Abstract
There has been extensive research into how L1 affects L2, commonly known as ‘negative influence’, but a lot less about the opposite direction, commonly known as ‘Reverse or Backward’ transfer. As well as the first language influences the second, the second language influences the first. The present study, therefore, attempts to examine and critically review pertinent research into the question of bidirectional influence between languages. First, it traces the conceptual framework of the notion L1→L2 effect. Second, it attempts to demonstrate how an emerging new language (L2) affects the existing L1. Third, it examines the pedagogical aspects of both directions, as manifested in L2 classroom. Special focus will be given to how the concept of “multicompetence” sees the goal of L2 learning and how language teaching should reflect such a goal. In addition, the advantages and disadvantages of using learners’ first language in L2 classroom will be highlighted and specific methodological recommendations will be made.
Highlights
The issue of whether the L2 affects the L1 has provided a rich new question for L2 acquisition research to investigate
Second Language Acquisition (SLA) literature has shown extensive research on how the learning and use of an L2 is affected by the L1.What has hardly been investigated, is the influence that foreign language has on the learner‟s first language
According to Brown (1988)[11], we have grown accustomed to the absence of final solutions as we discover an overwhelming multiplicity of variables at play in the process of L2 learning
Summary
The issue of whether the L2 affects the L1 has provided a rich new question for L2 acquisition research to investigate It has profound implications for our conceptualization of the mind with two languages, and for our view of all human minds. Second Language Acquisition (SLA) literature has shown extensive research on how the learning and use of an L2 is affected by the L1.What has hardly been investigated, is the influence that foreign language has on the learner‟s first language. The reason for this neglect may have been twofold: 1. The development of this knowledge provoked researchers‟ interest and the state of their native language, on the other hand, was less important, and did not raise the same amount of interest (See Miller, 2011)[83]
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