L1.

present progressive -ing, plural -s, irregular past forms,

possessive 's, copula, articles "the" and "a", regular past -ed,
third person singular present simple -s, auxiliary "be".

grammatical morphemes L2. -ing (progressive), plural, copula ("to be"), auxiliary
(progressive), article, irregular past, regular past -ed, third
person singular -s, possessive 's.

gradual language development

similarities modified input

receptive skills

exchanges between learners and their interlocutors as they

attempt to resolve communication breakdown and to work
negotiation of meaning toward mutal comprehension

L1 is acquired naturally in early childhood and

families are the ones who teach it at first

L2 is acquired after the first language, it is learned in

a special context (school, private institute,etc) and it
is learned for a purpose
Sometimes is adquired through exposure but often by being
L1 and L2 Learning taught specific language items

Learning through imitation, practice

L2 usually starts in primary school or secundary school

Baby.
Classroom activities emphasized mimicry and Behaviourist theory
memorizarion, and students learned dialogues and
L1 learning starts when the learner is a baby and continues
sentence patterns by heart. Because language through the early years.
L2 applications: mimicry and memorization.
development was viewed as the formation of habits

age L1 learners are motivated to learn language as they need to

Motivation. communicate.

L2 learners , they have expectations about how languages

should be learnt.
L1 learners. language is heard all the time

Adult learners have fully developed cognitive skills.

Expectations.
L2 learners.

language is heard in the classroom

differences

interaction with teachers and classmates

learning specific language items, specially structures and
individual words

interaction with families and friends

learning a lot of language in chunks

having lots of opportunities to experiment with language

context and ways of learning

Silent period: Input before producing
L1 learners have a period where they only listen or
recieve information but they do not produce any

L2 learners start learning the new language and shortly

after they are asked to produce it

L1 learners have a lots of opportunities to experiment with

language

L2 learners are not exposed to the language very much

L1 are rarely corrected. People often reformulate what the child

has said.

L1 learners to communicate with everyone around them

purpose
for most L2 learners it is an obligation but some learn it for the
pleasure of knowing