Second Language Learning Strategies Using First Language Acquisition Methods

Abstract

Finding fast and effective ways to teach an second language (L2) has always been the goal of lin¬guists and second language teachers around the world. How can cognitive semiotics and studies of human so-cial cognition fit in to the scene to aid and enhance the process of learning an L2? Research into theories of natural pedagogy through the use of ostensive-referential communication (Csibra & Gergely, 2009), inter-sub¬jectivity (Raczeszek-Leonardi et al, 2013), joint attention (Tomasello, 1999), and joint activity (Fusaroli & Tylén, 2012), typically used to explain L1 learning in infants or language emergence in general in humans, will be used to explain the possible ways in which typical L2 education may be looked upon in a 'cognitive semiotic lens'. Further research will be explored into the comprehensive input theory (Krashen, 1981), and the use of L1 as an interface platform to launch from when learning L2 and how such strategies can assist scaffolding tech¬niques (Atikinson, 1987; Weschler, 1997). The purpose of this review is to bring a more socio-cognitive di¬mension into the field of L2 learning by way of considering human's natural L1 learning mechanisms. The aim of this paper is also to allude to a possible dynamic approach when devising L2 learning strategies, utilizing a variety of live interactive, cooperative, and sensuous input and output, as well as implementing other successful L2 theories and strategies.

DOI: http://dx.doi.org/10.5755/j01.sal.0.25.8524