Second language acquisition, cultural background, and first language dexterity have a considerable relationship. They influence communication skills and writing styles among individuals. Learners acquiring second language have their cognitive developments and learning processes influenced by numerous factors.
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This ranges from physical provisions to verbal factors depending on the learning context, language used, and people they interact with. This study unveils the probable effects that cultural orientation and first language prowess can have on the second language prospects and writing styles. Evidently, how one has been brought up and the environment of existence have massive influences on the mentioned factors.
Some studies have revealed positive results on this matter. They indicate that cultural aspects and first language proficiency usually impact positively on the second language learning and writing styles. This simply indicates that those individuals who are proficient in their first language can easily learn to speak and write second languages. This is applicable if the cultural backgrounds are supportive in this quest.
Conversely, some people have shown limited proficiency in learning second language due to their cultural hitches. Inability to communicate proficiently in the first language equally affects the mentioned endeavors to learn the second language. Investigating whether there is any impact of culture and first language factors on the second language acquisition and writing styles is a critical phenomenon.
These factors relate to the effects of cognitive development, orientation, and the learning processes among the concerned individuals. Evidently, culture, language, and learning prospects are correlated factors that determine mental advancements in learners (Wood, 1998).
It is important for learners to embrace cultural backgrounds and first language proficiency; nonetheless, if they front negative impacts on the cognitive advancements and second language learning and writing styles, they will be unworthy.
Brief review about the cultural differences which affect learners
The impact of cultural differences on learners cannot be underestimated. Different communities have different cultures, which they use to shape up their behaviors and learning capabilities. Some of these cultures are too strict to allow the concerned learners to adopt new skills.
Nevertheless, there are some cultures, which have favored second language learning and writing styles (Wood, 1998). The rigidity and disparities in these cultures have played principle roles in the cognitive advancement of the concerned learners.
Numerous cultures have varied impacts on learners in the realms of language learning and other provisions. As indicated before, this ranges from cognitive developments, learning capabilities, social factors, writing styles, and health issues. Employing apt learning methods and exposing learners to viable interactive mechanism have positive impacts on their learning competency.
A relationship exists amid the second language acquisition, mental developments, and cultural backgrounds as indicated before. Learners have the opportunity to change their language abilities and remove barriers that might hinder them from constructive learning capabilities (Lee, 2000).
Usually, learning an additional language cannot affect the mental development of learners; nonetheless, cultural barriers can hinder the second language learning endeavors significantly.
Brief review about the first language features that have influences on learners
Concurrently, first language has features that can influence the mentioned learning and writing of second languages among learners. However, this varies from one learner to the next.
The importance of this topic emerged on its ability to clarify the relationship that exists amid the second language attainment, cognitive developments/learning abilities, and the ultimate learning and writing skills affected by the first language and cultural obstacles. Evidently, first language gives a considerable foundation in mastering other languages.
It can act as a barrier or promoter to the acquisition of subsequent languages. Clarifying the relationship and impacts of this phenomenon is of some substantial impacts (Goswami, 2004). It is desirable to deliver investigated findings on the matter rather than relying on perceptions and rootless claims.
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Executing investigation on such issues has contributed immensely to the topic. This is evident by the resultant findings in relation to the cognitive developmental aspects, second language acquisition, writing capabilities, and other characterizing factors.
Another feature in the first language is that it might be so complex, distinctive in vowels and structure of sentences, and possesses ambiguous pronunciations. These features might greatly affect efforts to learn and write second language proficiently. This is critical phenomenon, which requires appropriate approach when dealing with the second language learning phenomenon.
A well-structured and spoken first language can massively and positively affect the second language acquisition efforts. The writing styles will also be commendable depending on the proficiency of the first language.
Another element is that since the first language is initially installed in the brain, all subsequent leaning capabilities depends on its proficiency. All new information gained will be interpreted and integrated in the mind using the first language (Sanz & Leow, 2011). It can thus affect the succeeding learning capabilities as indicated before.
The impacts of cultural values on communication efficiency
Cultural values have significant effects on communication proficiency of an individual. Cultures dictate the behaviors and communication capabilities of the concerned parties. Evidently, some cultures prohibit the use of some words and learning of some languages. This provision can obviously affect the learning and writing capabilities. Such cultures affect the cognitive developments and advancements of the concerned learners.
They can affect the learning endeavors adversely thus hindering the learning efforts. Second language acquisition equally depends on the cultural backgrounds, its values, and how the concerned individual in that community perceive other languages.
