Section 3.

L1 and L2 Learning
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3. L1 and L2 Learning

3.1 What Do We Mean by ‘L1’ and ‘L2’ Learning?

As mentioned before, L1 is the label given to a person’s first language (the student’s
native language). When this person learns a second or foreign language, this language is
labelled the person’s L2 language.

So, all the students you will be teaching will have a non-English language, e.g. Chinese, as
their native/first language (L1) and you will be teaching them English which will be a
second or foreign language for them, known as L2.

Another teacher may ask you: Do you allow L1 in your classroom? By this she is asking if
you allow your students to drop back into their native/first language (L1) in your
classroom or do you always ensure they can only speak English (L2).

3.2 Key differences between learning a first language-L1, and a foreign/second

language-L2

There’s no doubt that L1 learners learn differently from L2 learners. It’s important for you
to reflect on the key differences.

You can easily work out for yourself the key points relating to L1 learning as you have
been an L1 learner. These are our general observations. But here some points to get you
reflecting.

L1 Learner

Generally immersed in language at all times from birth

Wants, needs and is motivated to communicate by signs or baby words, with
meaning, e.g. ’I want some food!’
Adults often praise and encourage the child’s use of language, spurring him on to
greater linguistic achievements
Gets a lot of attention to aid the learning
Learns by playing and experimenting with new language, and lots of time to do so
Not often corrected

Let’s now consider the L2 learner’s learning situation

L2 Learner

Not intensively exposed to the L2

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 Most often exposed by being taught the English language – often limited exposure
outside the classroom
May not be motivated- but could be, though
Often only learns through interaction with teachers and classmates – may not be
motivated to try out functions outside of the classroom
Often learns by using language in controlled classroom practice activities with
teacher and other students
Teachers vary in the amount they praise or encourage L2 learners – some teachers
just don’t know how to do it effectively
The learner typically receives limited attention from the teacher
Teachers regularly correct learners for accuracy and meaning – this can be
demotivating for some

So, there are some big differences in L1 and L2 learning. Remember this and another
piece will be in place in your ‘Good Teacher Jigsaw’.

For the rest of this Module our focus below will be on L2 learning and acquisition.

3.3 ‘Learning’ a Language and ‘Acquiring’ a Language – What This

Means

There have been massive enquires into the areas of language learning and language
acquisition over the years and how people learn. The debate will go on for years to come
as there is yet no scientific proof for much of the views put forward.

We will sidestep these ongoing debates from the ‘experts’ and focus on what is useful for
you:

The term ‘language learning’ is most often used for the formal study of language forms,
as we would do in a classroom context. Such language forms include grammar,
pronunciation, and vocabulary. This learning is largely reinforced via feedback and error
correction.

The term ‘language acquisition’ is used for language that is ’picked up’ in a variety of
ways. Students acquire language to different degrees and at different speeds. A person’s
education, background, intellect, language proficiency in their first language (e.g.
understanding of grammar and structure), learning style and motivation are just some of
the factors which will determine the degree and speed of language acquisition.

Lots of meaningful communication with others, inside and outside the classroom, will
improve language acquisition, e.g. talking to an English speaking person in the café or
pub, or asking for directions when lost. Watching English-speaking films and the BBC
news will also increase acquisition. The person who is open to acquisition and classroom
learning will achieve a greater command of English than the learner who only attends
classroom learning.

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Fortunately, as a teacher you will be able to facilitate both language learning and
acquisition. Here are some useful points to remember:

Learning activities in the classroom: You can use learning activities such as ‘Fill-in-the-
blanks with the correct part of speech’ – the types that focus on the form and structure
of English.

Acquisition activities in the classroom: You can use more acquisition type activities
such as ‘role-playing’, ‘simulating a phone conversation’, ‘giving directions to someone
who is lost’ and ’what do you think she’ll say next’ (by stopping a video at a specific point)
– the types that focus on verbal expression and fluency. These activities require students
to interact, negotiate meaning, and exchange information, much like a student would do
if he were “picking up” English in everyday surroundings.

You need to inspire them to understand that they can build up their language better by
communicating in English outside the classroom, wherever this is possible.

