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L1-L2 Comparison in L2 Learning

The document discusses the role of L1-L2 interlingual comparison in second language (L2) learning and instruction, defining it as a cognitive activity where learners compare new linguistic input with their existing knowledge. It explores theoretical frameworks and empirical evidence regarding the effectiveness of this comparison in facilitating L2 acquisition, highlighting the distinction between implicit and explicit learning processes. The findings suggest that while explicit instruction may not lead to acquisition, interlingual comparison can enhance comprehension and production in L2 learning.

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26 views2 pages

L1-L2 Comparison in L2 Learning

The document discusses the role of L1-L2 interlingual comparison in second language (L2) learning and instruction, defining it as a cognitive activity where learners compare new linguistic input with their existing knowledge. It explores theoretical frameworks and empirical evidence regarding the effectiveness of this comparison in facilitating L2 acquisition, highlighting the distinction between implicit and explicit learning processes. The findings suggest that while explicit instruction may not lead to acquisition, interlingual comparison can enhance comprehension and production in L2 learning.

Uploaded by

somanihuyen
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Scope: The role of L1-L2 interlingual comparison in L2 learning and instruction?

Definition of interlingual comparison


L2 learning goals: recognition, comprehension (of speech), and production.

Does comprehension of instruction/grammar rules lead to integration of such rules into


learners’ schema?
Plus: self-learning strategy (interlingual comparison as an awareness-raising activity)

1. What is L1-L2 Interlingual Comparison?


2. What is L2 learning? L2 instruction? (scope of this program?)
3. Role
3.1 Theoretical frameworks
3.2 Empirical Evidence

1.1 L1-L2 interlingual comparison


Interlingual comparison as knowledge
Interlingual comparison as an activity
Interlingual comparison versus contrastive linguistics

Interlingual comparison as an implicit process


Interlingual comparison as an explicit instruction process
1.2 L2 learning

1.3 L2 learning outcomes

2. Identifying the roles of L1-L2 interlingual comparison in L2 learning

3.1 Theoretical frameworks


The learning process is viewed differently from different theoretical approaches. Therefore,
what roles L1-L2 comparison play in the learning process also varies accordingly.

In Krashen’s Monitor Theory, there’s a distinction between implicit (acquired) and explicit
(learned) knowledge, as well as between learning and acquisition. Explicit learning doesn’t
result in performance, or the acquisition of L2. Therefore, it can be safe to say that explicit
instruction of interlingual comparison is not conducive to L2 acquisition, according to this
model.

3.2 Empirical Evidence


L1-L2 comparison does facilitate learning, according to

Introduction
In instructed second language acquisition, the optimal combination of meaning-focused
instruction and form-focused instruction is advised to ensure the fluent and accurate
production of L2.
1. What is L1-L2 interlingual comparison? Interlingual comparison vs contrastive linguistic
In this article, L1-L2 comparison is viewed from L2 learners’ perspectives, as opposed to the
scientific activity conducted by contrastive linguists.
L1-L2 interlingual comparison in this article is defined to be different from contrastive
linguistic.

 According to Selinker (1992), learners carry out inter-lingual comparison between


noticed input and prior linguistic knowledge including their native language.
o “Selinker (1992) summarises the literature on inter-lingual comparison, and
theorises that learners frequently compare the linguistic form they have
noticed in the input with prior linguistic knowledge including the native
language.
 The study defines L1-L2 comparison as a cognitive conceptually-driven
activity conducted in short-term memory between the specific input to which
learners are exposed and the knowledge (including LI knowledge) stored in their
long-term memory.
o This inter-lingual comparison may be related to the conceptually-driven
processing conducted in the course of rehearsal in short-term memory as
defined in Robinson (1995).We define L1-L2 comparison as a cognitive
conceptually-driven activity conducted in short-term memory between the
specific input to which learners are exposed and the knowledge (including LI
knowledge) stored in their long-term memory.” (Kupferborg and Olshtain,
1996, p. 4) (pdf)

Schmidt & Frota's comparison (1986), which is referred to in current studies (Ellis, 1995;
Swain & Lapkin, 1995), merely states that learners compare the input they have noticed with
the output they produce and notice the gap. Such comparison, they claim, may enhance the
internalisation of the noticed input, or intake, into the interlanguage system (Ellis, 1995).

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