1. Reaction Paper
Summary
Several studies have been conducted in the past years in order to have a clear
understanding of both, language acquisition and language learning process in order to
generate an improvement in them, as well as to help L2 teachers to achieve success in
their job. Nevertheless, there is still a lack of information regarding the process of
language acquisition which could certainly help unveil the many mysteries there are still
present. In this case, we will present the main ideas some important authors have in
relation to the process of language acquisition.
Firstly, Cook (2011) centers his work on the comparison of L1 and L2 language learning,
stating that “there is indeed a fundamental similarity between L1 and L2 learning but, that
as soon as we look at language learning in a classroom, there are important differences
that have to be taken into account”. Differences which he presents as a list of eight
statements in which he analyses and compares L1 and L2 learning, supporting his idea
of taking into account several factors which play a significant role in the learning
process of language acquisition.
The second author, Krashen (1985) provides us with the theory that the first language
of a learner has an impact and influence on the second language acquisition and its
performance in the learner when he is not entirely sure about his knowledge and
makes mistakes, which he explains by stating that “we "fall back" on the first language
when we have not acquired aspects of the second language”.
And finally, Freeman (2004) refers to the first language acquisition in his first chapter
and how this process is interpreted by different standpoints such as psychology,
sociology, anthropology and so on. And in the second chapter he focuses his study in
the written and second language acquisition and how it is managed from two different
points of view that are still in dispute, in which we see whether written language it is
learned or acquired.

2. Evaluation
While reading the different texts, I have to admit I saw myself comparing them with
the way I have learnt English not only in the University, but also in the previous years of
my educational life. I have noticed many of the articles and researches I have read,
made me question the method teachers use when teaching a L2.
I found very interesting how Cook (2011) presented those eight statements and how
we, as future teachers, should take them into account. It might sound obvious to some,
but it makes a great difference to know exactly which are the things that makes L1 and
L2 learning so distinct from each other. The one who caught my attention was the
seventh, in which he states that “The child learns to adapt its language use to particular
situations” for I believe sometimes we tend to forget learners know how to manage in
some situations with particular people. “Children of four years and above modify their
speech to younger children in contrast to peers or adults, by omitting verbs, and
increasing one word utterances, repetitions and attention-getting words” which is why It
is important to remember that language is flexible and by this I mean every learner has
its own way of developing the language he or she has acquired, and knows how to use
it.
Another aspect which caught my attention and actually surprised me was the fact that
correcting errors is not a recommendable attitude towards the learner and that we as
future EFL teachers “should encourage children to explore their understandings and use
language for making meaning rather than asking students to respond to their specific
questions with formulaic answers”. It is an important and strong statement because
experience is vital in the process of learning not only a language but anything in life,
which is why it is so important to let learners make mistakes and not to focus on them,
but on the good things they have achieved which will help them develop a better
understanding and usage of the language acquired. As Freeman (2004) states “all
students make errors. However, if their intent is to express their ideas, they will modify
their language to make it more understandable to their listeners or readers”
As a conclusion I have to admit I learned much more than I expected from these texts
and some of them changed my way of thinking about the language acquisition process
and hopefully will give me a different perspective when I become an EFL teacher.
Camila Cuevas A.

3. References
Cook, V. (2011) Second Language Learning and Language Teaching. (3ed) retrieved from,
http://homepage.ntlworld.com/vivian.c/Writings/Papers/L1&L21979.htm
Freeman, D. & Freeman, Y. (2004) Essential Linguistics: What You Need to Know to Teach
Reading, ESL, Spelling, Phonics, and Grammar. Portsmouth, NH: Heinemann.
Krashen, S. (1981) Second Language Acquisition and Second Language Learning.
University of Southern California.