Abstract:

The languages are formed first and foremost by symbolic imagery. Through these images, the individual can explain his thoughts and feelings. The teaching of a language must also be described and known as the rules of the functioning of the mother tongue, which cannot be limited only to a description of the learning and functioning of that language. Thoughts and concepts on the method of language teaching hold an important place in the teaching of a language and vary according to some theories and social and cultural context. In this context, we discussed the conceptual perspectives under the learning processes of the second language. These are the basis of the different approaches used in language teaching. Indeed, according to the importance given to the factors we mentioned above, the teaching interventions are different. Teachers who emphasized the view that the first language is important in the acquisition of the second language have developed learning methods based on comparative analysis "analytic contrast". On the other hand, those who see universal arrangements independent of the first language in the second language learning focused on solving the errors resulting from the "compétence transitoire" from the second language's temporary acquisition. As a result, it has been found that there are some similarities between the acquisition of the mother tongue and the processes in the acquisition of the foreign language, but the acquisition of the native is separated from the acquisition of the foreign language in some ways.

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