The research topic
on second language learning has opened debates and drawn a great deal of
attention of scientists and linguists. This essay aims to discuss whether
second language learning could be as natural as first language learning.
It is widely
believed that learning a second language cannot be as natural as learning a
mother tongue. A significant number of people believe that second language can
not be learned as quick and easy as native language can be learned. However,
little thought has been put into the question of whether first language
learning is “natural” at all. The word “natural” here refers to the quickness,
easiness, and effortlessness that may take place in language learning. According
to Diller’s article, “’Natural methods’ of foreign-language teaching: can they
exist? What criteria must they meet?” published in 1981, Diller argues that “[…]
one should not expect nativelike mastery of a foreign language in a few months
even of intense exposure or study.” The article suggests that first language
learning tend to be not as quick and easy as some experts believe, but a much
longer developmental process instead. For example, the direct communication
with adults and careful instructions that require time and energy are needed to
make first language learning happen. Thus, Diller believes that first language
learning is not that natural.
The article further asserts that the question as
to whether second language learning is natural deserves a neurolinguistic
explanation. While the pyramidal cells are crucial in neuromuscular control,
hence reflected in pronunciations and accents, develop early by age six or
eight, the stellate cells that are particularly linked with cognition and
learning continue to grow, after age six or eight, over the next two to three
decades. Interestingly, the stellate cells are continuously involved in both
first language learning and second language learning over the course of the
language learning development. From a neurological aspect; therefore, language
learning in both first language and second language appear to be not that
natural to a certain extent.
To conclude, now
that we know both first language learning and second language learning are not
that natural, not quick, east, and effortless to learn, we would like to pose
research questions that explore the relationships connecting first language
learning and second language learning. Can second language learning be like
first language learning? Is it possible to reactivate the domain-general
learning mechanisms that contribute to the acquisition of the native language
in second language learning?
Is careful instructions needed to make first language learning happen? I don't think that's necessary. For example, teaching Children syntax would be mostly useless. In addition, children may acquire new vocabulary when certain words like bye-bye, hot or cold are learned in certain contexts. It is unnecessary to teach them what some words mean. Second language learning can be different from first language learning in social contexts. For example, adults try to make their language simple when talking to children. If adults learning a second are treated like children, it can be insulting. Use of courtesy phrases can also be different. Without the use of courtesy phrases, adults may be regarded as being rude even if they learn the language from the very beginning.
ReplyDeleteSo, what's preventing adults from learning a second language naturally is primarily social and communication expectations. If we educate people to raise their foreign awareness and increase their sensitivity to foreigners' needs, perhaps we can change the learning environment for L2. Then, it is possible that L2 learning can benefit from the kinds of social supports L1 learning enjoys.
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