L1 Attrition, L2 Development, and Integration

2019 ◽  
pp. 303-313
Author(s):  
Gülsen Yılmaz
Keyword(s):  
Second Language ◽  
Empirical Evidence ◽  
Native Language ◽  
Mother Tongue ◽  
Cultural Integration ◽  
Language And Culture ◽  
Cultural Affiliation ◽  
L1 Attrition ◽  
L2 Learning ◽  
L2 Development

This chapter provides an overview of the research on the attrition of native language (L1) in late bilinguals in relation to their second language (L2) development and integration into the L2 society. Despite lack of empirical evidence, it is often implicitly assumed that maintaining L1 knowledge impedes L2 learning. Furthermore, individuals whose L1 skills decline as a result of immersion in an L2 environment and become highly competent in the L2 are expected to achieve better cultural integration as opposed to those who prefer to preserve their mother tongue. We point to the fact that bilingualism and biculturalism have often been investigated independently and hence the lack of evidence for a straightforward association between the development of languages and cultural affiliation; and we call for in-depth studies that integrate language and culture in order to reveal their consequences for L1 development.

scholarly journals A Review of Research on the Effects of LREs on L2 Development

2016 ◽  
Vol 1 (1) ◽  
pp. 11
Author(s):  
Lilliati Ismail
Keyword(s):  
Second Language ◽  
Learning Opportunities ◽  
Future Research ◽  
Narrative Texts ◽  
Beneficial Effects ◽  
Learner Interaction ◽  
L2 Learning ◽  
Poetic Narrative ◽  
L2 Development ◽  
Interlanguage Development

<p>Swain and Lapkin’s (1998, 2001, 2002) language-related episodes (LREs) have generated greater interest among ESL (English as a Second Language) practitioners and researchers on the effects of addressing linguistic issues during learner-learner interaction in the course of completing pedagogic tasks on interlanguage development. This paper reviews the results of various studies that measured the effects of LREs on L2 development. This paper concludes that LREs could have beneficial effects on L2 learning as reflected by the amount of negotiation and learning opportunities that occurred, the rate of successful outcomes of the repair practices, and L2 achievements in posttests. This paper also suggests that future research could further analyse the exchanges that occur during LREs to gain a greater understanding of interaction-oriented learning opportunities.</p>he semiotic atoms of its grammatical narration as much as the semiotic atoms of its spatial narration in poetic narrative texts to develop and improve the theories of poetic narratology and expand its studies from macro-studies to micro-studies.<p> </p>

Prototypical influence in second language acquisition: What now for the Aspect Hypothesis

2013 ◽  
Vol 51 (3) ◽  
pp. 299-322 ◽  
Author(s):  
Kevin McManus
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Empirical Evidence ◽  
L2 Proficiency ◽  
Aspect Hypothesis ◽  
L2 Development ◽  
German Speaking ◽  
Sentence Interpretation

AbstractThis paper presents empirical evidence on the development of aspect by English- and German-speaking university learners of French L2 collected from a spoken narrative task and a sentence interpretation task. Contrary to the Aspect Hypothesis's predictions, this study's results suggest that increased use of prototypical pairings goes in hand with increased L2 proficiency. Following a small but growing number of studies, this study questions the route of L2 development proposed by the Aspect Hypothesis.

Some Theoretical and Pedagogical Implications of the Markedness Differential Hypothesis

1985 ◽  
Vol 7 (3) ◽  
pp. 289-307 ◽  
Author(s):  
Fred R. Eckman
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Empirical Study ◽  
Empirical Evidence ◽  
Native Language ◽  
Language Transfer ◽  
Contrastive Analysis ◽  
Theoretical Assumptions ◽  
Language Universals

This paper is intended as a programmatic contribution to the work of a number of scholars in second language acquisition (SLA) who are attempting to explain various facts about SLA in terms of an interaction between native-language transfer and language universals (Gass & Selinker, 1983). In the present paper, some of the theoretical assumptions and consequences of the Markedness Differential Hypothesis (MDH) (Eckman, 1977) are discussed in comparison with the Contrastive Analysis Hypothesis. Crucial differences between the two hypotheses are presented, and empirical evidence in favor of the MDH is reviewed. Pedagogical implications of the MDH are then taken up, and a strategy for interlanguage-intervention is discussed in light of an empirical study. Finally, several problems for the MDH which have been proposed in the literature are considered.

scholarly journals Why Roma Children Need Language Asessments in Romani

2017 ◽  
Vol 21 (1) ◽  
pp. 215-243 ◽  
Author(s):  
Hristo Kyuchukov ◽  
Jill de Villiers ◽  
Andrea Takahesu Tabori
Keyword(s):  
Second Language ◽  
Empirical Evidence ◽  
Mother Tongue ◽  
The State ◽  
Bilingual Children ◽  
Educational Placement ◽  
Knowledge And Skills ◽  
School Placement ◽  
Before School ◽  
Fair Assessment

Abstract In this paper we make one major point: that Roma children in Europe need to be tested in their mother tongue before school placement. Roma children are in a particularly perilous position with respect to their education. We describe the problematic linguistic situation of Roma children, who are bilingual and often bidialectal, but are frequently evaluated in the language of the state for educational placement, a process that has been shown to significantly compromise their chance of success. We then review the considerable empirical evidence that bilingual children must be evaluated in both languages to give a fair assessment of their knowledge and skills. Furthermore, strength in the mother tongue has demonstrable transfer to skills in the second language. We provide a brief summary of a new assessment for Romani that has been used successfully to evaluate children aged 3 to 6 years, and present the results of a new study using it in Slovakia on 29 children aged 3 to 6 years.

