IMPLICATIONS FOR LANGUAGE TEACHER.

To understand the nature of the acquisition of L1, researchers have tried to explain how children
progress from any language of their mother tongue. In L2 acquisition, the process is more complicated
because students already have knowledge of their L1.
Interlanguage Theory plays an important role in reaching conclusions about how L2 learners move from
their mother tongue into the language of destination.it means we can not talk about interlanguage of a
child, but we can talk about student L2 interlanguage. Language learning to take place depends on
several factors, which means that the language teacher has to take into account these factors as much
as possible.
The first argument as to the similarities and differences between L1 and L2 acquisition is related to
developmental sequences which plays an important role in cognitive development of students. Although
the idea of silent period can not be applied directly in teaching, which gives an idea of why some
students resist or avoid to produce the language taught. The formulaic speech, the second stage of
developmental sequences, is said to be present in both the first and second language acquisition and
also present in the discourse of native speakers adults. Therefore, language teachers might consider
teaching their students samples of some useful phrases and frequently used.
The second phenomenon is to acquire language learning (both L1 and L2), and can have a big impact
on program design.As Krashen (1982) raised, we acquired the rules of language in a predictable order.
Knowing that the structures are learned before others helps to sort the contents of the curriculum.
The notion of marking also has implications for language teachers. It is claimed that the marked
characteristics are learned earlier and easier than the rules set in both the first and the second
language.Marking could help teachers understand why students do not learn or have difficulty learning
certain characteristics of the target language. The question of entry has an explanatory effect on both
L1 and L2 in the acquisition, meaning it has direct implications for language teacher. Language
teachers are the main source of input in the classroom. The teacher can use a lot of activities that
require students to interact with each other or with the teacher. Working in pairs, information gap
activities and class discussions are a good source of input. However, students with overwhelming input
that is well above its capacity of language could result in lack of confidence and resistance to learn the
language.
In addition, language learning habits could be useful for students with lower proficiency levels; Students
with a higher level of competition can not benefit from the same amount. The last issue related to the
similarities of L1 and L2 acquisition is the ZPD. The importance of the assistance and collaboration has
useful implications for language teachers. Teachers could benefit from the ZPD to understand aspects
of the emerging abilities of students. That is, language tests should be considered as indicators of both
students' skills students obtained and future capabilities. When we got to the differences attributed to
L1 and L2 acquisition, the starting point must be own terms, "acquisition" and "learning".
Critical Period to hypothesis is one of the main differences that lead to variations in L1 and L2
acquisition. It is widely accepted that children are better in pronunciation, while adults are faster and
better learning the rules and pragmatic.
Another important point related to the critical period refers to affective factors. Affective states of our
students are very important because these are the main factors involved in language learning.