L1 Vs L2

A great deal of what is called 'Communicative Language Teaching' is based on what is essentially a 'nativist' view of second language (L2) acquisition. A 'nativist' view assumes –consciously or unconsciously – that somehow L2 learning can and should be like learning our native language (L1). This is wishful thinking and is based on a profound misconception about thenature of L2 learning - just as it is a misconception about how L1 acquisition occurs. The best way to explore the differences between the two processes is to view them side-by-side – inparallel, as below.
L1 ACQUISITION
1. L1 acquisition is genetically triggered at the most critical stage of the child's cognitive development.
2. The 'engine' of language – itssyntactic system – is 'informationally encapsulated' – which means that children are not even aware of developing a complex, rule-governed, hierarchical system. Most L1 speakers do not evenrealize this is what they are using.
3. The L1 is typically acquired at the crucial period of cognitive development; pre-puberty, when L1 and other crucial life-skills are also acquired orlearned.
4. Children never resist L1 acquisition, any more than they resist learning to walk.
L2 LEARNING
1. L2 learning is not genetically triggered in any way unless the childgrows up bi-lingually (in which case, it is not really L2 learning at all).
2. The syntax of the L2 is not acquired uncons
3. ciously, or at least not in the way L1 syntax isacquired. Few L2 learners develop the same degree of unconscious, rule-governed insight into and use of the L2 which they demonstrate with the L1.
4. The L2 is not learned as part of thelearner's general cognitive development. It is not an essential life-skill in the same way that the L1 is.
5. There is often great conscious or unconscious resistance to L2 learning.