Rethinking the Role of the First Language in Second Language Acquisition with Reference to Yemeni-Arab Learners of English

Abstract

An important aspect of today’s research agenda is still to understand better the phenomenon of first language (L1) interference, especially in learning situations where students’ exposure to the second language (L2) is confined to a few hours per week of formal classroom instruction. To address the issue, this paper takes data that are indicative of the influence of Arabic in Yemeni-Arab learners of English to both rethink the role of the L1 in second language acquisition (SLA) and to argue against assertions that such a role is marginal or nonexistent. The paper is organized in two parts. In the first part, the notion of L1 interference is explicated, its origins in behaviourist learning theory are traced, its significance for SLA research is examined, and finally criticisms levelled against it are discussed. In the second part, L1 interference is contrasted to a new succession of notions arguing for more cognitive and sociocultural interpretations of SLA. This involves challenging the ways in which these notions view the role of the L1, and accounting for the reappraisal of the role of the L1 in SLA. Finally, L1 Arabic is highlighted as an important determinant of the SLA of English.