scholarly journals An Experimental Study of Spanish Learners’ Language Transference in Pronouncing Chinese Vowels

2016 ◽  
Vol 2 (1) ◽  
pp. 69
Author(s):  
Chen Chen
Keyword(s):  
Experimental Study ◽  
Foreign Language ◽  
Mother Tongue ◽  
Chinese Speakers ◽  
Native Chinese Speakers ◽  
The Impact

<p align="LEFT">Based on the vowel pattern, an experiment</p><p align="LEFT">is designed to summarize and compare the</p><p align="LEFT">Chinese vowel pattern articulated by Spanish</p><p align="LEFT">students whose first foreign language is English</p><p align="LEFT">and second foreign language is Chinese, and the</p><p align="LEFT">native Chinese speakers. The aim of this study is</p><p align="LEFT">to investigate the transference of mother</p><p align="LEFT">tongue and the first foreign language in the</p><p align="LEFT">learning of a second foreign language. It is</p><p align="LEFT">found that the mother tongue and the first</p><p align="LEFT">foreign language both have the impact on</p><p align="LEFT">transferring the vowel pronunciation to the</p><p align="LEFT">second foreign language. The conditions of</p><p align="LEFT">interference of mother tongue are relatively</p><p align="LEFT">stricter. Compared with the transference of</p><p align="LEFT">mother tongue, the transference condition of</p><p align="LEFT">the first foreign language is stricter. The</p><p align="LEFT">construction of vowel pattern in interlanguage</p><p>is in accordance with the internal law of</p><p>children’s acquisition of mother tongue.</p>

scholarly journals French for Learners in Hesitation Between Mother Tongue and English

2021 ◽  
Vol 15 ◽  
pp. 108-122
Author(s):  
Natalia Loseva ◽  
Liudmila Metelskaya
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Negative Influence ◽  
Theoretical Research ◽  
Language Experience ◽  
Negative Effects ◽  
Pedagogical Approach ◽  
Linguistic Awareness ◽  
Russian Speakers ◽  
The Impact

Observing the interlanguage of Russian speakers learning French in an academic setting enabled us to note that it is subject to a double influence from the mother tongue (LM langue maternelle) and the first foreign language (LE1 langue étrangère1), which in most cases is English.Teaching methods traditionally practiced in Russia have always emphasized the comparison with LM in order to eliminate the negative effects of interference. In contrast, very few attempts have been made to assess the impact of LE1. The challenge is therefore twofold, to understand the mechanisms of interaction of different languages in the learner’s mind and to develop a more effective pedagogical approach to neutralize the negative influence of plurilingualism and mobilize its constructive potential.The mature linguistic awareness of a multilingual speaking subject establishes fairly clear boundaries between the different language systems that are part of it. While in the consciousness of learners, the partitions that separate different languages are permeable. Sometimes students are not able to attribute a particular term (or word) to a particular system. The problem apparently is attributable to the deficiency (due to lack of language experience) of the discrimination mechanism which would make it possible to detect the “intruder” and to eliminate it.The survey carried out among 54 students who had reached level B1 in French aimed to assess their ability to identify foreign words in a text that included words that did not exist in normative French with Russian or English roots, as well as words of Franglais already adopted by French.The results showed that in 45% of cases, learners have difficulty locating and discriminating a lexeme belonging to another language, which testifies to the absence of clear boundaries between different language systems that make up a learner’s multicompetence. The interpenetration of different systems is facilitated by the existence of a common lexical background due to mutual borrowing. Also, the results support our hypothesis that at the intermediate level (B1) the influence of LE1 is stronger than that of LM, because false anglicisms have been found to be more difficult to detect than words with Slavic roots. It also turned out that the Russian-speaking interlanguage fully adheres to the “Franglais” of native French-speakers.In moving from theoretical research to French as a Foreign Language (FFL) didactics, it should be taken into account that the learner’s vocabulary only partly results from memorizing the studied content (from the “input”). There always remains a part of personal production resulting from the transfer. If the results of the languages transfer are sometimes inadequate, this should not cause the teacher to fight the mechanism itself. Rather, teaching practices should be put in place that would optimize this mechanism.

scholarly journals Loan words and Internet expressions in Chinese linguistics

2021 ◽  
Vol 10 (46) ◽  
pp. 201-208
Author(s):  
Luan Luan
Keyword(s):  
Foreign Language ◽  
Information Science ◽  
Chinese Language ◽  
Dynamic Nature ◽  
Chinese Speakers ◽  
Loan Words ◽  
The Media ◽  
Translation Methods ◽  
The Impact ◽  
Goals And Objectives

The article examines loan words and modern Internet language in Chinese, the method of their translation, the mechanism of their transformation into stable expressions of the normative language. With the development of globalization and information technology, some neologisms and new expressions appear in the Chinese language. The study of this problem allows us to show the dynamic nature of the language, to consider the interaction of language and the development of society. The goals and objectives of the study are to identify the semantic volume of some loan words in the Chinese language, to analyze the impact of translation on the linguistic picture of the world, to explore new expressions associated with information science. For the study, an associative experiment is carried out among Chinese respondents, language fragments from the media and the corpus of the modern Chinese language are analyzed. It is indicated that when entering into the Chinese linguistic composition, foreign-language words and the Internet language are often given a Chinese mentality and worldview. Different translation methods will have a certain impact on the cognition and world outlook of native Chinese speakers.

scholarly journals Impact of Timed Reading on Comprehension and Speed: A Study on Turkish EFL Learners

