The Role of First Language in Linguistic and Social—cultural Dimensions

Wang Meng Sheng Qian Qian

【Abstract】Since last century， it has long been universally acknowledged agreed that the influence imposed by first language （L1） on the learners development of second language （L2） learning is greatly unstable. In this paper， literature review is firstly given adequate thoughts to before the learning process is explored in the linguistic and social-cultural dimensions in terms of target language development.

【Key words】language； linguistic； social-cultural

Evaluation of literature

Early from last century the role L1 that plays in the development of L2 was best seen in those theories about language transfer （or cross-linguistic influence）. However， the belief involved in such theories was that the role of L1 in SLA is a negative one. L2 learning was seen as the development of a new set of habits. The role of L1 took a great significance and seen as the major cause for lack of success， because L1 was considered as habits established in childhood interfered with the establishment of a different set of L2 habits （Gass & Selinker， 1993）.

In order to identify the areas of difficulty， the theory about Contrastive Analysis was developed. This theory was found on the belief that it was possible， by establishing the linguistic differences between the learners L1 and L2， to predict what problems the learner of a particular L2 would face. This resulted in a list of features of the L2 which， being different from those of the L1， were presumed to constitute the problem areas （Ellis， 1987）.

Then， Corder （1983） though it was ripe for the reconsideration of the role of the L1 in L2 acquisition and came to a new point of view. He argued that the starting point of the development continuum of L2 acquisition is a basic， simple， possibly universal grammar and in the process of acquiring L2 it developed from a fairly simple structure to a highly complex structure in an organic way like a bud gradually developing into a flower. He was concerned that the role of L1 was in connection with the process of L2 development and concluded that L1 acts as a heuristic tool in the discovery of the formal properties of L2， facilitating especially the learning of those features which resemble features of the L1. Where languages are closest structurally， the facilitating effect is maximal.

Until then， the role of L1 that plays in L2 development became gradually considered as positive. And it is current perspectives that enlarge the extent of significant and positive effect of L1 on the process of L2 acquisition.

Linguistic dimension

Many studies have found that linguistic development in the first language has an extremely important and positive effect on that of second language development （Genesee， 1987）. He argues linguistic knowledge， skills and experience will all be transferred to the second language. For example， as students expand their vocabulary and their oral and written communication skills in the L2， they can increasingly demonstrate their knowledge base is developed in the L1.

L1 helps the expand of L2 vocabulary

Nations （2001） explains that there are numerous ways of conveying the meaning of an unknown word. These include a definition in the second language， a demonstration， a picture or a diagram， a real object， L2 context clues， or an L1 translation. In terms of the accuracy of conveying meaning， none of these ways is intrinsically better than any of the others. It all depends on the particular word concerned. However， studies comparing the effectiveness of various methods for learning always come up with the result that an L1 translation is the most effective （Laufer and Shmueli， 1997）. This is probably because L1 translations are usually clear， short and familiar， qualities which are very important ineffective definitions. When the use of an L1 translation is combined with the use of word cards for the initial learning of vocabulary， then learners will have a very effective strategy for speeding up vocabulary growth （Nation， 2001）.

Two studies of exploring the role of L1 in L2s written and oral learning tasks

In most of the roles of the L1， there is the common theme that the L1 provides a familiar and effective way of quickly getting to know the meaning and content of what needs to be used in the L2 （Nation， 1997）. He claims that it is foolish to arbitrarily exclude this proven and efficient means of communicating meaning. The theme could be demonstrated through the following two studies.

Lameta-Tufuga （1994） examined the effects of having learners discuss a task in their first language before they had to carry it out in writing in the second language. In this way， before they performed the written task in English， learners had the opportunity to fully understand the content of the task through the medium of their first language. And he summarized some features of the first language discussion of the task. Firstly， the learners were all very actively involved in coming to know the ideas using L1. Secondly， the first language discussion included quite a lot of the L2 vocabulary which would be used in the later task. Thus the discussion in L1 not only helped learners to get to know the content of the task， but it also helped them prepare and practice relevant L2 vocabulary in a very supportive L1 context. Then， with the same written task， he let another group discuss in L2 before actually work out the written task. As a result， he found the learners who did the preparatory L1 discussion in groups did much better on the L2 written task than other learners who did preparatory L2 discussion. Therefore， he concludes that there is a useful role for the L1 in helping learners gain the knowledge needed to reach a higher level of L2 performance and suggests that whenever a teacher feels that a meaning-based L2 task might be beyond the capabilities of the learners， a small amount of L1 discussion can help overcome some of the obstacles

In another similar research， Behan and Turnbull （1997） examined the L1 （English） use of French immersion students in an immersion program. The students were in grade 7， and had just begun their French immersion program in the first term of that year. The task they were ask to do was prepare for a group oral presentation in French. The researchers closely monitored two groups and remind the two groups to speak in French when they use English. As a result， Behan and Turnbull found those non-monitored groups performed better than those two monitored groups and English helped students develop an understanding of the content of the task， manage task， share information and search French vocabulary. Therefore they concluded that L1 use can both support and enhance L2 development.

