scholarly journals Uso das vibrantes na aquisição do português como língua estrangeira por nativos americanos e espanhóis: implicações ao ensino

2017 ◽  
Vol 52 (1) ◽  
pp. 97
Author(s):  
Alessandra Dutra
Keyword(s):  
Native Americans ◽  
Foreign Language ◽  
Native Speakers ◽  
Native Language ◽  
Mother Tongue ◽  
Spanish Speakers ◽  
Speech Styles ◽  
Foreign Speakers

Seguindo os pressupostos teóricos da Sociolinguística Laboviana, o estudo propõe analisar o uso das vibrantes na aquisição do português como língua estrangeira por nativos americanos e espanhóis. Para isso, selecionamos os tipos de pesquisa bibliográfica, de campo e analítica e dividimos a fala de 11 nativos americanos e 11 espanhóis em estilos que vão dos informais até os mais formais. Os resultados mostraram que o contexto em que os informantes usam um fonema na língua nativa motiva o seu uso na aprendizagem do português. A aquisição dos fonemas do português é mais célere entre os informantes mais jovens e o uso de estruturas da língua materna dos informantes são mais frequentes em estilos de fala informais.********************************************************************Use of vibrant in the acquisition of Portuguese as a foreign language bynative American and Spanish speakers: implications for teachingAbstract: Based on the theoretical postulations of Labov’s Sociolinguistics, this study proposes to analyze the use of vibrant in the acquisition of the Portuguese as a foreign language by native Americans and Spanish speakers. For this purpose, it was selected types of bibliographical, field and analytics researches and, the speech from 11 American and 11 Spanish native speakers were divided in styles, which passes through informal to ones that are more formal. The results showed that the context, in which the informants use a phoneme in their native language, motivates its usage in learning Portuguese. The acquisition of phonemes of Portuguese is more rapid among the younger informants while the informant´s mother tongue structure usage is more common in informal speech styles. Keywords: Phonetics variation; Portuguese to foreign speakers; Linguistic and extra linguistics aspects

An exploratory study on pro-drop in a written description task in L2 Spanish

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
An Vande Casteele ◽  
Alejandro Palomares Ortiz
Keyword(s):  
Language Learners ◽  
Native Speakers ◽  
Mother Tongue ◽  
Spanish Speakers ◽  
Control Group ◽  
L2 Spanish ◽  
Spanish Language Learners ◽  
Description Task ◽  
Experimental Group ◽  
Written Description

Abstract The present article aims at investigating the pro-drop phenomenon in L2 Spanish. The phenomenon of pro-drop or null subject is a typological feature of some languages, which are characterized by an implicit subject in cases of topic continuity. More specifically, behaviour regarding subject (dis)continuity in Spanish differs from French. This paper will offer a contrastive analysis on subject realisation by French learners of L2 Spanish compared to L1 Spanish speakers. So, the goal of this pilot study is to see if a different functioning in pro-drop in the mother tongue also influences the L2. The study is based upon a written description task presented to the two groups of participants: the experimental group of French mother tongue L2 Spanish language learners and the control group of Spanish native speakers.

scholarly journals Teaching English in India —The Use of Technologically Enhanced Realia in the Classroom

2014 ◽  
Vol 2 (2) ◽  
pp. 149
Author(s):  
Priya K. Nair
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Speakers ◽  
Mother Tongue ◽  
Teaching English ◽  
Job Market ◽  
Native Speakers Of English ◽  
Listening And Speaking ◽  
Speaking Skills

In India acquisition of English language is imperative if one wants to sell oneself in the increasingly competitive job market. With a booming population the nation is filled with educated, technologically literate youth. English is not merely a foreign language in India. As India is separated by a plethora of languages knowledge of English is imperative. As the teachers in India are not native speakers of English the language they teach is not free from errors. The articulation is quite problematic as the mother tongue influence is quite pronounced. Technology helps to reduce these errors. Movies as a tool can enhance the listening and speaking skills of our students. It is quite boring to work with disembodied voices and the recorded conversations available in language labs do not sustain the learner’s interest. However learners are often forced to listen to recorded conversations of people they never see, the conversation is often stilted and contemporary idiom is hardly used. However, a completely new dimension to aural practice can be added in the classroom by using movies. <br /><p><strong> </strong></p>

