Cognitive Processes and First Language Mediation in Second Language Acquisition

This paper examines the role of cognition in second language acquisition (SLA) and its implications for English Language Teaching (ELT). Language learning is understood as a complex cognitive process involving knowledge acquisition, memory, linguistic transfer, explicit and implicit learning, and sociocultural interaction. The study explores major cognitive perspectives in SLA, including Universal Grammar, first language (L1) influence, lexical development, and rule-based learning. It highlights how learners depend on previously acquired linguistic knowledge and cognitive strategies while learning a second language (L2). The paper also analyzes the evolving perspectives on the use of learners’ native language in ELT classrooms. Traditional monolingual approaches that discouraged the use of L1 are contrasted with contemporary views that recognize L1 as a valuable pedagogical and cognitive resource. Research findings indicate that the careful and purposeful use of the first language can support comprehension, vocabulary learning, classroom management, and learner confidence. Furthermore, the study emphasizes the importance of cognitive and sociocultural theories in understanding language learning as an interactive and learner-centered process. It concludes that effective ELT practices should adopt a balanced approach that integrates cognitive principles, communicative competence, and learners’ linguistic backgrounds to facilitate meaningful second language acquisition.