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The Interference of First Language and Second Language Acquisition -…
The Interference of First Language and Second Language Acquisition
INTRODUCTION
language accored during early childhood before the age of 3 -
first language
first language- also known as
mother tongue, native language and primary language
second language acquisition- needed for
education, employment, and other purposes (typically an official or societal language)
(most previous researchers) "first language has interference in SLA"
the assumptions of contrastive analysis hypothesis:
first the degree of difference between the two
languages shows the degree of difficulty.
the degree of similarity shows the degree of simplicity.
LITERATURE REVIEW
the acquisition of L2
in learning second language, learners tend to rely on their first langage structures
if the structures are different, a lot of errors can be occurring in L1thus this indicates an interference of first language on second language
Interference is the errors that can be traced back to the first language, while the learners use the second language
Those errors that occur in learning of second language cause interference
Developmental errors
Ambiguous errors
Unique errors
Types of transfer in learning a 2nd language
positive transfer
negative transfer
L2 acquisition of Child vs. Adult
age is an important factor in building a second language
the optimal way to learn 2nd language is to learn two languages simultaneously at birth
Lennenberg (1967)
normal language learning which occurs in childhood
the left hemisphere is more involved in language and speech than the right hemisphere
reaching the age of puberty
brain loses its elasticity and reorganizational capacities which are necessary for language acquisition
the 2 hemisphere become quite specialized for function because the children have inability in transferring and recalling the vocabulary of the 1st language
L transfer in L2 writing
when the learners feel the gap in their L2 syntactical structures for writing in L2, they use syntactical structures of their first language
in L2 writing, transfer can be considered both as a learning device and as a strategy to solve communication problems
if learners have discussion in their first language before writing task in the second language, they can perform better in writing task in English because they have opportunity to fully understand the content of the task (preparatory discussions)
similarities of L! and L2 writing strategies
when the writers with lower proficiency write in second language may not be able to easily transfer L1-based strategies, and they use their L1 source some matters, such as generating idea, monitoring and lexical-searching purposes
if learners have good educational background in L1 that their reading skills and strategies have developed, they apply these skills and strategies when they are reading in L2
learners rely on their native language when they want to produce a response in the target languages
a high frequency of errors occurs in L2 when the structures of two languages are different, so it indicates an interferences of L1 on L2
CONCLUSIONS AND IMPLICATIONS
first language has interference in second language
factors that cause interference were considered
similarities and differences in the structures of two languages
background knowledge of the learners
proficiency of learners on second language
the structures of consonant clusters in 1L and L2
the first language can have
positive
or
negative
transfer on second language
when learners learn L2 cannot speak their L1 as a native, L1 information is active by reading or listening in L2 by bilinguals