Social-cultural dimension

As Gass and Selinker （1993） pointed out with a historical point of view that the concept of the role of L1 in L2 acquisition has always been tied in with the varying theoretical perspectives of L2 acquisition. For example， acceptance or rejection of language transfer is much related to people view of the contemporary behaviorism about L2 acquisition which language transfer was originally founded on. Therefore， along with popularity of communicative and recent intercultural perspectives of L2 acquisition， there is certainly much more that could be expected about the role of L1 in L2s development.

The essence of communicative perspective of L2 learning is that it removes the exclusive focus on grammatical forms and instead emphases on the functions language use （Canale and Swain， 1980）. Based on the essence， Corder （1992） has developed a point of view that second language learners not only already possess a language system which is potentially available as a factor in the acquisition of a second language， but equally importantly they already know something of what a language is for， what its communicative functions and potentials are. That is L1 forms part of their experience which they bring to any learning. And again this can be beneficially transferred into the process of L2 learning.

Byram and Risager （1999） argue learners communicative competence becomes limited when they are speaking L2 to speakers （native speakers or those with who they share same L2 but different L1） who have different beliefs， values， social behaviors and customs. They describe competence in a second language as involving the ability to see relationships between the two languages and culture and to deal with difference， and the competence is known as intercultural competence. In their discussion of an intercultural approach to language learning， Crozet and Liddicoat （1999） emphasize that the intercultural competence is the goal for second learners to achieve. In order to achieve the goal， the use of their first languages is inevitable in the process of the development of L2. They argue that with comparative and contrastive techniques， selective use of L1 in learning L2 can help students to acquire awareness of the conceptual， formal and cultural differences between their own language and second language， and leaving L1 out of the learning process of L2 is likely to inhibit learners ability to do these.

References：

[1]Canale，M.，& Swain，M.1980.Theoretical bases of communicative approaches to second language teaching and testing.Applied Linguistics，1（1），1-47.

[2]Corder，S.P.（1983）.A Role for the Mother Tongue.In S.Gass and L.Selinker，（eds）Language Transfer in Language Learning.Amsterdam：John Benjamins Publishing.

[3]Crozet，C.and Liddicoat，A.J.（1997）.The Challenge of Intercultural Language Teachng：Engaging with Culture in the Classroom.In J.L.Bianco，A.J.Liddicoat and C.Crozet（Eds.）Striving for the The Third Place：Intercultural Competence Through Langauge Education.Melbourne：Language Australia.

[4]Dodson，C.J.（1967）.Language Teaching and the Bilingual Method.London：Pitman.

[5]Ellis，R.（1987）.Understanding Second Language Acquisition.Oxford：Alden Press.

[6]Gass，S.M.and Selinker，L.（1993）.Second Language Acquisition：an Introductory Course.New Jersey：Lawrence Erlbaum Associates.

[7]Genesee，F(xiàn).（1987）.Learning Through Two Languages：Studies of Immersion and Bilingual Education.Cambridge，MA：Newbury House.

[8]Lameta-Tufuga，E.（1994）.Using the Samoan Language for Academic Learning Tasks.Wellington：Victoria University.

[9]Laufer，B.and Shmueli，K.（1997）.Memorizing new words：Does teaching have anything to do with it？ RELC Journal 28（1）：89-108.

[10]Nation，I.S.P.（1997）.L1 and L2 use in the classroom：a systematic approach.TESL Reporter.30，2：19-27.

[11]Nation，I.S.P.（2001）.Learning Vocabulary in Another Language.Cambridge：Cambridge University Press.

作者簡(jiǎn)介：

王猛，遼寧人，中國(guó)勞動(dòng)關(guān)系學(xué)院外語(yǔ)教學(xué)部，講師，研究方向英語(yǔ)語(yǔ)言文化及教學(xué)法。

盛芊芊，北京工業(yè)職業(yè)技術(shù)學(xué)院基礎(chǔ)教育學(xué)院，研究方向英語(yǔ)語(yǔ)言文化及應(yīng)用語(yǔ)言學(xué)。