Your teacher is so cruel! ! !

=====

Look for a paper on the Internet, and look it up-

Comparative Week of First Language Acquisition and Second Language Acquisition, School of Foreign Languages, Huzhou Normal University, Huzhou City, Zhejiang Province.

First language acquisition and second language acquisition are the focus of foreign language teaching theory and practice. They are closely related, with both differences and similarities. The differences are mainly manifested in different theoretical studies, different acquisition ages, different acquisition motivations, different acquisition methods and different acquisition environments. The similarities are mainly shown in the following aspects: both of them must have a certain language environment, and both of them must go through a certain language acquisition stage to master a certain language knowledge. The differences between the two kinds of acquisition discussed in this paper are aspects that should be paid attention to in second language teaching, so the effect of second language acquisition can be further improved if adaptive measures and methods are adopted. At the same time, the similarity between the two kinds of acquisition discussed in this paper reflects the universal law of language acquisition and is helpful to better understand the acquisition of the first language.

Keywords: first language acquisition; Second language acquisition; Difference; similar

First language acquisition usually refers to people's acquisition of their mother tongue in childhood, while second language acquisition is usually later than first language acquisition. The second language acquisition mentioned in this paper refers to people's generalized acquisition of foreign languages and second languages. The best way to explore the essence or characteristics of two kinds of language acquisition is to compare the first language acquisition with the second language acquisition, and only by comparison can we find out their similarities and differences.

First, the difference between the first language acquisition and the second language acquisition 1, the theoretical research of language acquisition is different 1. 1 The theoretical research of first language acquisition came from 18.

Dietrich Thiedemann, a German philosopher founded in the19th century.

A study of the psychological and linguistic development of his children in infancy. However, due to the limitation of research methods, the research on children's language acquisition developed slowly in the next half century. Until the 1960s and 1970s.

S, and Chomsky

With the development of generative grammar, the research in this field has become more systematic and scientific. In addition, in recent decades, the research on first language acquisition has also developed rapidly. Due to different perspectives and research methods, many different theories have emerged:

A. Behaviorism theory Behavioral psychology theory prevailed in the 1940s and 1950s.

The 1980s had a far-reaching impact on the study of first language acquisition. Bloomfield is the main representative of behaviorism theory in the field of language acquisition research.

And skinner. Behaviorism holds that "any knowledge is obtained through direct experience, and only materials obtained through objective and observable experiments are reliable ... In life, we will experience various stimuli and reactions, and the same stimuli and reactions appear constantly, so we will unconsciously associate some stimuli and reactions. ...

. Specific external stimuli not only produce physical reactions, but also produce language reactions. According to behaviorism, language is not born, but acquired. They emphasize the role of external conditions in the process of mother tongue acquisition. Simply put, this behaviorism holds that children's brain is a whiteboard, and children learn their mother tongue by stimulating-responding-strengthening models to form habits. This theory regards children as objects completely transformed by the environment, overemphasizes the role of the environment, emphasizes the formation of habits through stimulus-response, and ignores the role of cognitive ability. It can't explain the abstraction of language, the creative use of language and the acquisition of language meaning.

B. congenital theory.

Innate theory holds that human beings are born with a set of language knowledge, which must contain the same characteristics of all natural languages in the world, that is, universality. Chomsky

Call this grammar "universal grammar"

Grammar). "Universal Grammar" can be regarded as an inherited "initial state of language intelligence". Through the trigger of experience and the function of gestalt, the initial state develops into a relatively stable new state, including the grammar part obtained through learning. Chomsky

It has been pointed out that children can master their mother tongue at the age of five or six. At this age, children's intelligence is still underdeveloped, and it is quite difficult to learn other knowledge (such as mathematics and physics), but it is so easy to learn languages. This phenomenon cannot be explained by "whiteboard theory" or "stimulus-response theory" ... After all, children's exposure to words in five or six years is limited, but the sentences they learn are infinite. Children can say sentences they have never said, or understand sentences they have never heard. In short, children learn a whole set of grammar knowledge from limited words, which is of limited use.

