Is it easier to learn L2 that is similar to L1?

Conclusion
The case study analyzed the significance of L1, its effects on L2 acquisition in terms of Contrastive Analysis Hypothesis Methodology. This present research highlights some difficulties that Russian learners can encounter while learning English. The findings of the study on CAH show that native language has a vital influence on the target language and it can be used as a base for L2 acquisition. Applying CAH theory in researches can be effective in describing learners' interferences from L1. According to the studies conducted regarding this issue in terms of kinds and degrees of similarities and differences between two languages on some linguistic levels, we can predict possible challenges that most L2 learners face. CAH has always been an influential method in the field of SLA; using comparisons of languages to clarify areas of difficulty for L2 learners. Adopting this method may greatly contribute to a better comprehension of the acquisition process of English L2 structures. Regarding the activities and the one to one lesson, the fact that the reading materials and the handouts chosen for the lesson could grab the learner`s attention and attract to the lesson and made all the activities proposed easy to work on; for that reason, it was easy to obtain the target language as it was expected. The use of contrastive analysis and error analysis assisted in the effective process of understanding what were the L1 interferences or effects of the native language on learning the target language. James (1980) claimed that CA can help to figure out, whether the error observed is due to L1 transfer or other interlanguage influence. Supporting the use of CA, he argued that the developmental processing of language features in the interlanguage from simple to more difficult can be guided through determining simple features that are similar to the learner’s L1. Despite the limitations of each approach, they can still guide second language pedagogy and acquisition. 
Regarding language transfers, L1 might have both, a negative or a positive one, and it is important to continue conducting CA researches to compare two different languages in terms of grammar, lexicology, syntax, and morphology. This can enable teachers to prepare appropriate language teaching materials. However, teachers must avoid creating stereotypes and punishing their students for not keeping English in a native-like accent. Nowadays it is perceived to be normal to have an accent as English is accepted as “Globish”. There always have been other factors such as age, aptitude, learning strategies, personality, and motivation which can perform how the acquisition process occurs and what challenges might be encountered. Subsequently, despite errors that the learners make in the production of the second language, the teachers can provide corrective feedback which can facilitate better language input and prevent fossilization.
Reviewing all the results I can conclude that it is easier to acquire a second language namely English for the learners whose first language is Russian.