Bad influence? – an investigation into the purported negative influence of foreign domestic helpers on children's second language English acquisition

There has been extensive research into how L1 affects L2, commonly known as ‘negative influence’, but a lot less about the opposite direction, commonly known as ‘Reverse or Backward’ transfer. As well as the first language influences the second, the second language influences the first. The present study, therefore, attempts to examine and critically review pertinent research into the question of bidirectional influence between languages. First, it traces the conceptual framework of the notion L1→L2 effect. Second, it attempts to demonstrate how an emerging new language (L2) affects the existing L1. Third, it examines the pedagogical aspects of both directions, as manifested in L2 classroom. Special focus will be given to how the concept of “multicompetence” sees the goal of L2 learning and how language teaching should reflect such a goal. In addition, the advantages and disadvantages of using learners’ first language in L2 classroom will be highlighted and specific methodological recommendations will be made.

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Writing Errors Among Arab EFL Learners: A Review of Literature

International Journal of Linguistics ◽

10.5296/ijl.v11i5.15294 ◽

2019 ◽

Vol 11 (5) ◽

pp. 319

Author(s):

Aseel Altheneyan ◽

Nora F. Boayrid

Keyword(s):

Second Language ◽

First Language ◽

Negative Influence ◽

Review Of Literature ◽

Efl Learners ◽

English Writing ◽

Error Taxonomy ◽

Multiple Levels ◽

Writing Errors ◽

Different Sources

The aim of this article is to provide an overview of common writing errors among Arab learners of English as a second language by analyzing the findings of 15 studies. The negative influence of the first language (L1) is called interference and was first introduced by Lado (1957). This article focused on studies that have examined the negative influence of Arabic on the English writing of Arab learners. It has excluded studies that dealt with common errors resulting from different sources such as, intra-lingual errors (i.e. resulting from L2). The findings of the reviewed studies were analyzed based on James’s (2013) error taxonomy. Accordingly, three types of errors were identified, namely, substance errors, textual errors, and discourse errors. The analysis suggested that Arabic has influenced learners’ English writings at multiple levels.

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Speech Interference as the Result of a Two-Pronged Negative Influence

RUDN Journal of Language Studies Semiotics and Semantics ◽

10.22363/2313-2299-2021-12-1-23-40 ◽

2021 ◽

Vol 12 (1) ◽

pp. 23-40

Author(s):

Mahanbet Dzhusupov

Keyword(s):

Second Language ◽

Foreign Language ◽

Comparative Study ◽

Native Language ◽

Mother Tongue ◽

Negative Influence ◽

Speech Errors ◽

Russian Word ◽

Speech Interference

The article considers the problem of the interaction of languages in the process of forming a bilingual personality and society. A comparative study of the material, the mother tongue and the studied language, reveals the causes of interference in bilingual speech in a foreign language. Traditionally, the causes of speech interference are determined by the characteristics of a native language, which are not found in the language studied, therefore they negatively affect the process of mastering the second language, which generates speech errors. This is a one-sided approach to understand interference in general and its origins (causes) in particular. The article considers the problem of a two-way approach to understanding the phenomenon of speech interference. Speech interference is a result of the negative influence of both the characteristics of the native language and the characteristics of the language being studied, i.e. it is a simultaneous two-way process in dual unity. Both processes of negative influence on an individuals mastery of a second language are defined as one action in bilinguality, giving the same result - interference in bilingual speech, which is expressed in phonetic-phonological, semantic and other types and types of speech errors. The simultaneous and inconsistent negative influence of the features of the native language and the non-native language considered on the material of consonant combinations in the initial words of the Russian and Kazakh languages, when the absence of combinations of consonants in this position of the Kazakh word and their presence in this position of the Russian word to the same extent and at the same time negatively influence on the correct - the literary pronunciation of Kazakh words and Russian words. Thus, in contrast to the traditional explanation of the phenomenon of speech interference as a result of a one-sided negative process, it is proposed and proved that this phenomenon is the result of (simultaneous) two-way influence of features, native and studied languages. Errors of an individual in speech in a foreign language are considered according to the provisions of the syntagmatic typology of interference (plus segmentation, or minus segmentation).