It means to express unlimited ideas. This language

"stimulus-response" can never produce creativity ... children are born with the ability to learn languages, such as "language acquisition devices"

Acquisition device), so that all normal children can learn it in a few years with a little contact with language materials.

Get your mother tongue. This theory can explain the acquisition of language meaning, the abstraction of language and the creative use of language. Some experts from the National Institute of Science in Paris found that one-year-old French babies can distinguish French phonemes from Russian phonemes. They explained that this is because humans have a set of language ability genes, and their findings seem to prove Chomsky.

Language acquisition device hypothesis. However, congenital theory overemphasizes children's talent, ignores the role of acquired environment and the necessity of forming habits through repeated practice. Naturalism and behaviorism are two extreme theories.

C. Cognitive theory The representatives of cognitive theory are D.L. Slokin, J. Piaget and L.

Bloom. The theory holds that children can't talk when they are born, and they don't start talking until they are almost one year old. This is because children have formed a certain "cognitive schema" in the process of development and in the process of contacting and perceiving external things. This "cognitive schema" is a kind of "wisdom". "The two main functions of wisdom are development and understanding." According to Piaget,

Children's intelligence development goes through four stages: sensory operation at the age of 0-2, operation before the age of 2-7, concrete operation at the age of 7- 1 11-kloc-0//6. 1 1

About 20 years old is a critical period for children's intellectual development. During this period, children skip concrete experience, and their perceptual knowledge begins to change from concrete thinking to abstract thinking. Therefore, this period is usually called the critical period of language acquisition. Cognitive theory holds that the development of language acquisition is the result of the interaction between learners' internal mechanisms and language input or environment. Only when learners and their interlocutors work together can the quality of language acquisition be guaranteed.

1.2 Theoretical research on second language acquisition The research on second language acquisition was conducted in the 1960s.

It was not until the 1980s that people began to pay attention to it. However, in the following decades, the theoretical research in this field developed rapidly and became an important research field in applied linguistics. So far, researchers have put forward at least 40 theories of second language acquisition.

The rest, here mainly introduce two kinds: A. Interlanguage theory Interlanguage was written by American linguist L. Selinker and others in 20.

The late 1960s and 1970s.

Interlanguage was put forward in the 1990s, which means that in the process of learning a second language, learners often use an interlanguage that is different from their mother tongue and has nothing to do with the target language. With the passage of learning time, interlanguage will evolve, sometimes fast, sometimes slow and sometimes rigid. The main reason for evolution is learning strategy. Salinger

(1972) divides interlanguage into an independent language system, which is considered to be the result of five main cognitive processes of learners: 1) Language conversion (language

Transfer), 2) training transfer, 3) second language learning strategy (SL strategy

Learning), 4) second language communication strategy (SL strategy

5) Overgeneralization of target language materials. Widdowson

The above-mentioned learning process is collectively called simplification process, and simplification ability belongs to a part of human normal language communication ability. Interlanguage has four characteristics: creativity, openness, flexibility and systematicness. Interlanguage theory holds that second language acquisition and first language acquisition are two different processes. This theory has attracted much attention in the study of second language acquisition. At present, there are still many problems about this theory that need further study and discussion, such as the causes of Sinopec in foreign language learning and how to avoid it. What is the starting point of interlanguage?

B. The most comprehensive, cognitive and controversial theory of second language acquisition is the monitoring model of American linguist Krashen.

Language monitoring theory is based on. It has five stages: 1, acquisition-learning hypothesis.

Teacher): it shows that natural acquisition is a subconscious process, while formal learning is a conscious process; 2, the Natural Order hypothesis (natural order

Hypothesis): it emphasizes that learners follow an unchanging order in most cases; 3, Monitoring hypothesis (monitor

Hypothesis): everyone has a language control and regulation system, and learners use this system to regulate their language behavior; 4, the Input hypothesis (input

Hypothesis): When learners can understand language input beyond their language level (i+ 1), natural language acquisition will occur; 5. Affective Filter hypothesis (Affective filter)

Hypothesis): Explain the influence of emotional factors on second language acquisition. There are also some problems in monitoring theory, such as 1) Krashen.