3.4 Influences on L2 learning

Why do some learners learn faster and better than others? Here are some important
points for you to remember and reflect on regularly when you are on the job. They are
not in any specific order.

Clearly, some learners learn faster and better due to:

Degree of intellect: Some learners are just brighter than others.

Learning style: if the teaching is not carried out in line with the student’s preferred
learning style, e.g. lots of visuals or lots of audio or lots of discussions and exercises etc.,
learning may very well be curtailed.

Motivation: Whether this be intrinsic (learning for its own sake) or extrinsic (for some
goal or reward, e.g. getting a new job), every student has varying degrees of motivation.
It’s also a challenge to keep students motivated all of the time.

Language proficiency in L1: There’s no doubt whatsoever that a learner who is

proficient in their L1 language (grammar, structure, mood etc.,) and understands all of
this, she has a great head start on others.

These were pretty easy for you. Now, let’s look at some trickier additional issues that we
have come across in our years of teaching EFL:

Prior learning

Learners may bring to class the expectations regarding teacher relationships and
behaviour and learning that prevailed in their home countries, especially if they had
extensive schooling there. Thus, learners from more traditional educational systems may
expect teachers to behave in a more formal and authoritarian fashion during classes and
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may be displeased, puzzled, or offended if a teacher uses an informal instructional style,
such as using first names in class or allowing learners to move freely around the room.
This will affect their learning.

A learner may have successfully learned English at school through an approach that
emphasises the study of grammar. If he then finds himself in a class where the teaching
is done just through asking learners to use language for communication, he may not like
learning in this new way.

When teaching adults, it’s imperative that you try to find out how they have learned
previously and how they prefer to learn now. The learners may welcome a change in
method, but they may want to learn in the same way as they learned before. Simply put,
you need to ask them.

Pattern of classroom activity

Learners may also want teachers to maintain a clearly ordered pattern of classroom
activity and, perhaps, engage in extensive correction of grammatical form or
pronunciation during all activities rather than at irregular points in a lesson or not at all.
Failure to conform to these ideals may give learners the impression of lazy or inadequate
class preparation on the part of the teacher.

Teacher behaviour

Teachers, similarly, bring to the classroom their own expectations regarding teacher
behaviour. This includes their views on appropriate adult behaviour within society in
general, as well as in the classroom. If, for example, the teacher comes from a culture of
self-reliance, is at ease in expressing and defending personal opinions, and is interested
in personal advancement, she will likely provide instruction that addresses these goals
and may unconsciously attribute these same goals to their students. The potential for
conflicting expectations and evaluations of behaviour between teachers and learners is
evident.

Gender

Teachers need to find out whether learners have ever experienced mixed educational
groupings, whether they expect male and female teachers to behave differently, and
how different classroom activities, including various group configurations (pairs or small
groups) or activity types (e.g. role plays or dialogue practice), might affect learners
differently because of their native cultural constraints. Failure on your part to take this
into account may affect student learning.

Female participation

In encouraging women students to speak up and take an active role in class, EFL teachers
may encounter reluctance from both men and women from cultures in which women
have historically been constrained by social roles that do not promote active
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participation in mixed-sex settings. It’s critical that you reflect on this point continuously.

Appropriate topics for learning

Cultural expectations regarding the nature of education and what is appropriate to talk
about may also affect the kinds of topics students are willing to pursue in class and their
motivation to learn. Cultural as well as personal sensitivity is vital in knowing if, when,
and how to introduce topics or lessons that may be distasteful or difficult. For example,
lessons on fast food might need to incorporate information on how to determine the
presence or absence of pork if learners' cultural affiliation includes religious prohibitions
against eating it.

Structure in the classroom

Concepts about order and structure in the classroom also vary among students. Some
students are accustomed to highly structured environments while others have received
more student-centred instruction.

Participation

Verbally expressing ideas and asking questions during class can prove difficult for
students unaccustomed to this form of active participation. In addition, some students’
perceptions of their classroom participation may not concur with their teacher’s opinion.
These students may presume that their attentive behaviour is, in fact, interpreted by the
teacher as active participation. However, some research suggests that students and
teachers hold different definitions of what constitutes active classroom participation.