The computer-mediated expression of surprise

2015 ◽  
Vol 13 (2) ◽  
pp. 383-414
Author(s):  
Laura Ascone
Keyword(s):  
Second Language ◽  
Qualitative Study ◽  
Foreign Language ◽  
Language Learning ◽  
Native Speakers ◽  
Mother Tongue ◽  
Systemic Approach ◽  
Verbal Expression ◽  
Computer Mediated ◽  
New Information

This paper investigates how Italian native speakers express surprise in English as their second language on Facebook. A qualitative study was conducted on a corpus of forty English utterances by Italian native speakers conveying surprise and two control corpora composed of forty Italian and forty English native speakers’ expressions. First, a systemic approach will be adopted: by analysing the order in which the speaker reacts to, comments on, and wonders about new information, the objective is to determine a pattern peculiar to the verbal expression of surprise, and to ascertain how the mother tongue and the language-learning background are influential when expressing an instinctive reaction such as surprise in a foreign language. Attention will then be paid to the lexical expression of surprise. In particular, the analysis will focus on the features specific to non-native speakers (i.e. use of verbs and code-switching), on the codes peculiar to CMC (i.e. smileys and punctuation), and on how these codes are employed to convey surprise disruption, valence and intensity. By examining all these aspects, this research examines how English non-native speakers express surprise in chats.

scholarly journals Schwerpunkte immer noch schwer? Einige Überlegungen über die deutsche Grammatik für slawische native speakers

2020 ◽  
Vol 47 (1) ◽  
pp. 41-51
Author(s):  
Olga Kostrova ◽  
Izabela Prokop
Keyword(s):  
Social Sciences ◽  
Foreign Language ◽  
Native Speakers ◽  
Mother Tongue ◽  
State University ◽  
Error Prevention ◽  
Grammatical Categories ◽  
Suitable Measure ◽  
Adam Mickiewicz

The aim of this article is to present the project of a contrastive Polish-German and Russian-German grammar, which arose as a result of the cooperation between Samara State University of Social Sciences and Education and Adam Mickiewicz University in Poznan. The idea of a unilateral grammar which is based on the categories of the mother tongue of the learner and is aimed at the foreign language to be learned, is designed as a suitable measure within the framework of error prevention. The grammar contains selected grammatical categories that are significant sources of errors for native Slavic speakers

Hebben we oren naar anderstaligen in het Vlaamse hoger onderwijs?

2021 ◽  
Vol 26 (2) ◽  
pp. 222-247
Author(s):  
Laura Rosseel
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
Native Speakers ◽  
Native Language ◽  
Foreign Language Teaching ◽  
Content Type ◽  
Staff Members ◽  
Education Community ◽  
Entrance Level

Abstract In order to enroll in Flemish higher education, aspiring students whose native language is not Dutch require a B2 CEFR level for language proficiency for most courses that are taught in Dutch. The question we aim to answer in this study is how future interlocutors of these students perceive that B2 entrance level. Do fellow students, lecturers and other members of staff feel that this level of language proficiency is sufficient to successfully navigate higher education? We specifically focus on the perception of pronunciation proficiency. We conducted a speaker evaluation experiment in which 191 students and staff members evaluated six sound clips with non-native Dutch speech representing pronunciation levels B1, B2 and C1. Results show that overall attitudes towards the speakers in the experiment are rather positive. In addition, there is a clear association between pronunciation proficiency and perceived functioning in higher education that reflects the Flemish higher education entrance policy. Our study also shows that various groups within the higher education community react differently towards non-native Dutch speakers and that there is a link between perception of non-native pronunciation and the amount of contact a listener has with non-native speakers. Overall, this study underlines the importance of pronunciation training in foreign language teaching for academic purposes.

scholarly journals Negative Transfer in Lithuanian Students’ Writing in English

2019 ◽  
Vol 14 (1) ◽  
pp. 107-122
Author(s):  
Aurelija Daukšaitė
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Negative Transfer ◽  
Native Speakers ◽  
Native Language ◽  
Sentence Structure ◽  
Grammatical Category ◽  
Word Meanings ◽  
Verb Forms ◽  
English Classroom