It is not reliable to completely separate the two concepts of learning and acquisition and base its theory on the difference between the two concepts. Because both are difficult to be tested in practice, at the same time, Krashen

Nor can it explain the cognitive psychological process of acquisition and learning; 2) Krashen's series of assumptions cannot be tested by practice. Second, the age obtained is different.

First language acquisition usually begins in people's childhood, while second language acquisition mostly begins after people's adolescence. The difference in age will inevitably lead to great differences between children and adults in brain development, cognitive ability and emotional factors, so there are differences between children's acquisition of the first language and adults' learning of the second language. Penfield

Roberts( 1959) thinks that the neural function of understanding and producing language is initially distributed on the left and right sides of the brain, and the whole brain participates in language learning, so children can absorb new language information faster and easier. but

Eric

Lenneberg( 1967) pointed out that from the age of two to adolescence, people's intellectual, logical and analytical functions gradually lateralized to the left hemisphere, while emotional and social functions were gradually controlled by the right hemisphere, and people's language functions were mainly concentrated in the left hemisphere. Therefore, after puberty, the brain has matured, the lateralization of functions has been completed, and the human nervous system is no longer elastic, making adults get the first place. Besides, according to Piaget's point of view,

When children start learning a language, they are completely self-centered, rarely influenced by emotional factors, and sometimes they don't even realize that they are learning a language. It is this "unconsciousness" that makes it easy for children to succeed in language learning. At the same time, the development of children's cognitive ability and language ability go hand in hand, promoting and improving each other. The development of cognitive ability provides a biological basis for the development of language ability, which in turn further promotes the development of cognitive ability. However, because of the development of cognitive ability, adults have become more and more perfect, divorced from language acquisition, and the second language is not the only thinking tool that learners can rely on. On the contrary, the understanding of a second language is often done with the help of the first language. Therefore, learners will not be able to think in a second language for quite some time, but take it as a special task. At the same time, adults have too many emotions in the process of second language acquisition, such as fear of making mistakes and being teased, so it is not easy to express their views in the language they have learned, thus limiting the flexibility and creativity of language acquisition.

The motives for the acquisition are different.

Children acquire their mother tongue by instinct, which is the need of survival and development. This kind of motivation is a natural need, which can last for a long time without the supervision of others. The motivation of second language acquisition is more complicated, gardener (1985)

Motivation is divided into "fusion motivation" and "instrumental motivation" (instrumental.

Motivation) two types, learners with "comprehensive motivation" like the language they are learning or are influenced by the culture related to the language they are learning. They want to be a member of the target language society and be accepted by the target language society. Learners with "instrumental motivation" regard the target language as a tool or a need, such as going abroad, seeking a job or getting a promotion. This kind of motivation embodies the practical value and advantages of learning a new language. Generally speaking, learners often have these two motivations, and the other is "intrinsic motivation".

Motivation)-Learning motivation may come from external factors or internal factors, such as "curiosity" and "interest" caused by certain factors. Without this kind of learners' intrinsic interest in learning, it is difficult for "comprehensive motivation" and "instrumental motivation" to play an active role effectively. Therefore, how to continuously enhance learners' "intrinsic interest" is the key to second language acquisition.

Third, the acquisition methods are different. Children's first language is naturally acquired, so we should pay attention to practicality from the beginning. A considerable part of children's mother tongue comes from their parents' language, which is also called nursing language.

Or mother

Talk), which is characterized by simplicity, repetition and practicality, the input and output of language are related to the local situation at that time, the focus of language is on content rather than form, and children acquire the first language on the basis of equality with their parents or others. Second language learners mainly rely on foreign language teachers to teach in the classroom, while teachers do untrue things in the second language in the classroom. Many language inputs are divorced from reality, and the amount of input is small. Language input and output are mostly based on textbooks, emphasizing form rather than content, and teachers control classroom communication. The materials used are carefully selected, and the difficulty sometimes does not meet the level of learners. Children have real communication in the first language since childhood, and acquire language through communication.

