In the mosaic of human culture, language shines as one of the most vibrant elements, revealing the depth and nuances of different societies and civilizations. Our mother tongue, the language we first learn as children, shapes our thoughts, experiences, and identity. It is our natural conduit to the world, encapsulating our socio-cultural history and influencing how we comprehend new languages.
When we embark on the journey of learning a new language, we inevitably bring with us the imprints of our native tongue. This subtle influence of our mother tongue has profound implications for foreign language learning, both beneficial and challenging. This article explores the intricacies of how our mother tongue affects our foreign language acquisition journey, focusing on the concept of ‘unlearning’ elements of our native language in the process.
The Role of the Mother Tongue in Foreign Language Acquisition
Language acquisition is a multifaceted process influenced by various factors, from biological and cognitive capacities to socio-cultural contexts. The mother tongue, as the first language one learns, sets the foundational structure and patterns on which further language learning builds.
Psycholinguists, linguists who delve into the psychological aspects of language, often underscore the role of ‘transfer’ in second language acquisition. Transfer refers to the phenomenon where learners apply knowledge from their first language to their second. This can manifest in multiple ways, such as transferring syntax (sentence structure), phonetics (sounds), or lexicon (vocabulary).
The transfer can be positive when the elements from the native language align with those of the target language, helping to speed up the learning process. For example, a native English speaker learning Dutch will find certain phonetic and structural similarities due to their shared Germanic roots, aiding the learning process.
However, ‘negative transfer’ or ‘interference’ occurs when the native language’s patterns conflict with the target language, creating obstacles in the learning journey. This is where the concept of ‘unlearning’ comes in.
Unlearning Your Native Language: A Necessary Step?
The term ‘unlearning’ can be somewhat misleading, as it might suggest a complete erasure or forgetting of the mother tongue. This is far from the truth. ‘Unlearning’ in this context implies becoming aware of the unconscious assumptions and patterns from one’s native language that interfere with the target language acquisition.
Unlearning is about deconstructing these deeply ingrained structures and habits, understanding their influence, and actively working to overcome them. It involves recognizing the differences between the native and target languages and adapting to the new structures without being constrained by the mother tongue.
For instance, an English speaker learning French must ‘unlearn’ certain pronunciation habits. The ‘r’ sound in French, pronounced at the back of the throat, is distinctly different from the English ‘r.’ By consciously unlearning the automatic pronunciation of ‘r’ in their native tongue, English speakers can better acquire the correct French pronunciation.
Grammar also presents significant unlearning challenges. Sentence structures vary widely across languages, and native language interference can lead to incorrect sentence construction in the target language. Consider the difference in subject-verb-object order between English and Japanese. An English speaker learning Japanese would have to unlearn the English sentence structure to accurately form sentences in Japanese.
The Cognitive Process of Unlearning
The cognitive process of unlearning, while crucial, is undoubtedly complex. It requires learners to dehabituate or deviate from their automatic, entrenched language behaviors. This process is made more challenging by the fact that these behaviors are often unconscious, embedded deeply in our cognitive processing.
This phenomenon explains why adult learners often find it difficult to achieve native-like proficiency in a second language. As we age, our cognitive flexibility decreases, and we become more anchored to our first language structures, making the unlearning process more strenuous.
The cognitive process of unlearning involves several steps:
- Awareness: The learner must first become aware of the specific differences between the native and target languages and identify areas where unlearning is necessary.
- Dehabituation: The learner then needs to consciously counteract the automatic habits from the native language. This often involves deliberately slowing down and thinking through the language production process.
- Practice: Like any new skill, unlearning requires extensive practice. The learner must continually apply the target language’s rules and structures until they become as natural as the ones from the native language.
- Reinforcement: Feedback and correction play a crucial role in reinforcing the unlearning process. Language teachers, language exchange partners, or even language learning apps can provide necessary corrective feedback.
The Socio-Cultural Aspects of Unlearning
Language is not just a collection of words and rules; it is a cultural entity, embodying the mindset, worldview, and ethos of a community. When learning a new language, learners do not only grapple with new words and syntax, they also encounter new cultural norms and ways of thinking.
Unlearning, in this respect, goes beyond linguistic elements. Learners may need to ‘unlearn’ certain cultural assumptions and norms ingrained by their native language to fully understand and appreciate the target language’s cultural context.
For example, politeness and formality rules can significantly differ across languages. A Japanese learner would need to understand and apply the complex system of honorifics that doesn’t exist in English. This requires ‘unlearning’ the English politeness norms and adopting those specific to Japanese.
The Future of Unlearning: Implications for Language Learning and Teaching
Recognizing the influence of the mother tongue and the need for unlearning in foreign language acquisition can significantly impact language learning and teaching methodologies. As linguists and educators gain a deeper understanding of this process, teaching strategies can be designed to cater to this specific need, helping learners become more aware of their native language’s influence and facilitating the unlearning process.
Language learning software and applications could also integrate features that highlight the differences between the native and target languages, assisting learners in identifying and overcoming areas of interference.
In the classroom, teachers can incorporate activities that raise learners’ awareness of their native language’s influence and guide them in the unlearning process. Moreover, language curricula could include explicit training in contrastive analysis, where learners compare and contrast their native and target languages to better understand their differences and similarities.
Conclusion
Our mother tongue, a central aspect of our identity, undeniably shapes our experience of learning foreign languages. The subtle influence it exerts can be both a boon and a challenge. Unlearning our native language’s interfering aspects is a complex, yet necessary step towards achieving proficiency in a new language.
As our understanding of this process deepens, it holds transformative potential for foreign language teaching and learning strategies. By acknowledging and embracing this intricate relationship between our mother tongue and foreign languages, we can better navigate our journey of linguistic and cultural exploration.
