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From Japanese to Elvish: Comparing Different Writing Systems
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In: The Compass (2020)
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| 2 |
An Evaluation of the Celtic Hypothesis for Brythonic Celtic influence on Early English
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| 3 |
Measuring coselectional constraint in learner corpora: A graph-based approach ...
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| 4 |
PROCESSING OF LANGUAGE SPECIFIC STIMULI AMONG ESTONIAN AND RUSSIAN NATIVE SPEAKERS: AN EEG STUDY ...
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An investigation into the attitudes and intentions of university students in Japan regarding second-language learning on social networking sites ...
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| 6 |
Bilingual Education in Indonesia: A Call for Its Reimplementation in the National Context ...
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| 7 |
Bilingual Education in Indonesia: A Call for Its Reimplementation in the National Context ...
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| 8 |
La resistenza dei tratti intonativi nell acquisizione dell italiano da parte di parlanti anglo celti
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| 10 |
Forced Transitions: Learning ASL In A Virtual Environment
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In: Northwest Journal of Teacher Education (2020)
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| 11 |
Influence of social factors on the development of L2 and L1 by young migrant Polish children in Scotland ...
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| 12 |
First language transfer in second language acquisition as a cause for error-making in translations
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Abstract:
Starting from Lord (2008), who claims that ‘many researchers study the effects of L2 on mother tongue, but few researchers analyze the effects of mother tongue on L2’, I have decided to analyze in this piece of research the errors produced by Romanian students when translating tense-based sentences from Romanian into English, in order to establish whether or not the errors are produced as a consequence of the transfer of the grammar knowledge of the students from their mother tongue on L2 or, why not, if the errors occur as a result of other factors. It is often claimed that, when students transfer grammar knowledge from L1 into L2, errors may occur due to the structural grammar differences between the source and the target language. From this point of view, important differences between the Romanian and the English verb system (the aspect, the temporal sequentiality as reflected in posteriority, simultaneity and anteriority) might reveal in the end that Romanian students that learn English as a foreign language transfer in English structures and forms from Romanian, which inevitably leads to errors. When analyzing the reasons that lead to error making when learning a foreign language, linguists, didacticians and methodologists claim that the interference between the mother tongue (Romanian, in this case) and the newly learnt language (English) is an important source for making errors. Linguistic interference, also known as language transfer, refers to the transfer of linguistic features between languages, emphasizing the fact that the transfer can be either positive or negative. Positive linguistic transfer (target-like use of L2) is when the grammatical structure or element is the same in both languages and consequently, the produced outcome is correct. On the contrary, negative linguistic transfer (non-target-like use of L2) is when the grammatical structure is different from one language to the other and the outcome breaks the linguistic laws in the target language. The theoretical approach that deals with the analysis of the differences and similarities between languages is contrastive analysis which has demonstrated that when two languages are more distinct, the likelihood of greater negative transfer is all too possible. That implies that any two languages which have more similar grammatical rules would expectedly result in positive transfer. Contrastive analysis proves its usefulness especially in the teaching-learning process; firstly, the teacher must be aware of the differences between the students’ first language and their L2 in order to help students overcome difficulties when learning a foreign language and to reduce the number of transfer errors that students might produce. Secondly, the students need to become themselves aware of these differences so that they make fully-informed linguistic decisions. Thus, this is a predictive method of knowing beforehand what might lead to errors when Romanian students translate from Romanian into English. Nevertheless, teaching should not be based on this comparative analysis as the only way of teaching students.
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Keyword:
interference; linguistic transfer; second language acquisition
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URL: https://doi.org/10.17684/i11A161en
http://www.diacronia.ro/en/journal/issue/11/A161/en
http://www.diacronia.ro/en/journal/issue/11/A161/en/pdf
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| 13 |
Language Dominance Modulates the Perception of Spanish Approximants among Late Bilinguals
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In: Languages ; Volume 5 ; Issue 1 (2020)
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| 14 |
Measuring coselectional constraint in learner corpora: A graph-based approach
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| 15 |
Writing in Arabic as a foreign language (AFL): towards finding a balance between translation dependency and creative writing
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| 17 |
L’enseignement d’une langue seconde aux jeunes enfants dans le contexte d’une classe d’immersion française en Alberta : retour sur des stratégies efficaces
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| 18 |
Integrating computer-assisted language learning in Saudi schools: a change model
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| 19 |
Asymmetrical Complexity in Languages Due to L2 Effects : Unserdeutsch and Beyond
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| 20 |
Asymmetrical Complexity in Languages Due to L2 Effects : Unserdeutsch and Beyond
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