IMPLICIT LEARNING IN SLA AND THE ISSUE OF INTERNAL VALIDITY

2013 ◽  
Vol 35 (3) ◽  
pp. 545-557 ◽  
Author(s):  
Ronald P. Leow ◽  
Mike Hama
Keyword(s):  
Second Language ◽  
Empirical Evidence ◽  
Implicit Learning ◽  
Empirical Support ◽  
Internal Validity ◽  
Research Designs ◽  
L2 Learning ◽  
Methodological Debate

There is a growing theoretical, empirical, and methodological debate in the SLA field as to whether unawareness plays a role during attention to or processing of new incoming second language (L2) data. Indeed, studies that have methodologically addressed the construct of unawareness in their research designs offer both empirical support (e.g., Leung & Williams, 2011, 2012; Williams, 2004, 2005) and no empirical support (e.g., Faretta-Stutenberg & Morgan-Short, 2011; Hama & Leow, 2010; Leow, 2000) for implicit learning. This article takes a critical look at one recent study (Leung & Williams, 2011) and questions the level of internal validity with respect to the claim that their study provided empirical evidence of implicit learning. It concludes by providing specific criteria that need to be considered in any study purporting to address the construct of awareness or lack thereof in L2 learning.

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

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).

scholarly journals Influence of Native Language Transfer on Senior High School English Writing

2021 ◽  
Vol 11 (2) ◽  
pp. 170
Author(s):  
Yuhang Yuan
Keyword(s):  
High School ◽  
Second Language ◽  
High School Students ◽  
Native Language ◽  
Mother Tongue ◽  
Senior High School ◽  
Language Transfer ◽  
School Students ◽  
Quantitative Research Methods ◽  
English Writing

English writing is one of the important ways to show the comprehensive ability of second language. The native language transfer has long been concerned by language learners since it was proposed. This study adopts qualitative and quantitative research methods to explore the influence of mother tongue transfer on senior high school students' English writing and puts forward corresponding teaching strategies. Through the research, it can be found that native language transfer errors account for a large proportion of errors in English writing error types. In addition, native language transfer has a significant influence on students’ English writing level. It is helpful for students to improve their second language writing ability by adopting comprehensible input and other teaching methods related to mother tongue transfer.

scholarly journals Endowed Value or Imposed Heritage? Attitudes of Russian-Speaking Lithuanian Citizens towards their Native Language

2015 ◽  
pp. 1-26
Author(s):  
Ala Lichačiova ◽  
Svetlana Markova
Keyword(s):  
Public Discourse ◽  
Language Use ◽  
Native Language ◽  
Mother Tongue ◽  
Russian Language ◽  
Self Identity ◽  
Language And Culture ◽  
Mother Country ◽  
Depth Interviews ◽  
The Russian Language

So far there has been no detailed research done in Lithuania that would allow to analyze the attitudes of the Russian-speaking citizens towards their native language. In this article, an attempt is made to determine the subtle relation between the Lithuanian citizens of non-Lithuanian nationality and the Russian language which is considered to be native in their families, while they either are Russians or identify themselves as Russians.Certain questions concerning this problem are taken into consideration: do Russian-speaking citizens feel good about using their native language; do they feel affinity to Russia as their symbolic homeland or the mother country of their language; do they want their children to have a good command of Russian and consider it their native language; is their relationship with their native language affected by the manifestation of Russophobia in public discourse and mass media.The data of the sociolinguistic projects Language Use and Ethnic Identity in Lithuanian Cities (2007–2009) and A Sociolinguistic Map of Lithuania (2010–2012) focussing on Vilnius, Klaipėda and Visaginas is discussed. These cities have been selected as the ones with the largest Russian-speaking population as compared to other regions of Lithuania.The analysis of in-depth interviews reveals that for the Russian-speaking people in Lithuania the native language remains the only real indicator of their ethnic self-identification. Most of the respondents do not regard Russia as a country close to them in terms of lifestyle and mentality, they do not perceive Russia as a symbolic concept defining their self-identity; it is for them the space of their mother tongue. The respondents claim that they value their mother tongue, see it as emotionally closest and stress the relation between the Russian language and culture as well as the pragmatic value of knowing Russian nowadays. Young respondents declare that they intend to do their best to pass their mother tongue to their future children.However, the intentions of the Russian-speaking people of Lithuania to support the vitality of their native language, which requires more effort than is usual for people living in the environment of a different language. In the Lithuanian media and online comment sections, ethnic and linguistic intolerance towards local people who speak another language is livened up periodically. Therefore Russian-speaking residents of Lithuania need to be psychologically strong in order to resist the pressure of public discourse and to sustain their native language.

scholarly journals Dbałość o zachowanie języka ojczystego na emigracji (na przykładzie Szkoły Polskiej w Portland, Oregon)

2019 ◽  
Vol 28 ◽  
pp. 127-139
Author(s):  
Renata Dajnowska
Keyword(s):  
Native Language ◽  
Mother Tongue ◽  
Cultural Affiliation ◽  
Comprehensive Information ◽  
Educational Situation ◽  
Teachers And Students ◽  
Polish Language ◽  
Level Of Knowledge ◽  
Polish School

The study presents research showing the possibilities of making the mother tongue/native language available to children whose parents do not know Polish or have minimal knowledge of it. The research was conducted on the basis of the dynamics of development of the Polish School in Portland in the years 2011—2013. Using questionnaires, a survey, community interview, and questions in an interview, comprehensive information was collected from parents, students and teachers. The information concerned, among others, the following issues: the demographic outline and cultural affiliation of parents, the level of knowledge of the Polish language by parents, as well as parents’, teachers’ and students’ beliefs about maintaining the Polish language. On the basis of the results and conclusions from the research, the author tries to indicate ways to improve the educational situation of Polonia children.

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