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The Negative Influence of Chinese L1 on English L2 Writing

Journal of Contemporary Educational Research ◽

10.26689/jcer.v5i2.1832 ◽

2021 ◽

Vol 5 (2) ◽

Author(s):

Ling Yu ◽

Hongyu Chen

Keyword(s):

Second Language ◽

Noun Phrase ◽

Negative Transfer ◽

Chinese Students ◽

Negative Influence ◽

L2 Writing ◽

English Writing ◽

Verb Phrase ◽

Sufficient Knowledge

L1 is, generally, believed to affect the acquisition of second language negatively. Because there is likely to be a negative transfer form L1 to L2, when the learner lacks sufficient knowledge for communicating his or her ideas in L2 and then draw upon the L1. The transfer includes both positive and negative transfer. However, the role of L1 is more often viewed as negative, causing negative transfer that results in a variety of errors. Generally, English and Chinese do not have many of the shared syntactical features. Hence the syntactic transfer is predictable when using the L2. This may lead to such errors as those in the noun phrase, in the verb phrase and various omissions. This paper analyses those errors in English writing, which represent the negative syntactic transfer from Chinese to English. Moreover, it discusses in details the particular causes for that transfer and propose improving the awareness of the syntactic distinction between these two languages in Chinese students.

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THE USE OF CLICHED FORMULAS IN TEACHING RUSSIAN LANGUAGE TO STUDENTS OF ECONOMIC PROFILE

BULLETIN Series of Philological Sciences ◽

10.51889/2020-4.1728-7804.34 ◽

2020 ◽

Vol 74 (4) ◽

pp. 165-168

Author(s):

А. Ongarbaeva ◽

◽

K. Aitmukhametova ◽

Keyword(s):

Second Language ◽

Language Learning ◽

Positive Impact ◽

First Language ◽

Negative Influence ◽

Educational Material ◽

Russian Language ◽

Trilingual Education ◽

Economic Profile ◽

Economy And Education

In this article, we will try to show the use of cliched formulas in teaching Russian to a national audience, namely, specialists in the economic sphere. We have taken as a basis the principle of interconnected learning when teaching Russian to Kazakh-speaking students of Economics in the system of trilingual education. It should be noted that the principle of interconnected learning involves a coordinated selection and presentation of educational material. This principle is significant because each concept is considered from the perspective of three languages that provide greater efficiency in understanding, understanding and memorizing scientific concepts. In Kazakhstan, as is known, trilingual education is provided. Language contacts of Kazakh, Russian and English languages occur in our country in the sphere of economy and education. As a result of this process is the transposition (a positive impact of languages) and interference (negative influence of the native, first language learning, second, language) and languages in General possible convergence (convergence or coincidence of two or more linguistic entities). As you know, a competitive specialist should know not only the features of the socio-cultural and sociolinguistic situation in the country, but also the features of perception, understanding and generation of speech in the second and third languages, be competent in the field of interrelated language learning.

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Don't Just Judge the Spelling! The Influence of Spelling on Assessing Second-Language Student Essays

Frontline Learning Research ◽

10.14786/flr.v9i1.541 ◽

2021 ◽

Vol 9 (1) ◽

pp. 44-65

Author(s):

Thorben Jansen ◽

Cristina Vögelin ◽

Nils Machts ◽

Stefan Daniel Keller ◽

Jens Möller

Keyword(s):

Second Language ◽

Rating Scales ◽

Classroom Instruction ◽

Negative Influence ◽

Spelling Errors ◽

Judgment Error ◽

Subject Specific ◽

Almost All ◽

Practical Implications

When judging subject-specific aspects of students’ texts, teachers should assess various characteristics, e.g., spelling and content, independently of one another since these characteristics are indicators of different skills. Independent judgments enable teachers to adapt their classroom instruction according to students’ skills. It is still unclear how well teachers meet this challenge and which intervention could be helpful to them. In Study 1, N = 51 pre-service teachers assessed four authentic English as a Second Language (ESL) essays with different overall text qualities and different qualities of spelling using holistic and analytic rating scales. Results showed a negative influence of the experimentally manipulated spelling errors on the judgment of almost all textual characteristics. In Study 2, an experimental prompt was used to reduce this judgment error. Participants who were made aware of the judgment error caused by spelling errors formed their judgments in a less biased way, indicating a reduction of bias. The determinants of the observed effects and their practical implications are discussed.

