Proposal

on

How Does L1 Influence In Learning of L2

By

TABLE OF CONTENTS

CHAPTER 1: INTRODUCTION1

Background of the Research1

Introduction2

Problem Statement3

Purpose4

Aim of the Study4

Research Question4

CHAPTER 2: LITERATURE REVIEW5

Previous research5

Relationship between First and Second Language6

CHAPTER 3: METHODOLOGY8

Research context8

Participants9

Measures9

REFERENCES10

CHAPTER 1: INTRODUCTION

Background of the Research

Second language is an emerging stream of research which indicates the existence of a link between meta-linguistic capabilities and recognition of word. Researchers also believed that learners in the beginning of learning a second language has no or moderate connection between the texts understanding and same skills ((Bialystok & Ryan, 1985)The studies also signify the existence of a relationship between the capacity in L1 and L2; and the possibility of a transfer in early learning of L1 to L2 (Bialystok, 1988). Furthermore, a study by Cisero and Royer (1995) in which they survey Hispanic-English bilingual children and also conducted a field tests regarding both languages (L1: Spanish L2: English) showed that some components of consciousness, like phonological are highly correlated than others between the two languages and that the strength of the correlations varies with time. In other words, it is difficult to specify at what age and what level of expertise in second language these meta-linguistic skills are likely to occur. Finally, two studies in multiethnic communities that emphasize training programs in the second language used to develop these skills and promote reading success in writing (Bialystok, 1982).

The term “meta linguistic knowledge” is defined as the overt and tangible knowledge of a language. The importance of this term is sometimes considered as less significant in the learning of second language. According to Krashen (1982, 1994), this understanding has no impact on the primary component of L2 development. This acquisition is crucial in a sense that it works without the knowledge of the learner. As a matter of fact, the secondary function of the proponent is served by this meta-linguistic knowledge, but also it depends upon the user. For example, this system is activated for a user who is keen on learning and using the language in a proficient manner.

This user must be knowledgeable about the norms of L2 and its application. The proposed view came to be known as the 'no interface' position. This perception has also been a topic of debate among many academic societies and scholars. Some are in favour of strong interface positions, some in weak and some have been supportive of both the positions. Researchers in favour of the strong position argue that explicit meta linguistic knowledge has the capability to be automated. This is possible to the extent that the learners do not remember the initiating lessons and knowledge (DeKeyser, 2003). On the other hand, opponents of this position debate that this knowledge and understanding can assist the possession of implied knowledge by making the learner concentrate on the linguistic aspects in the input (Ellis, 1994). These differences in opinion are evident of the fact that high room exists for research in this field. It is suggested by many academicians that the role and importance of meta ...