Fourth, the acquisition environment is different

These two languages were acquired in different language environments. In the natural language environment where the first language learners are native speakers, people around them are often one-to-one learning environment. There is no pressure and competition in language acquisition, and there is no need to worry about the quality of bathing. They acquire language in the sea of language. However, second language learners are rarely in such a language environment. They are often in a highly competitive and tense learning environment. They learn another language in their mother tongue environment. Moreover, second language learners are only exposed to new languages in the classroom, and there is no good language learning environment. Because first language learners can acquire their mother tongue anytime and anywhere and use the language in practice, they acquire the language in a real language environment; However, due to the lack of language environment, second language learners can only imitate. As a result, when it comes to real application, some knowledge is often useless. In addition, the cultural environment of the two languages is also different. To acquire a language, we must acquire the culture related to it. When children acquire their mother tongue in the mother tongue environment, they naturally acquire the cultural and social values of their mother tongue. Generally speaking, second language acquisition is carried out in the target language environment or non-target language environment, and preconceived mother tongue culture will transfer or influence the target language culture. Even in the target language environment, learners may not be able to acquire the target language at the same time.

It can be seen that first language acquisition and second language acquisition are two different kinds of learning and cannot be confused. There is a big difference between these two kinds of learning. If we don't understand this difference, we can't see the complicated side of adult second language acquisition, and blindly imitating the process of children's first language acquisition will be counterproductive to our second language teaching and learning. Even so, there are some similarities between first language acquisition and second language acquisition, which reflect the universal law of language acquisition and help to better understand mother tongue acquisition.

2. Similarity between first language acquisition and second language acquisition.

(1) Both the first language acquisition and the second language acquisition have a certain language environment, and children are exposed to the natural mother tongue environment for communication with parents and others; Adults must also have a certain language environment to acquire a second language, such as studying in the target language country or conducting second language teaching activities in the classroom.

(2) Language knowledge, such as language, vocabulary, grammar and pragmatic rules, which are restricted by culture, must be mastered in the acquisition of both languages, and the acquisition process has certain characteristics, that is, without exception, it is necessary to go through the pronunciation rules of a single element to the pronunciation rules of a combination of elements until the whole phonetic system of the language is mastered.

(3) Generally speaking, the acquisition of two languages goes through several stages: perception, understanding, imitation, memory and application. 3. Concluding remarks

To sum up, there are differences and similarities between first language acquisition and second language acquisition, and they are closely related. Therefore, in second language teaching, teachers should pay attention to the individuality of the two languages, make full use of the * * * nature of the two languages, give play to and cultivate learners' learning interests and advantages, and make them obtain ideal learning results.

Bibliography 1, Liu Runqing, 1995, School of Western Linguistics, Foreign Language Teaching and Research Press. 2. Le Meiyun, 2002, Applied Linguistics, Nanjing Normal University Press. 3、

Gui Shichun, 1985, Psycholinguistics, Shanghai Foreign Language Education Press. 4. Fan Wenwang (www.hzptc.com) Haggman. 1994. Introduction to government and public management.

Constraint Theory, Blackwell Press. Ellis. 1985. Understanding the second

Language acquisition, Oxford University Press. 6、

Gao Xia, 2002, on the characteristics of second language acquisition-the similarities and differences between second language acquisition and mother tongue acquisition, Journal of Chuxiong Normal University, No.3 ... 7,

Li Zhe, 2000, A Comparative Study of First Language Acquisition and Second Language Acquisition, Foreign Language and Foreign Language Teaching, No.6 ... 8,

Jia,,, 1999, Similarities and differences between second language learning and first language acquisition, Journal of Henan Normal University, No.3. ..