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Crosslinguistic Influence of the First Language: Interlingual errors in the writing of ESL Saudi learners

Macrolinguistics ◽

10.26478/ja2020.8.13.7 ◽

2020 ◽

Vol 8 (13) ◽

pp. 105-120

Author(s):

Fawaz Ali Ahmed Qasem ◽

Keyword(s):

Second Language ◽

Undergraduate Students ◽

Cognitive Abilities ◽

Early Stage ◽

Negative Influence ◽

English As Second Language ◽

Linguistic Rules ◽

English Major ◽

Crosslinguistic Influence ◽

L1 And L2

Writing as a productive skill is challenging for the learners as it requires rich linguistic and cognitive abilities to match words with ideas well. A learner of any language as Second Language (SL), for example English, Arabic, Chinese, or German, enters an early, natural, and inevitable stage of making various errors in writing compositions. The errors could be due to dissimilar linguistic systems of the two languages (L1 and L2) or the lack of understanding the SL linguistic rules. This study focuses on investigating the frequent and common inter-lingual errors (the negative influence) committed by Arabic-speaking learners of English as Second Language (ESL). The study is based on Error Analysis (EA) of the essays of a group of English major undergraduate students from the University of Bisha, Al-Namas, Saudi Arabia. Contrastive Analysis Hypothesis (CAH) is included to predict most of the errors in the collected samples. The findings of the study show that common errors in the data are interlingual (54.03%). The errors within the Grammatical Category include the misuse of tenses, dropping the subjects, dropping verb to be-copular and word order misplacement. The majority of errors in the study are due to the interference of L1 linguistic system including the different orthographic, phonological, morpho-syntactic components. For instance, the participants’ dropping subjects in English can be attributed to the fact that Arabic as L1 and as Null Subject Language (NSL), unlike English, allows subject drop. The results also find that within the Lexical Category, preposition and article errors are the most frequent errors and that spelling errors are the most dominant errors within the Mechanics Category. The study gives some pedagogical implications and suggestions to avoid and minimize the interlingual errors of such type. For instance, teachers need to focus more on enlightening their students about the contrastive language systems from the early stage of learning ESL.

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Distinctiveness and Assimilation in Vowel Perception in a Second Language

Journal of Speech Language and Hearing Research ◽

10.1044/2019_jslhr-h-19-0074 ◽

2019 ◽

Vol 62 (12) ◽

pp. 4534-4543

Author(s):

Wei Hu ◽

Sha Tao ◽

Mingshuang Li ◽

Chang Liu

Keyword(s):

Second Language ◽

Native Language ◽

Vowel Identification ◽

Vowel Perception ◽

Perceptual Distance ◽

Vowel Space ◽

English Vowels ◽

Chinese Counterpart ◽

Vowel Categories

Purpose The purpose of this study was to investigate how the distinctive establishment of 2nd language (L2) vowel categories (e.g., how distinctively an L2 vowel is established from nearby L2 vowels and from the native language counterpart in the 1st formant [F1] × 2nd formant [F2] vowel space) affected L2 vowel perception. Method Identification of 12 natural English monophthongs, and categorization and rating of synthetic English vowels /i/ and /ɪ/ in the F1 × F2 space were measured for Chinese-native (CN) and English-native (EN) listeners. CN listeners were also examined with categorization and rating of Chinese vowels in the F1 × F2 space. Results As expected, EN listeners significantly outperformed CN listeners in English vowel identification. Whereas EN listeners showed distinctive establishment of 2 English vowels, CN listeners had multiple patterns of L2 vowel establishment: both, 1, or neither established. Moreover, CN listeners' English vowel perception was significantly related to the perceptual distance between the English vowel and its Chinese counterpart, and the perceptual distance between the adjacent English vowels. Conclusions L2 vowel perception relied on listeners' capacity to distinctively establish L2 vowel categories that were distant from the nearby L2 vowels.

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