Summary This research intends to find out whether Lithuanians studying English as a foreign language make certain mistakes because of the influence of their native language. It focuses on negative transfer in writing in English and is qualitative rather than quantitative. The article discusses the errors and illustrates them with examples that come from a corpus for which the data was obtained from 34 Moodle forum posts written by English B2 students, native speakers of Lithuanian who were in year one or year two of their studies in various study programmes but also studied English at Vytautas Magnus University as an obligatory subject. The students participated in this forum in October 2018 and reflected on the week of presentations they had recently had: they were asked to write what they liked or did not like in the presentations their colleagues had given in class, what went well and what did not, what they should improve in the future, etc. This study identified the types of errors (based on Camilleri, 2004) that occurred most frequently and their source (based on Camilleri, 2004; Brogan & Son, 2015). Most frequently the students made errors in the cases where there was a specific grammatical category in English, but it was non-existent in Lithuanian, while sometimes the source of errors was literal translation from the native language. The error analysis shows that in the English classroom specific attention should be given to the verb forms “is” and “are”, “was” and “were”, “has” and “have”, articles, collocations, tense agreement, quantifiers, the sentence structure of the English language and the importance of word meanings.

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 REASONS FOR MISTAKES IN FOREIGN SPEECH PERCEPTION: BASED ON RUSSIAN AND CHINESE

2019 ◽  
pp. 26-32
Author(s):  
Bai Xuhaoran ◽  
Keyword(s):  
Speech Perception ◽  
Foreign Language ◽  
Listening Comprehension ◽  
Native Speakers ◽  
Mother Tongue ◽  
Lexical Stress ◽  
Connected Speech ◽  
Negative Interference ◽  
Chinese Learners ◽  
Sentence Patterns

Fluencyin a foreignlanguagepresupposesadvancementinvariousskills. When learning a foreign language, listening is one of the most difficult types of language practices for non-native speakers. The results of the present research based on the survey of 52 Chinese and 50 Russian L2 learners, aged 18-28 (Bachelor, Master and PhD levels) in Chelyabinsk support this viewpoint. The current paper analyzes the causes of mistakes in listening comprehension made by Chinese learners of Russian and Russian learners of Chinese. The causes can be of psychological nature (anxiety and the lack of motivation), of linguistic nature reflected on the phonetic (number of sounds, syllable tone vs lexical stress, connected speech processes), lexicographic, lexical-grammatical (the lack of vocabulary, differences of grammatical categories and syntactic sentence patterns) levels, as well as the lack of knowledge regarding cultural realities. These mistakes are a naturally expected as a result of the negative interference of the mother tongue.

scholarly journals Bentuk-bentuk Kebahasaan Melayu Pattani dalam Praktik Pidato BIPA dan Implementasinya sebagai Bahan Ajar

2019 ◽  
Vol 9 (1) ◽  
pp. 99-115
Author(s):  
Rani Setiawaty
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Language Education ◽  
External Factors ◽  
Teaching Materials ◽  
Third Language ◽  
Language Form ◽  
Foreign Speakers ◽  
Data Collection Technique ◽  
Bahasa Indonesia

