scholarly journals The Kinds of the Linguistic Interference

2021 ◽  
Vol 11 (2) ◽  
pp. 176
Author(s):  
Sayana Movsum Baghirova
Keyword(s):  
Foreign Language ◽  
Student Attitudes ◽  
Scientific Literature ◽  
Mother Tongue ◽  
Language Skills ◽  
First Language ◽  
The Other ◽  
Target Language ◽  
Teacher Student ◽  
Linguistic Interference

In the scientific literature, the symbols L1 (Language 1) and L2 (Language 2) are used to indicate the sequence of languages. In most countries, L1 is understood as a first language, and it usually coincides with the mother tongue. The other languages are learned later. This can be seen in the children of multilingual parents. Teaching a second foreign language covers everything a student hears and sees in a new language. This includes a variety of discourse activities, such as exchanges in restaurants and shops, talking to friends, reading billboards and newspapers, as well as teacher-student attitudes in the classroom, as well as language activities and books in the classroom. Regardless of the learning environment, the learner's goal is to master a target language. The learner starts the task of learning a second language from scratch (or close to it) and uses the necessary language skills in the mother tongue to determine the reciprocity of language units in the target language.

Błędy gramatyczne w polszczyźnie studentów ukraińskojęzycznych

2021 ◽  
Author(s):  
Dominika Izdebska-Długosz
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Negative Transfer ◽  
Mother Tongue ◽  
First Language ◽  
Teaching Experience ◽  
Language Teachers ◽  
The Other ◽  
Linguistic Interference ◽  
Made In

LINGUISTIC ERROS IN POLISH FOR UKRAINIAN-SPEAKING STUDENTS The question of linguistic errors made in Polish by Ukrainians, discussed in the dissertation at hand, places it in the field of Polish lapsology – a branch of comparative glottodidactics. The inspiration for writing this dissertation derives from my teaching experience – five years of teaching Polish as a Foreign Language (PFL) to Ukrainian- -speaking groups, thus groups homogeneous in terms of their first language. It was observed that linguistic errors of a certain kind and type are made in Polish by students from Ukraine regularly and irrespective of their language level. It seemed obvious that the phenomenon of linguistic interference – negative transfer the students’ mother tongue – is responsible for the majority of repeated errors. In no way do teaching methods applied in teaching Polish as a Foreign Language (TPFL) allow for conquering interlingual errors; moreover, they promote skills and competences which due to the phenomenon of intercomprehension do not require particular didactic measures. Experimenting with different teaching methods and types of activities in class allowed for certainty that Ukrainian-speaking students should be taught Polish using different methods than the groups heterogeneous in terms of their first language. On the other hand, delving into voluminous literature on this subject matter allowed for establishing that similar conclusions have been drawn by linguists and practising language teachers for almost 30 years (in TPFL, much longer in other languages). Hence arises the question of dissonance between the awareness of the sources of problems East Slavic groups must face while acquiring Polish and the lack of practical solutions in TPFL to these groups.

scholarly journals The Influence of the Mother Tongue on the Use of Metaphor in English as a Second Language

10.29007/3mn2 ◽  
2018 ◽  
Author(s):  
Oleksandra Iaroslavtseva ◽  
Hanna Skorczynska
Keyword(s):  
Quantitative Analysis ◽  
Foreign Language ◽  
Language Learners ◽  
Mother Tongue ◽  
The Other ◽  
Target Language ◽  
Spanish Speaking ◽  
British National Corpus ◽  
Central Tool ◽  
National Corpus

Metaphor has been widely recognized as a central tool of our cognitive apparatus, motivating the widespread use of metaphorical words and expressions in language and discourse. Therefore, it is important for language learners to use metaphors in the target language appropriately. The influence of the mother tongue on the use of metaphors in essays written by Spanish learners of English was analysed. Three corpora were used for this study: the experimental corpus contained 100 essays of Spanish-speaking learners of English, 50 with B2 level and 50 with C1 level (CEFR). The other two corpora were used as reference corpora: the British National Corpus (BNC) and the Corpus de Referencia del Español Actual (CREA). MIPVU method (Steen et al., 2010) was used to identify metaphors in the experimental corpus. The quantitative analysis showed that the influence of Spanish on errors in metaphors is higher at B2 level than at C1 level. The results of the analysis are especially helpful for learners and teachers of English as a Foreign Language as well as for testing researchers.

