The Influence of Language Transfer on the Grammar Teaching of Second Language Acquisition in the New Media Environment

2021 ◽  
Author(s):  
Yuan Zhang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
New Media ◽  
Language Transfer ◽  
Media Environment ◽  
Grammar Teaching

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 Cognitive Theory of Markedness and Native Language Transfer

2016 ◽  
Vol 4 (1) ◽  
pp. 86
Author(s):  
Liang Deng
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Cognitive Theory ◽  
Native Language ◽  
Target Language ◽  
Language Transfer ◽  
Linguistic Knowledge

<p>In the process of second language acquisition (SLA), such phenomena as some linguistic knowledge in the target language is much easier to acquire than others in SLA and some linguistic knowledge in native language is apt to be transferred are prevailing. To account for these phenomena, markedness theory is introduced and attempts to provide a plausible explanation. In particular, cognitive theory of markedness, or rather, prototypicality has proven to be effective and powerful in predicting the transferability of native language. This paper tries to offer a brief introduction of markedness theory and its recent development, prototypicality and conduct a review on related achievements gained in the studies of native language transfer in SLA. At the same time, shortcomings of current researches as well as prospect of future researches in this field will be pointed out.</p>

Explicit and implicit dimensions of sociopragmatic and pragmalinguistic competence

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Darcy Sperlich ◽  
Jaiho Leem ◽  
Eui-Jeen Ahn
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Explicit Knowledge ◽  
Past Research ◽  
Language Transfer ◽  
Knowledge Use ◽  
New Perspective ◽  
Implicit And Explicit ◽  
Korean Learners

AbstractImplicit and explicit knowledge use in second language acquisition has been rigorously researched in areas such as syntax, however our understanding of how these knowledge constructs affect learner pragmatics is not well understood. Through an interlanguage pragmatic perspective we aim to understand how implicit and explicit knowledge intertwines with pragmalinguistic and sociopragmatic competence. This is investigated by testing for L1 politeness transfer in Korean learners of French regarding their acquisition of tu and vous, which provides a new perspective as past research focuses on Anglophone learners. By triangulating data from two test types, results show that the learners have difficulty with vous but not tu, attributed to negative language transfer of L1 politeness values. Moreover, learner variation of tu/vous use can be linked to the explicit/implicit status of their pragmalinguistic and sociopragmatic knowledge, showing that the implicitization of their sociopragmatic knowledge is a challenging hurdle towards native-like tu/vous use.

Lexical Grammar

2018 ◽  
Author(s):  
Leo Selivan
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Corpus Linguistics ◽  
Grammar Teaching ◽  
Grammar Acquisition ◽  
Recent Developments ◽  
Textual Cohesion ◽  
The Relationship

This book is for anyone is interested in the relationship between grammar and vocabulary. The introduction looks at recent developments in corpus linguistics and second language acquisition research, and outlines the important role which chunks play in textual cohesion and in fluency, as well as in grammar acquisition. The practical part of the book provides practitioners with a large number of classroom suggestions and activities for making grammar teaching more lexical, and for making vocabulary practice more grammatical. Activities move from receptive to productive and can be used on their own or to supplement and enhance coursebook content.

Unlearning V2

2003 ◽  
Vol 3 ◽  
pp. 77-101 ◽  
Author(s):  
Marit Westergaard
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
School Children ◽  
Word Order ◽  
First Language ◽  
Language Transfer ◽  
Verb Second ◽  
Norwegian School ◽  
Input Cues

This study investigates how child speakers of a verb second (V2) language acquire the supposedly more basic SVO word order of English. Data comes from approximately 100 Norwegian school children aged 7 to 12 in their acquisition of three related syntactic constructions. The focus of the investigation is the extent of language transfer from the L1, related to questions of markedness. It is shown that there is considerable transfer of Norwegian word order, and the children need to ‘unlearn’ the V2 rule acquired for their first language in the process of learning English. In a cue-based approach to second language acquisition, the input cues that are necessary to reorganize the children’s internalized grammar are identified, and the frequency of these cues is argued to be responsible for the order of acquisition of the various constructions.

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