The Role of L1 and L2 to Third Language Learning

Rosi Rahmawati
English Education Department, STKIP Setia Budhi Rangkasbitung, Lebak, Banten,
Indonesia
Rosirahmawatii06@gmail.com

Abstract
This research describes role of L1 and L2 to third language learning. L3 is defined as the
language that the learners are currently learning, after L1 and one or several L2 This
research applied descriptive research method. The researcher used analysis and
questionnaires to collect the data. Analysis was conducted online from journal, and
questionnaire consist of 10 statements, this questionnaire was given to students senior
high school to know their perceptions and how importanting L1, L2 about using
Indonesian language in English class. The subject are 10 students of SMAN 1 Cimarga
grade 2. The results are it can be said that English has serves as an enhancer of sound
mastery in the pronunciation of language acquirers Indonesia as L3. Students have
positive views and an important role in the use of Indonesian in teaching English
language.
Keywords : The role, perceptions, Third Language Learning.

INTRODUCTION

L3 is defined as the language that the learners are currently learning, after L1 and one or
several L2 (T. Balla, 2012). In the past few years, researchers studying third language
acquisition processes in the multilingual mind from an educational point of view have
concluded that an additional language learnt beyond the mother tongue and the first
foreign language makes a qualitative difference, not only a quantitative one.(T. Balla,
2012). There are several factors that influence third language acquisition processes. Odlin
(1989), Cenoz (2001), De Angelis (2007), Jarvis and Pavlenko (2007) and Hall and Ecke
(2003) elaborated lists of factors affecting the acquisition of third and additional
languages in varying degrees of detail (Soudris, 2010). Some of the factors seem to
emerge as crucial ones, such as the cross-linguistic influence between, and the language
proficiency in each of the languages involved, as well as the order of acquisition, the age
of the language learners and the degree of their language awareness (Soudris, 2010).

It is widely understood that adult language learners experience difficulty in hearing the
difference between two sounds that do not exist in their native language (Best et al., 2001).
If second language is influenced by the learner’s native language (L1), what happens
when someone who already speaks two languages learns a third one? Does second
language (L2) have any impact on the perception of new speech sounds in the third
language (L3)? The researcher in the previous research agree that L3 is influenced to some
degree by both a speaker’s L1 and his or her L2 (Onishi, 2016). As previous mentioned
that researcher have suggested several potential sources of such cross-linguistic influence,
including age of learning (Ruiz de Zarobe, 2005) , qualitative differences between
monolinguals and bilinguals (Modirkhamene, 2006), and so on.

It is generally thought that bilingualism exerts a positive influence on third language

acquisition and most research studies in this area prove this influence (Cenoz & Valencia,
1994; Thomas, 1988; Lasagabaster, 1997) but specific research on the processes involved
in multilingual acquisition is still preliminary (Cenoz & Genesee, forthcoming).
Hammarberg (2001) reported that the subject’s L3 was strongly influenced by L2 when
her L3 proficiency level was low. L2 interference in L3 acquisition decreased when the
proficiency level of L3 increased, while influence from L1 appeared to increase when the
learner was in a more advanced stage of L3 learning (Cenoz.Pdf, n.d.)

The first language is the first language acquired someone, while the second language is
acquired or learned afterwards someone knows the first language. First language
acquisition is the process by which a person acquires his mother tongue, and this occurs
from childhood to adulthood (setyadi, salim 2013). In L3, the third language acquirer
borrows words, word groups, and sentences from a language that is typologically closer
to the target language, Kellermen call it psychotypology (Matsuo, 2004) A person
experiences two processes in language acquisition, viz, competency and performance
(Indah, n.d.) so L3 recipient is called a polyglot.

METHOD

This research includes a qualitative method. The main goal is to describe, study, and
explain the phenomenon. According to John W. Creswell (Creswell & Creswell, 2018)
in the book Research Design, qualitative research is: "Qualitative research methods are a
type of method for describing, exploring and understanding the meanings that a number
of individuals or groups of people ascribe to social or humanitarian issues”. According to
(Creswell & Creswell, 2018) in the book Research Design, qualitative research is:
"Qualitative research methods are a type of method for describing, exploring and
understanding the meanings that a number of individuals or groups of people ascribe to
social or humanitarian issues (Ary, 2012)”. The researcher used analysis and
questionnaires to collect the data. Analysis was conducted online from journal, and
questionnaire consist of 10 statements, this questionnaire was given to students senior
high school to know their perceptions and how importanting L1, L2 about using
Indonesian language in English class. The subject are 10 students of SMAN 1 Cimarga
grade 2.

