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CROSSLINGUISTIC INFLUENCES IN LANGUAGE LEARNING, image, image, image,…
CROSSLINGUISTIC INFLUENCES IN LANGUAGE LEARNING
L1-L2 Relationship
Contemporary research acknowledges that learners draw on their L1 during learning an L2.
L1 may facilitate the acquisition of L2
Translate
Discussing a task in L1 before conducting it out in L2 writing.
Create and memorize stories
Combination of words and new vocabulary
THEORETICAL FRAMEWORKS
Linguistic Interdependence Hypothesis (LIH). Linguistic Coding Difference Hypothesis (LCDH). Linguistic Threshold Hypothesis (LTH)
Are among the leading theories, commonly used to describe and account for the relationship between first and second languages.
Second language learners may have difficulties in (sound, symbols, phonology, and spelling) defined characteristics of their first language.
Perceptual Assimilation Model (PSM)
This model was proposed to investigate the performance of the L1 phonological system of the student in the perception of sounds of other languages.
The Theory of Feature-Geometry
Establishes that the characteristics used in grammar are different in terms of their level of importance and characteristics
The contrastive analysis hypothesis (CAH)
Explains that the structures and forms of an individual's L1 differ from those of L2, which can cause reading, writing, and speaking errors
Critical Period Hypothesis (CPH)
To have adequate linguistic fluency, it is necessary to acquire or learn it before the beginning of puberty
The linguistic relativity hypothesis (LRH)
Refers to the influence of language on thought that affects comprehension or production.
The Conceptual Transfer Hypothesis (CTH)
Affirm that speakers of different languages have almost various patterns of conception, categorization, and construction, which, in the case of second-language and bilingual learners, could transfer between languages.
The structural overlap hypothesis
States that language Y would influence language X, and not the other way around.
LANGUAGE TRANSFER / CROSS-LINGUISTIC INFLUENCE
Historical overview
L1-L2 transfer was first introduced by Selinker
Research indicates that there is a relationship between previously learned languages and the target language.
Ringbom stated that L2 students continually tried to make their homework easier through the use of prior language skills, including what they already learned about the second language and what they learned about the first language.
Transfer as a communication strategy is defined as the use of elements from a second language, typically the mother tongue, particularly syntactic and lexical, to help interlanguage deficiencies.
Terminology and Classification
Language Transfer
Central area of study of second language acquisition
“The influence of one language on another”
Language Transfer from Various Points of View
Arabski
presented a classification that describes the generalized behavioral views and behaviors of the student in an effort to generate new responses in the second language.
Positive transfer
are considered to the applications that do not give rise to linguistic errors
Negative transfer
are called those that cause errors
Tarone
name this strategy as "borrow"
Literal translation: the student translates from L1 to convey its meaning.
Language switch: which uses L1 to express its intended meaning without translation.
Faerch y Kaspe
Refer to L1 / L3 transfer as a strategy through which students take advantage of the properties of their L1, L2 or L3 to express their messages.
Van Patten
Mentioned that transfer occurs when a transition stage is parallel to a structure in L1.
Odlin
He views transference as the influence of similarities and differences between the target language and any other languages that have been acquired.
Ringbom
He states that there are five types of similarity relationships between languages, they vary both quantitatively and qualitatively. These relationships of similarity refer to form and meaning; items and systems.
EMPIRICAL TRANSFER STUDIES
Oral and Written Transfer Studies
Williams
He postulated that L1 results in various cognitive processes during interaction, which facilitate the learning of L2.
Dean and Valdés Kroff
Investigated how orthographic-phonological mappings in bilinguals promote interference during spoken language.
Concluded that learning a second language can have consequences in the dominant L1.
Dweik and Abu Al Hommos
Demonstrated the positive transfer of writing skills from Arabic-English bilinguals by analyzing their essays in the two languages.
Written transfer has been the main attraction among most academics in recent times.
Various Levels of Transfer Studies
Transfer studies can be classified into five types: Phonological awareness, Specific linguistic elements, Conceptual elements, Pragmatic aspects of language use, Metacognitive and metalinguistic strategies.
Phonological awareness
Wang, Perfettib y Liu
demonstrated the transfer of phonological skills from one language to another language with similar alphabetic and orthographic principles.
APPROACHES TO TRANSFER STUDIES
Grotjahn
Suggested the use of the quantitative method in data collection for transfer studies.
Liu
Describes three main methods that are frequently used in transfer studies: cross-sectional, longitudinal, and theoretical.
Transversal:
compares and contrasts how the samples of a second language students of various levels of proficiency understand and produce linguistic actions.
Longitudinal:
examines how students build on some pre-made routines that are then broken down into rules and elements that become accessible for productive use.
Theoretical:
benefits cognitive theory and research.
Schmidt
Examines the conditions of the initial intake.
Bialystok
Is more interested in how the acquired pragmatic information is represented and restructured.
REASONS FOR THE OCCURRENCE OF TRANSFER
Ellis
identified a couple of factors that are responsible for limitations.
Sociolinguistic factors involving the level of language.
Prototypicality.
Linguistic marking Language distance.
The student's psych typology developmental factors involving universal principles or tendencies in language acquisition.