Abstrak Tujuan penelitian ini untuk (a) mendeskripsikan bentuk-bentuk kebahasaan Melayu Pattani dalam praktik pidato bahasa Indonesia bagi mahasiswa penutur asing; (b) mendeskripsikan pengaruh munculnya bentuk kebahasaan Melayu Pattani dalam praktik pidato bahasa Indonesia bagi mahasiswa penutur asing; (c) mendeskripsikan pemanfaatan temuan sebagai penambah bahan ajar. Data dalam penelitian ini berupa kata, frasa, klausa, kalimat, dan wacana yang mengandung kebahasaan Melayu Pattani dalam pidato mahasiswa penutur bahasa asing. Sumber data penelitian ini ialah teks pidato mahasiswa yang berasal dari Thailand yang menuntut ilmu di program studi Magister Pendidikan Bahasa Indonesia, Universitas Muhammadiyah Surakarta. Teknik pengumpulan data menggunakan teknik simak dan catat. Teknik analisis data meggunakan metode padan dan agih. Metode padan yang digunakan dalam penelitian ini berupa teknik dasar yaitu teknik Pilah Unsur Penentu (PUP). Metode agih berupa berupa teknik perluasan dan baca markah. Hasil penelitian disimpulkan pertama, terdapat bentuk-bentuk kebahasaan Melayu Pattani dalam praktik pidato bahasa Indonesia mahasiswa penutur bahasa asing mencakup bidang fonologi, morfologi, sintaksis, dan sosiolinguistik. Kedua, pengaruh munculnya bentuk kebahasaan Melayu Pattani terdiri atas faktor internal dan eksternal. Faktor internal meliputi bentuk kesalahan berbahasa itu sendiri, sedangkan faktor eksternal meliputi pengaruh latar belakang pendidikan bahasa. Bahasa Thai sebagai bahasa ibu, bahasa melayu sebagai bahasa kedua, dan bahasa Indonesia sebagai bahasa ketiga. Ketiga, hasil temuan dapat dimanfaatkan sebagai penambah bahan ajar bahasa Indonesia kelas XI kompetensi dasar 3.16 dan 4.16. Kata Kunci: bentuk kebahasaan, pidato, mahasiswa, penutur asing Abstract The purpose of this study is to (a) describe Pattani's Malay language forms in the practice of Indonesian speech for foreign speaking students; (b) describe the influence of the emergence of Pattani's Malay language form in the practice of Indonesian speech for foreign speaking students; (c) describe the use of findings as enhancers to teaching materials. The data in this study are words, phrases, clauses, sentences, and discourses that contain Pattani Malay language in the speech of foreign language speakers. The data source of this research is the speech of students from Thailand who are studying in the Indonesian Education Masters program, Muhammadiyah University Surakarta. The data collection technique uses the technique to see and note. The data analysis technique uses the equivalent and fixed method. The equivalent method used in this study is a basic technique, namely the Determination of Determination Element (PUP) technique. The method is in the form of extension techniques and reading markers. The results of the study concluded first, there are Pattani Malay language forms in the practice of Indonesian speech foreign language speakers students cover the fields of phonology, morphology, syntax, and sociolinguistics. Second, the influence of the emergence of Pattani's Malay language form consisted of internal and external factors. Internal factors include the form of language errors themselves, while external factors include the influence of language education background. Thai as a mother tongue, Malay as a second language, and Indonesian as a third language. Third, the findings can be used as enhancers to Indonesian language teaching materials for class XI basic competencies 3.16 and 4.16.  Keywords: linguistic forms, speeches, students, foreign speakers

scholarly journals Foreign Language Learning Process at an Early Age and Its Impact on the Native Language Education

2021 ◽  
Vol 8 (3) ◽  
pp. 71
Author(s):  
Shqipe Husaj
Keyword(s):  
Foreign Language ◽  
Classroom Management ◽  
Language Learning ◽  
English Language ◽  
Native Language ◽  
Mother Tongue ◽  
Foreign Language Learning ◽  
Language Education ◽  
Language Teachers ◽  
Early Age

Perhaps the most complex question risen among linguists, psychologists and philosophers is how a child learns foreign language? Considering that language learning is natural and that babies are born with the ability to learn it since learning begins at birth, still Language learning (be it native or foreign) is a process that is not simple and short. It takes time, patience and self-discipline. Independent from some internal and external factors that are found inside and outside of every learner and which differ from each and every person this process has its pros and cons. A foreign (English) language learning at an early age has evolved considering modern technologies and methodologies used by individual learners and teachers. The earlier the language is learnt the more fluent the speaker is, but what happens to the mother tongue? Is the child well understood by the community, school teachers and friends? What is the progress of that child at school, what are psychological effects of technology used in the process of learning a language, what is the best age to learn a foreign language? , etc. These and many other questions will be discussed in this paper. The findings of this paper are assumed to also identify teachers’ perceptions about the main challenges they face during the classroom management with foreign language speakers in the classroom, the strategies they use, parents’ attitude toward this and also to find out some steps that parents and native language teachers should take to improve the situation.

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