tongue helps or hinders learning is dependent on language distance, that is, the learners’ knowledge of the second language. Of course there are also external aspects to language acquisition. Breen (135) and Prahbu (158) note that language is a social phenomenon. Most people seek to learn a language to dialogue with the target language speakers and participate in their institutions. What happens in the classroom, for example, is greatly attributed to the social needs of both teachers and learners. According to Chomsky, human beings are endowed with the capability to acquire any language in the world, since learning a language involves learning its rules. The rules are systematic for every language, though learners make mistakes in the process. These mistakes have been attributed to mother tongue interference. Notable for bilingual instruction, the mother tongue can enhance or hamper a learner who is using the vocabulary of a second language. This usually happens when a learner acquires a new vocabulary, when he/she is attempting to remember the already learnt vocabulary or is in the process of constructing a complex lexical item that has not been learnt. In considering bilingual instruction strategies then the leaner can be more conscious of their mother tongue preconceptions. Comparison between Languages Different languages construct meanings in different ways and the equivalents only exist depending on what is exactly meant. Though different speakers tend to divide themselves from others, the conceptualization of some lexical items remains the same. For example, the term dressing is conceived the same by various speakers, a term that generally serves all clothing including shoes, jewelry, and glasses among others. Differences in conceptual organization can be as a result of ways in which words are assigned to parts of speech. For instance, Japanese equivalents of English are mostly nouns and verbs. Lado (103) notes that elements that are similar in the frist and second languages will be simple for the learner to grasp. On the other hand, those that have no correspondence will be more difficult to learn. Cross Linguistic Influence and Ease or Difficulty of Learning There are a number of inter-lingual and intra-lingual errors that occur in the process of second language learning. Previous research has revealed that the mother tongue has a vital influence on the way a second language is learnt. In learning a first language, there is no experience as transfer or interference. Therefore, making cross-linguistic comparisons can enable one to predict areas of difficulty when learning. From this comparison, the learners’ errors are brought about by intra-lingual confusions, caused by the transfer of mother tongue or inter-lingual confusions from the second language itself. Kellerman (120) notes that similarities between two languages are a major cause of confusion for second language learners. In other words, interference in learning occurs most prominently when the first and second language structures have a striking similarity. The Relationship between Second Language Complexities and Cross Linguistic Influence There is a need for instructors to consider how difficult languages are similar or different in regard to complexity, transparency and processing. Also, the position or value that the learner attaches to his/her mother tongue when he/she approaches the second language is also an important factor during second language learning; how it hinders or supports the learning process matters a lot. Depending on the ease or difficulty of items, a learner’s mother tongue influences the way he/she approaches them. Language Distance, Transfer and Learning Language distance has an effect on the amount of transfer taking place between languages, hence, the degree of support or hindrance to learning. Related languages often share some vocabulary and have close translation equivalents. In cases where languages have few items in common, the forms are quite different in which word meaning and use will be acquired from scratch. Spanish learners of English, for example, acquire vocabulary faster compared to Finnish and Arabic speakers. Studies have demonstrated that differences in phonological structure affect vocabulary learning. Schmidt (47) notes that second language learning depends on the present experience and knowledge of the learner. In other words, the learner has to use what they have mastered on previous languages to learn a new language. These are notable considerations for potential bilingual instruction strategies. Readers may argue that errors made by second language learners are not wholly attributed to mother tongue interference. Some may occur as a result of personality profiles, education backgrounds and cultural attitudes, including likes and dislikes of the language. The method of motivation also affects the learning process. Gleick (97) notes that the learning process is never static. The factors that influence the learner in the learning process are numerous and the cognitive strategies that second language learners have to adopt normally change with time. Ultimately, however, it’s clear that language transfer plays such a predominant factor in second language acquisition that instructors must increasingly develop and adopt bilingual instructional strategies. Annotated Bibliography Breen, Michael.The social context for language learning. A neglected situation? Studies in Second Language Acquisition .1985. Print. This source lays a good foundation in respect of language learning. The source highlights some of the main reasons people learn new languages. The source notes that language learning occurs in a social context and is a subject less studied. Gleick, James. Chaos: Making a new science. New York: Viking. 1987. Print. Gleick compares learning a new language to learning a new science in a chaotic environment. He says that the learning process is not static. What influences the learner in the learning process is dependent on many factors. He also notes that the cognitive strategies that second language adopt change over time. Kellerman, Erick. The empirical evidence for the influence of the L1 in interlanguage. In A. Davies, C. Criper, & A. Howatt (Eds.), interlanguage. Edinburgh: Edinburgh University Press. 1984. Print. This source highlights some of the problems that second language learners experience. Kellerman posits that it is the similarities between the two languages that cause confusion. Interference occurs only when first and second language structures meet a crucial similarity. The author notes that depending on the ease or difficulty of items found in the new language, a learner’s mother tongue influences the way they approach these items. Lado, Robert. Linguistics across Cultures.  Ann Arbor: University of Michigan Press. 1957. Print. The book focuses on the similarities and differences between languages and cultures in respect of linguistics. In this book, Lado maintains that those linguistic elements that are similar in both languages will be simple for the learner, hence easier to learn, while those that do not correspond will be difficult. Prahbu, Nunan. The dynamics of the language lesson. Paper presented at the 25th Annual TESOL Convention, New York City. March. 1991. Print. This source highlights the dynamics of language learning. The source focuses on the fact that learning is never static much like the learning environment changes with time. The source also brings to focus the fact that language learning in the modern world is almost a necessity. Schmidt, Richard. The role of consciousness in second language learning. Applied Linguistics. 1990. Print. Schmidt discusses the process of new language learning in the source. The source notes that language learning is a conscious process. The author emphasizes that learning a second language is depends much on the knowledge and experience that the learner currently has or initially possessed. What this means is that they use what they have mastered on previous languages. Works cited Breen, Michael.The social context for language learning. A neglected situation? Studies in Second Language Acquisition .1985. Print. Gleick, James. Chaos: Making a new science. New York: Viking. 1987. Print. Kellerman, Erick. The empirical evidence for the influence of the L1 in interlanguage. In A. Davies, C. Criper, & A. Howatt (Eds.), interlanguage. Edinburgh: Edinburgh University Press. 1984. Print. Lado, Robert. Linguistics across Cultures.  Ann Arbor: University of Michigan Press. 1957. Print. Prahbu, Nunan. The dynamics of the language lesson. Paper presented at the 25th Annual TESOL Convention, New York City. March. 1991. Print. Schmidt, Richard. The role of consciousness in second language learning. Applied Linguistics. 1990. Print. Read More