Studies conclude that cultural values have massive influence on the second language attainment. The values embraced by a given community have considerable impacts on the learning capabilities and on the cognitive development /learning processes as indicated before. The claims that acquisition of such values might confuse the involved learners are inconsiderable in the learning and writing realms.
The communication efficiency of an individual is subjected to cultural influences. People have the potential to learn other languages and later communicate efficiently. Despite the impact of cultural values, some individuals have managed to learn second languages with stringent proficiency and prowess (Cook & Bassetti, 2010). It is proper to claim that cultural values might reconfigure the communicational capabilities of children.
A former cultural value can be a barrier at the initial stages of learning; nonetheless, it has no any remarkable influence in the well-being and communicational capability of the concerned learners.
Precisely, since cultural values can manipulate mental development, it equally interferes with the communicational proficiency and writing capabilities. However, positive cultural values can augment communication prowess among other provisions.
The impacts of cultural perspectives on communication method
The perspectives created by culture have tremendous impacts on the communicational methods. Ability to communicate proficiently is subjective to cultural orientation of the concerned parties. This is an important phenomenon following its ability to dictate the cognitive developments and learning capabilities of the concerned learners.
It is through this perspective that cultural impacts exhibit incredible impacts on the communication methods. The way one will communicate his or her ideas are dictated massively by the cultural perspectives.
As evident from numerous authors, second language acquisition, communicational methods, and cognitive developments are influenced by cultural perspective. The fact that people perceive things differently based on their cultural orientation, any communication method is a derivative of cultural factors.
Precisely, despite the availability of numerous factors that affects the mental development and communicational methods in learners, cultural factors still play massive roles with regard to this claim. According to sources, research has proved that second language acquisition and prowess in the communicational methods are subjects of numerous factors.
However, cultural perspectives still assume serious roles in this context. Based on this, it is crucial to recognize that people who abide stringently by their cultures have demonstrated critical cultural provisions. Varying cultures have different communication methods. This might influence various people who embrace such cultures.
Their ability to acquire other languages in this context has been influenced by numerous factors with cultural orientation fronting the list. The significance of the studies executed and findings achieved have relied on the implications of cultural factors identified in the communicational aspects.
According to Gogolin (2009), communication methods are subjects of cognitive functions, which are influenced by cultural and environmental contributions. The method used by individual to communicate and learn other languages are subjects of concern. Lee (2000) indicates that positive cultural perspectives can emerge with viable communication methods
The impacts of cultural background on writing style
Writing style is equally influenced by the cultural background of the learner. Cultures dictate how individuals operate and perceive things. The way such people approach the aspects of learning and writing capabilities depend on the cultural orientation. Ability to write a second language proficiently depends on the cultural provisions, which dictate the mindsets and behavioral implications.
Writing capabilities depend on the learning environment where one stays and the cultural influences that characterizes the wellbeing of such individuals. It is the mandate of numerous individuals to ensure that cultural provisions in their lives do not disfavor their learning and writing styles (Gogolin, 2009).
Since writing depends on the knowledge and proficiency of one in the used language, it is proper to conclude that in case cultural backgrounds influence proper language acquisition, it will also influence the writing style. Precisely, one only writes what he or she knows. For one to write proficiently, he or she must be proficient in the language used.
The importance of this topic emerged on its ability to clarify the relationship that exists amid the second language attainment, cognitive developments/learning abilities, and the writing style used in this aspect. Cultural background contributes massively in the language learning and writing as indicated before.
Evidently, the way a given culture speaks out their opinions and constructs their sentences is a subject of cultural consideration. Introducing learners from different cultures to new writing styles elicit varying capabilities in the realms of communicational trends and methods (Goswami, 2004).
It is desirable to deliver investigated findings on the matter rather than relying on perception and rootless claims. This is evident by the resultant findings in relation to the cognitive developmental aspects.
The effects of first language vocabulary on communication
Evidently, the initial words acquired in one’s life might affect the nature of communication that one assumes. This is a critical phenomenon following its applicability and reliability in numerous occasions. It is from this perspective that the previous claims on second language acquisition and writing style emerge. Evidently, the acquired vocabularies from the first language can dictate how one speaks and writes (Gogolin, 2009).
If the acquired vocabularies are viable and conventionally used by numerous individuals, it is apparent that such individuals will communicate in a given manner different from other groups somewhere.
Communicational proficiency is highly influenced by the aspects of first language acquisition and its vocabularies. Those who are proficient in their first language provisions have the capability of demonstrating viable communication abilities.