Communication styles

Students and teachers must become aware of cultural differences in reasoning and
communication. There are patterns of expression and rules of interaction that reflect the
norms and values of a culture. A lack of understanding of these communication styles
could lead to confusion, anxiety and conflict – and a reduction in learning. Let’s consider
just one of these styles.

Direct style

Here are the key indicators of a direct style of communication presented by the teacher
and, perhaps, some students in the classroom:

Straightforward talking
No beating about the bush – straight and to the point
Directness means there is honesty and respect for other person
Avoiding ambiguity

Here are the key indicators of a an indirect style of communication presented by the
teacher and, perhaps, some students in the classroom

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Indirect style

Meaning conveyed by subtle means, stories, implication – not getting to the point
Indirectness means politeness and respect for other person
Frequent use of implication- not directness

So, here we have two conflicting ways of looking at communication. This is a potential
boiling pot. Learning will be affected and your critical task will be to find a balance. It’s
not your role to try and change people’s cultural ways of working. It is your role to find a
solution to this.

So, there are lots of ways a student’s learning can be affected.

3.5 Different L2 Learner Groups’ Characteristics

Be aware that different learner groups - children, teenagers, adults - may learn
differently and behave differently. This is what we have found, in general:

Children

Can’t sit still

Can concentrate only for short periods only
Like to laugh and have fun in the classroom
Learn through experience, not lots of jabbering from the teacher. They want to see
how mixing two colours can miraculously make a third colour.
Are not very able to control and plan behaviour
Are not afraid of making mistakes or taking risks
Are not aware of themselves and/or their actions
Pay attention to meaning in language
Have limited life experiences

Teenagers/young adults

Starting to keep still for longer periods, but still need to move
Concentration developing
Beginning to learn in abstract ways, i.e. through thinking as well as experiencing
Beginning to plan and control behaviour
May worry about what others think of them
Sometimes uncomfortably aware of themselves and/or their actions
Pay attention to meaning and increasingly to form
Developing life experiences

Adults

Able to keep still for longer periods

Can concentrate for longer periods
Learn more in abstract ways

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 Usually able to control and plan behaviour
Not so willing to make mistakes or take risks (as a CLT teacher you need to
encourage this or there will be deadlock)
Aware of themselves and/or their actions
Pay attention to form and meaning in language
Have life experiences

3.6 Some Effective L2 Learning Strategies

Language learning strategies are the conscious steps or behaviours used by language
learners to enhance the acquisition, storage, retention, recall, and use of new
information.

Research shows that the most successful learners tend to use learning strategies that are
appropriate to the material, to the task, and to their own goals, needs, and stage of
learning. In fact, whatever suits them.

Strategies can be assessed in a variety of ways, such as diaries, think-aloud procedures,

observations, and surveys. More proficient learners appear to use a wider range of
strategies in a greater number of situations than do less proficient learners.

For example, successful L2 learners:

Employ appropriate language learning strategies that often result in improved

proficiency or achievement overall or in specific skill areas.
Tend to select strategies that work well together in a highly orchestrated way, and
which are tailored to the requirements of the language task. These learners can
easily explain the strategies they use and why they employ them.
Use cognitive strategies, such as translating and analysing, and other strategies,
such as planning and organising. Using combinations of strategies often has more
impact than relying on a single strategy.
Use certain strategies or clusters of strategies that are linked to particular language
skills or tasks. For example, L2 writing, like L1 writing, benefits from the learning
strategies of planning, self-monitoring, deduction, and substitution.
L2 speaking demands strategies such as risk-taking, paraphrasing, circumlocution,
self-monitoring, and self-evaluation.
L2 listening comprehension gains from strategies of elaboration, inference,
selective attention, and self-monitoring.
Conversely, reading comprehension uses strategies like reading aloud, guessing,
deduction, and summarising.

Time for a cup of tea – or something stronger!

Tip: Apart from our recommendations in the course introduction, feel free to search YOUTUBE
for - TEFL: Methods and Approaches or TEFL: L1 and L2 Learning
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