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The defining difference between a first language (L1) and a second language (L2) is the age the person learned the language. For example, linguist Eric Lenneberg used second language to mean a language consciously acquired or used by its speaker after puberty.
Language transfer is the application of linguistic features from one language to another by a bilingual or multilingual speaker. Language transfer may occur across both languages in the acquisition of a simultaneous bilingual, from a mature speaker's first language (L1) to a second language (L2) they are acquiring, or from an L2 back to the L1. [1]
Second-language acquisition (SLA), sometimes called second-language learning—otherwise referred to as L2 (language 2) acquisition, is the process of learning a language other than one's native language (L1).
Unlike the Valueless Features Hypothesis, this approach acknowledges that learners bring feature values from their L1, but these values often need to be restructured to accommodate the target language. This hypothesis has been praised for explaining difficulties in L2 acquisition, particularly when L1 and L2 grammars diverge significantly.
This may be true for anyone of any mother tongue (also called the first language, normally abbreviated L1) setting out to learn any other language (called a target language, second language or L2). See also second-language acquisition (SLA) for mixed evidence from linguistic research.
The languages used for instruction are referred to as the L1 and the L2 for each student, with L1 being the student's native language and L2 being the second language to be acquired through immersion programs and techniques. There are different types of language immersion that depend on the age of the students, the classtime spent in L2, the ...
Followed by studies [3] that showed similar patterns for L2 acquisition, the view that the order of morpheme acquisition of English is consistent and relatively independent of the L1 has been dominant ever since, [4] but recent studies [5] have expressed results that challenge this view, and maintain that the morpheme acquisition order is at ...
Habits have been formed during L1 acquisition will influence the L2 learning process, either facilitate or hinder L2 learning. [33] The more similar L1 is with L2, the greater ease learners have with learning the L2 structures. In contrast, areas where L1 and L2 differ, the learners face much difficulty in learning because learners would use ...