scholarly journals Learning Speaking Using Flash Cardboard: English as a Foreign Language Students’ Perception

2020 ◽  
Vol 5 (1) ◽  
pp. 120
Author(s):  
Siti Wulan Asih ◽  
Ida Rahmah Andansari ◽  
Ely Widayati ◽  
Didik Murwantono
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Language Skills ◽  
Phenomenological Research ◽  
The Other ◽  
Target Language ◽  
Structured Interviews ◽  
Efl Students ◽  
The Media ◽  
Learning English

Flash cardboard is one of the media used for speaking, especially in storytelling. Teaching by using media is very necessary for learning because it greatly influences the results of the learning process. This research wants to know English as a Foreign Language (EFL) students’ perception after they learned storytelling using flash cardboard as a media. This was phenomenological research. This research used semi-structured interviews with some students who used flash cardboard in learning storytelling. Purposive sampling was used in this research. The result shows that the student got positive impacts facilitated by the flash cardboard media, they became more confident in speaking in front of the class, they were not involved because flash cardboard helped them, students also supported speaking fluently, they can produce more than 190 words per minute (wpm) but not necessarily perfect command of intonation, vocabulary, and grammar. By using flash cardboard as the media, the media can be an alternative method in learning English specifically speaking class because it forces students to speak (really make them speak) following the target language. In the end, it can also be concluded that learning English using flash cardboard media can improve students' language skills and speaking skills. The students maintain their ability in speaking smoothly not necessarily perfect command of intonation, vocabulary, and of course the grammar. The recommendation for further study is the other researchers can add the respondents with another English skill.

scholarly journals Reinforcing the Development of Foreign Oral Competence of the Students of Higher Education

2019 ◽  
Vol 8 (9) ◽  
pp. 3215-3218
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Mother Tongue ◽  
Language Skills ◽  
Educational Background ◽  
Independent Study ◽  
Target Language ◽  
Learning Barriers ◽  
The Individual

The oral competence of the person is the indicator which shows the socio-psychological, cultural and educational background of the individual in the case of not only his foreign language but also his mother tongue. As how a person defines his attitudes towards the exterior life has already become an independent study and today more people began to be interested in the nature of speech trying to upgrade oratory skills. This explains why perfecting the speaking comprehension in both native and foreign language is so demanded than any other language skills. Being one of the four major language skills, speaking comprehension is interrelated with every of them (listening, reading, writing) and has special tasks and aims of scope which are more significant and sensible than any other. The reason is that, without the ability to express our mind, the other skills as writing a letter, reading a text or listening to a tape, might lose their essence or just turn into useless one. It should be noted that, there are some obstacles related to psychological, methodical and target language experiences which bother students from interacting in the foreign language. Thus the following work is aimed at analyzing the process of developing the speaking skill of English as a second language of the students of Higher Education; detecting the existing problem areas; providing real solutions considering the learners` needs. As a content matter we chose the students of non-linguistic departments of Higher Education. Choosing non-linguistic sphere is explained with the frequency of language learning barriers which face the very students of this area more than usual. Thus the work analyzes the process; identifies the existing problem areas and the learners` weak-points; includes experimental researches with solutions and gives expedient results clarifying the main standpoints.

scholarly journals First language transfer in second language acquisition as a cause for error-making in translations

Diacronia ◽  
2020 ◽  
Author(s):  
Cristina Silvia Vâlcea
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Mother Tongue ◽  
First Language ◽  
Target Language ◽  
Language Transfer ◽  
Contrastive Analysis ◽  
Grammatical Structure ◽  
Linguistic Transfer ◽  
Grammar Knowledge

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.

