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Issue 16(51), Volume 1 | ISSN 3030-377X | 30.06.2025
SCIENCE SHINE
INTERNATIONAL SCIENTIFIC JOURNAL
THE IMPACT OF NATIVE LANGUAGE PROFICIENCY ON FOREIGN
LANGUAGE ACQUISITION SUCCESS
Rakhimberganova Mokhira
Mamun University
Abstract:
A strong foundation in
one’s
native language plays a pivotal role in
acquiring a second or foreign language. This study examines how native language
proficiency affects
learners’
abilities in grammar, vocabulary acquisition, reading
comprehension, and writing in a foreign language. Using both qualitative and
quantitative methods, the study investigates the correlation between L1 (first
language) mastery and success in L2 (second language) learning. Results reveal a
significant relationship between L1 competence and the ease of learning L2,
suggesting that enhancing native language education can indirectly boost foreign
language proficiency.
Keywords:
Native language, foreign language acquisition, language transfer,
linguistic competence, metalinguistic awareness, second language learning.
1. Introduction
The acquisition of a foreign language (L2) is influenced by numerous cognitive,
social, and linguistic factors. One of the most significant, yet often underestimated, is
the
learner’s
proficiency in their first or native language (L1). Research in applied
linguistics has consistently shown that learners with a strong command of their native
language tend to perform better when learning a new language (Cummins, 2000).
This phenomenon is often attributed to
metalinguistic awareness
—
the ability to
reflect on and manipulate linguistic structures, which is developed through a solid
grasp of L1.
Despite this connection, language education systems around the world often
focus more on the target language than on strengthening
learners’
native language
skills. This study seeks to investigate the impact of L1 proficiency on L2 learning and
provide evidence for integrating native language reinforcement in foreign language
curricula.
2. Methodology
2.1 Participants
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Issue 16(51), Volume 1 | ISSN 3030-377X | 30.06.2025
SCIENCE SHINE
INTERNATIONAL SCIENTIFIC JOURNAL
The study involved 240 students from three universities in Central Asia learning
English as a foreign language. Participants were divided into two groups based on
their native language (Uzbek or Russian) and their L1 proficiency levels (high vs.
low), assessed via standardized native language tests.
2.2 Instruments
•
L1 Proficiency Test
: A diagnostic grammar, vocabulary, and reading test in
the
students’
native language.
•
English Proficiency Test
: Included vocabulary, grammar, reading
comprehension, and writing sections.
•
Metalinguistic Awareness Survey
: A self-report questionnaire measuring
learners’
awareness of language structures, rules, and usage in both L1 and L2.
2.3 Procedure
Students first completed the L1 test and the metalinguistic awareness survey.
Two weeks later, they took the English proficiency test under controlled conditions.
Data were analyzed using SPSS 27.0 for correlation and regression analysis.
3. Results
3.1 Correlation Between L1 and L2 Proficiency
Pearson correlation analysis showed a
strong positive correlation
between L1
proficiency and L2 performance (r = 0.68, p < 0.001). High L1 performers
consistently scored better in grammar and writing sections of the English test.
Example: Students who scored above 85% in the L1 test had a
27% higher
average score
in English writing tasks compared to students below 60%.
3.2 Metalinguistic Awareness as a Mediator
Regression analysis revealed that
metalinguistic awareness partially mediated
the relationship between L1 and L2 scores. Students with higher L1 skills reported
better awareness of grammar rules, sentence construction, and word formation in
English.
3.3 Language Transfer
The data also revealed positive transfer in language learning. For instance,
students with strong syntactic awareness in Uzbek (SOV structure) demonstrated
faster adaptation to English sentence structure (SVO), showing the benefits of
comparative linguistic analysis in teaching.
4. Discussion
These findings confirm that proficiency in the native language significantly
contributes to success in foreign language learning. The
interdependence hypothesis
(Cummins, 1979) posits that cognitive and academic skills learned in L1 can be
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Issue 16(51), Volume 1 | ISSN 3030-377X | 30.06.2025
SCIENCE SHINE
INTERNATIONAL SCIENTIFIC JOURNAL
transferred to L2. This study supports that claim and further highlights
metalinguistic awareness
as the bridge.
The practical implications are clear: strengthening native language instruction
not only benefits national language literacy but also creates a foundation for more
efficient foreign language acquisition. Educators should incorporate activities that
build on L1 knowledge, such as comparative grammar analysis, translation exercises,
and reflective writing.
Additionally, curriculum developers should resist the tendency to isolate L2
learning from L1. Instead, integrating dual-language learning strategies
—
especially
in early and intermediate stages
—
can significantly improve
learners’
confidence and
outcomes.
5. Conclusion
A strong command of the native language is not just a linguistic advantage
—
it is
a cognitive asset in the process of foreign language acquisition. This study has
demonstrated a significant correlation between L1 proficiency and L2 performance,
mediated by metalinguistic awareness. These findings suggest that native language
education should be prioritized alongside foreign language instruction in policy,
pedagogy, and practice.
References:
1.
Cummins, J. (1979).
Linguistic Interdependence and the Educational
Development of Bilingual Children
. Review of Educational Research, 49(2), 222
–
251.
2.
Cummins, J. (2000).
Language, Power and Pedagogy: Bilingual
Children in the Crossfire
. Multilingual Matters.
3.
Koda, K. (2005).
Insights into Second Language Reading: A Cross-
Linguistic Approach
. Cambridge University Press.
4.
Nation, I. S. P. (2001).
Learning Vocabulary in Another Language
.
Cambridge University Press.
5.
Swain, M., & Lapkin, S. (1995).
Problems in Output and the Cognitive
Processes They Generate: A Step Towards Second Language Learning
. Applied
Linguistics, 16(3), 371
–
391.