In this context it is proper to acquire viable vocabularies that will promote effective and respectful communication. The vocabularies used should be conventional and used by numerous individuals. From this context, allowing other cultural aspects to interfere with the first language vocabularies can significant affect communicational capabilities of the involved individual.
It is apparent that first language vocabulary can affect communication aspects and proficiency in other subsequent languages. Evidently, it is difficult to forget what one learns at his or her initial stages of life. First languages and their vocabularies are component of these early learning provisions.
They eventually affect communication skills and ability to integrate information among the concerned individuals. If the vocabularies of the first language were wrong and misleading, communication capabilities of the concerned individual will be at stake. Such people will not communicate effectively.
The effects of the first language structure on writing skills
The structure of first language in the realms of sentence construction, vocabulary, and accent can influence the writing styles of the concerned individuals. It is from this perspective that the entire communicational aspects and other provisions attain their mandated prowess. Some communities have languages, which cannot be written easily. This eventually affects their writing skills despite their efforts to correct the situation.
When one endeavors to acquire a second language, there is a massive influence from the first language. The structure and nature of these languages tend to influence the structuring, writing, and communicational aspects of the concerned individuals. It is imperative to note that first language has massive influence on other subsequent communication and writing skills mentioned earlier.
For example, it is evident that Iranians have problems in acquiring, writing, and speaking English fluently due to their first language influences, culture, and other characterizing factors. This is a critical provision in this context (Oates & Grayson, 2004). It indicates how writing capability of an individual is dictated by the cognitive development provisions, which are subjects of environmental influence and other factors.
For one to develop constructive writing skills, he or she must have a viable first language structure and communicational proficiency. Evidently, different languages are structured differently depending on the community involved. Such structures have massive influence on the writing capabilities and coherency of the concerned individuals. First languages structured ambiguously front massive difficulties in the writing styles.
The effects of the first language nature on the organization method
The nature of the first language can have considerable effects on the organization method. The way one organizes himself or herself is a critical phenomenon. It helps in understanding various life aspects. The fact that the nature of language can affect this provision is a massive concern. Additionally, it is crucial to identify ways through which first language can affect the mentioned organization.
Several factors are behind this provision (Robinson, Shore & Enersen, 2007). This relates to the aspects of communicational framework and other provisions that characterize the mentioned phenomenon. First language affects the aspects of relationships and expressions at individual’s level.
This fact is of a massive concern due to its contribution in varied context. Self-organization is contributed massively with the kind of language that one embraces. Inability to conform to such factors has been identified and condemned considerably in various contexts.
Conclusively, there is a massive correlation amidst the cultural background of an individual, his or her first language, and the ability to learn second languages and acquire viable writing styles. In this context, individuals who intend to learn second languages and augment their writing skills have shown remarkable influences from their respective cultures. Globally, there are cultural disparities that affect learners in their studies.
This is with regard to second language acquisition and writing styles. Cultural background can influence the learning prospects of an individual. This can equally dictate his or her language –learning prowess. Additionally, features of a first language have remarkable influences on learners. Cultural values within a community can affect communication proficiency of the concerned natives.
Additionally, the methods of communication embraced by different individuals are subjects of cultural perspectives as indicated before. Similarly, first languages possess grievous influence on communication, writing skills, and organization in the realms of their vocabulary, language structure, and nature.
Cook, V. & Bassetti, B. (2010). Language and Bilingual Cognition. New York, NY: Psychology Press.
Gogolin, I. (2009). Streitfall Zweisprachigkeit: the bilingualism controversy. Wiebsbaden: VS Verlag.
Goswami, U. (2004). Blackwell handbook of childhood cognitive development. New Jersey, NJ: John Wiley & Sons.
Lee, K. (2000). Childhood cognitive development: the essential readings. Massachusetts, MA: Wiley-Blackwell.
Oates, J. & Grayson, A. (2004). Cognitive and language development in children. Massachusetts, MA: Wiley-Blackwell.
Robinson, A., Shore, B. & Enersen, D. (2007). Best practices in gifted education: an evidence based guide. Texas, TX: Sourcebooks.
Sanz, C. & Leow, R. (2011). Implicit and Explicit Language Learning: Conditions, Processes, and Knowledge in SLA and Bilingualism. Washington, DC: Georgetown University Press.
Wood, D. (1998). How children think and learn: the social contexts of cognitive development. Massachusetts, MA: Wiley-Blackwell.