First language and target language in the foreign language classroom

2009 ◽  
Vol 44 (1) ◽  
pp. 64-77 ◽  
Author(s):  
William Littlewood ◽  
Baohua Yu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mother Tongue ◽  
Language Teaching ◽  
First Language ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Target Language ◽  
Language Classroom ◽  
Foreign Language Classroom

For many decades, foreign language teaching has been dominated by the principle that teachers should use only the target language (TL) and avoid using the mother tongue (L1) except as a last resort. However, reports show that teachers make extensive use of the L1. This paper illustrates this discrepancy and considers some main reasons for it. It suggests a framework of principles for balancing L1 and TL use in the classroom. Finally, it reviews some strategies available to teachers who wish to make maximal use of the TL without denying the potential of the L1 to support foreign language learning.

scholarly journals The cross-linguistic influence of Arabic on the English passive voice

2020 ◽  
Vol 10 (3) ◽  
pp. 182-190
Author(s):  
Fatma Ali Lghzeel ◽  
Noor Raha Mohd Radzuan
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Mother Tongue ◽  
First Language ◽  
Negative Influence ◽  
Target Language ◽  
High Rate ◽  
Passive Voice ◽  
L1 Transfer ◽  
Efl Learners

It is difficult to describe cross-linguistic influence; however, it has been a contentious phenomenon for a long time. Whenever the speaker of a language becomes bilingual, the first language will subtly affect the new one, even if it is not used much. This is how first language influence begins since the majority of Arab English as a foreign language (EFL) learners suffer from this problem. This current research aims to study the negative influence of the native language (Arabic) on utilising the English passive voice. In this article, we aim to discover the levels of Arab EFL learners’ knowledge of the passive voice, as well as to examine the percentage of interlingual and intralingual errors. This study applies a quantitative method. Forty-six participants, who are Arab EFL learners studying at the Universiti Malaysia Pahang, engaged in the task of answering a grammar test. To conclude, the results show that Arab students have a high rate of L1 transfer on the English passive voice, and their levels of knowledge of passive voice are identified. The researchers recommend mixed methods for further research in order to provide a wider understanding about this issue.   Keywords: English as a foreign language, mother tongue, native language, target language.

FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)

2018 ◽  
Vol 28 (7) ◽  
pp. 2319-2324
Author(s):  
Rina Muka ◽  
Irida Hoti
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Grammatical Knowledge ◽  
Level Of Education ◽  
The Third

The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.

Translating ambiguous and nonambiguous Words in a foreign Language

2003 ◽  
Vol 139-140 ◽  
pp. 129-152
Author(s):  
Paul Bogaards ◽  
Elisabeth Van Der Linden ◽  
Lydius Nienhuis
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learners ◽  
Mother Tongue ◽  
Empirical Support ◽  
Lexical Ambiguity ◽  
Target Language ◽  
Bilingual Lexicon ◽  
The Individual

The research to be reported on in this paper was originally motivated by the finding that about 70% of the mistakes made by university students when translating from their mother tongue (Dutch) into their foreign language (French) were lexical in nature (NIENHUIS et al. 1989). This was partially confinned in the investigation described in NIENHUIS et al. (1993). A closer look at the individual errors suggested that many problems were caused by words with more than one meaning which each require different translations in the target language. In the research reported on in this paper, we checked our fmdings in the light of what is known about the structure of the bilingual lexicon and about the ways bilinguals have access to the elements of their two languages. On the basis of the model of the bilingual lexicon presented by KROLL & Sholl (1992) an adapted model is proposed for the processing of lexical ambiguity. This leads to a tentative schema of the mental activities that language learners have to perfonn when they are translating from their mother tongue into a foreign language, The second part of the paper describes two experiments we have carried out in order to find empirical support for such a schema. The last section of the paper contains a discussion of the results obtained as well as the conclusions that can be drawn.

Politeness in professional contexts: foreign-language teacher training

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Gerrard Mugford
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Professional Training ◽  
First Language ◽  
Target Language ◽  
Bilingual Teachers ◽  
Further Training ◽  
Specific Context ◽  
Efl Teachers ◽  
Professional Contexts

Abstract This paper examines the professional context of teachers of English as a Foreign Language (EFL), whose first language is not English but who are required to help learners adhere to target-language (TL) politeness norms and practices. Many of these teachers have had little or no contact with TL countries/cultures and have limited professional training in this area. This paper highlights the specific context of 39 Mexican EFL teachers who reflected on their understandings and “teaching” of politeness. I argue that by employing existing resources and knowledge and with further training, bilingual teachers can be helped to take “possession” of politeness rather than having to unquestioningly teach appropriate, socially-accepted, socially-expected usage.

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