THE IMPACT OF NATIVE LANGUAGE PROFICIENCY ON FOREIGN LANGUAGE ACQUISITION SUCCESS

Аннотация

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 48 SCIENCE SHINE INTERNATIONAL SCIENTIFIC JOURNAL Issue 16(51), Volume 1 | ISSN 3030-377X | 30.06.2025 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 49 SCIENCE SHINE INTERNATIONAL SCIENTIFIC JOURNAL Issue 16(51), Volume 1 | ISSN 3030-377X | 30.06.2025 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