RESULT AND DISCUSSION

As previously explained that the purpose of this research is to know the role of L1 and L2
in L3 (English Language), and students' perceptions about the use of deep Sundanese
language functions English lessons. By using analysis and questionnaires, as a research
instrument, then this research resulted in the following findings:

The Role of the L1 (sundanese), Second Language (Indonesia) Articulation in the

Acquisition of Third Language (English)
In Sundanese (L1) there is a eu sound, in English this sound is known as the
sound of the letter 'a' and can be pronounced /ə/ if you encounter a stressed letter. For
example, in the words ago / ə'gou/ and about / ə'baut/.
a. again = ə'gain = eugen = ə’gen
In sentence (1) it can be seen that in English as the L1 of contains the word course which
is pronounced [ə'gou]. From these words this recognize the letter / ə / which is pronounced
[eu].
In Indonesian (L2) there is the sound "ng" which in L3 sounds the same as a different
letter, namely [ ŋ ].
b. youŋ = young = yang
c. feeliŋ = feeling = filing
In sentence (b and c) it can be seen that recognizes the sound [ŋ] in the word box sentence
letter thus, it turns out that L1 and L2 play a role in L3.
From the explanation of the data above it can be said that English has serves as an
enhancer of sound mastery in the pronunciation of language acquirers Indonesia as L3. If
someone knows more than two languages, it is possible that someone will master the
language of comparison mastering and being able to organize the language they have
becomes easier in mastering the language to be acquired (Discloser, 2012).

Students perceptions about using Indonesian language in Engliah class

To answer this research question, researchers use questionnaire on students.
Table 1:
Student Perceptions of the Use of Indonesian Language in Learning English
No Statements SA A N DA SDA
I like when my English teacher tend to use
1 Indonesian language as the medium 35% 37% 28%
instruction
The use of English only in the classroom
2 12% 5% 37% 46%
can improve my English standard.
English teacher are good examples if they
3 35% 50% 15%
only use English in the classroom.
It is fun to listen to my friends speaking
4 20% 38% 42%
English in the class
I will not be upset if my friends also speak
5 12% 42% 25% 21%
Indonesian language in the class.
Given the choice, I prefer using English-
6 only in English classes instead of mixing it 35% 50% 15%
with Indonesian language
If my English teacher uses English to teach
7 32% 18% 50%
English, I will be excited.
The use of Indonesian language can make
8 32% 25% 23% 20%
me master in English well
I don’t understand if my teacher and friend
9 35% 27% 38%
speak English in the classroom
 I will not be excited when my teacher use
10 50% 12% 38%
English fully in the classroom.

Based on the data in Table 1, 72% of students like the use Indonesian in giving instructions
or orders in class 83% of students believe that full use of English is acceptable improve
the quality of their English. Also supported with 35% of students feel that their English
teacher is the best example in learning English, of course if the teacher uses the language
full English in class. In addition, 80% of students don't like it when they hear their friends
use English in class, even 54% of students don't feel worried if in learning English friends
they use Indonesian and 71% of students don't even understand when hear the teacher and
other students speak English. In addition 62% students are not happy if their teacher uses
full English in class.
When given a choice 85% of students agreed to use the language English in class although
mixed with Indonesian. They need a second language in teaching and learning activities,
that's how it is. It can also be seen that 68% of students disagree if the teacher uses it full
English in class. By using two languages, Indonesian and English simultaneously 57% of
students agree they understand and can master English well. Seeing the results of the
questionnaire above, it can be concluded that students have positive views and an
important role in the use of Indonesian in teaching English language. Students would even
prefer it if the teacher didn't use full English in class and need to be mixed using
Indonesian.

CONCLUSSION
From the explanation of the data above it can be said that English has serves as an
enhancer of sound mastery in the pronunciation of language acquirers Indonesia as L3. If
someone knows more than two languages, it is possible that someone will master the
language of comparison mastering and being able to organize the language they have
becomes easier in mastering the language to be acquired. It can be concluded that students
have positive views and an important role in the use of Indonesian in teaching English
language. Students would even prefer it if the teacher didn't use full English in class and
need to be mixed using Indonesian.
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