2017 ◽  
Vol 6 (3) ◽  
pp. 204
Author(s):  
Kiymet Selin Armagan ◽  
Zubeyde Sinem Genc
Keyword(s):  
Foreign Language ◽  
Reading Fluency ◽  
Mother Tongue ◽  
Reading Speed ◽  
Reading Process ◽  
Control Group ◽  
Learning And Teaching ◽  
Good And Poor Readers ◽  
L1 And L2 ◽  
The Impact

Reading process has always been one of the most significant and debatable topics in the area of learning and teaching languages. Reading process in mother tongue (L1) and in a foreign language (L2), the association of these processes, variables affecting reading and the qualities of good and poor readers in L1 and L2 have been investigated greatly. Developments in the area of reading in L1 have frequently raised questions about reading in L2 and a variety of theories have been proposed to account for the relationship between L1 and L2 reading. One of the most fundamental questions raised is related to “reading fluency”. Even though the importance of reading fluency in both L1 and L2 has been emphasized, studies on fluency in L2 are still scarce if we think about its more complicated and multifaceted nature when compared to reading fluency in L1. The aim of this study was to investigate the impact of timed reading practices on the comprehension level and reading speed of learners of English as a foreign language (EFL) in Turkish context. A total of 74 students were the participants, who were randomly divided into two groups: experimental and control group. Experimental group received timed reading activities while the control group did not. Pre-test was applied on the 1st week and post-test was applied on the 7th week. Results illustrated that timed reading intervention positively affected EFL students’ comprehension level and reading speed. Implications for teaching reading in a foreign language were discussed in relation to a number of important details in the findings.

scholarly journals Using Explicit Instruction of the International Phonetic Alphabet System in English as a Foreign Language Adult Classes

2022 ◽  
Vol 11 (2) ◽  
pp. 749-761
Author(s):  
Quoc Lap ◽  
Thi Dieu ◽  
Thanh Thao
Keyword(s):  
Experimental Study ◽  
Adult Learners ◽  
Foreign Language ◽  
Qualitative Data ◽  
Mixed Methods Approach ◽  
International Phonetic Alphabet ◽  
Positive Effects ◽  
Adult Classes ◽  
The Impact ◽  
Experimental Group

<p style="text-align: justify;">The effects of international phonetic alphabet (IPA) instruction on English as a foreign language (EFL) adult learners’ pronunciation have been well-recognized. However, not many studies on the topic were conducted in the Vietnamese context. Therefore, the current study aims to investigate (1) the impact of IPA learning on Vietnamese EFL adult learners’ pronunciation and (2) adult learners’ perceptions of the effects of learning the IPA system on their pronunciation. The study was designed as an experimental study, following a mixed-methods approach, using the pre-and-post-tests, questionnaires, and interviews to collect quantitative and qualitative data. Thirty-eight adult learners took part in this investigation; they were divided into two groups, nineteen in the control and nineteen in the experimental group. The experimental study lasted ten weeks before the questionnaires and interviews were administered with the participants in the experimental group. The results demonstrated a significant improvement in adult learners’ pronunciation in the experimental group. The participants in the experimental group also highly perceived the positive effects of learning the IPA system on their pronunciation. Pedagogical implications and suggestions were presented at the end of the paper.</p>

scholarly journals The Impact of Pictures on Second Language Acquisition

SEEU Review ◽  
2020 ◽  
Vol 15 (2) ◽  
pp. 126-135
Author(s):  
Shejla Tahiri
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Classroom Environment ◽  
Mother Tongue ◽  
Vocabulary Learning ◽  
Second Phase ◽  
The Impact

Abstract The need for worldwide communication has made people learn as many foreign languages as they can in order to be able to send and receive information from all over the world. Realizing this situation, researchers and linguists have carried out a large number of studies in order to find out the best ways for teaching and learning English as a second or foreign language. The terms language learning and language acquisition are not new since in many earlier researches language acquisition is compared to the process of learning the mother tongue whereas language learning is compared to the process when a child learns a second or foreign language. This paper aims to showcase that teaching/learning new vocabulary using pictures is much more effective than the other methods of vocabulary learning. The research also puts emphasis on the language level of learners. It demonstrates that the method of using pictures and illustrations works well with all levels of proficiency and as such, it has brought very useful results. It was carried out at the South East European University (SEEU) in North Macedonia and participants were thirty (30) students from all five Faculties, divided in three different groups based on their language proficiency. Each group consisted of ten (10) students, aged 18 to 22 years. They were of elementary, pre-intermediate and intermediate level of English. The research lasted for six weeks, because the students had to be introduced to six different vocabulary topics. Since the experiment was carried out in a real classroom environment, the target vocabulary topics used for this purpose were chosen from their students’ book. Data were collected in three phases. During the first phase, students were asked to complete a questionnaire, consisting of questions regarding the vocabulary learning methods, mainly vocabulary associated with pictures. In the second phase, they were engaged in real activities in a traditional classroom setting, while in the last phase, at the end of the last session, participants took a quiz that was supposed to provide evidence and additional data about participants’ achievements. It is expected that the findings from this experiment will be useful to current and prospective teachers as they show that the method of pictures and illustrations associating the target vocabulary functions well with different levels.

scholarly journals Foreign Language Effect on Dishonesty

2021 ◽  
Vol 12 ◽  
Author(s):  
Xiaolan Yang ◽  
Li Li ◽  
Rui Li
Keyword(s):  
Foreign Language ◽  
Cognitive Load ◽  
Native Language ◽  
Cheap Talk ◽  
Foreign Languages ◽  
Chinese Speakers ◽  
Native Chinese Speakers ◽  
Die Roll

The purpose of this paper is to investigate whether the use of foreign languages affects individuals’ dishonesty. We recruited native Chinese speakers who can speak English as a foreign language at universities in China, and they were randomly assigned to a native language (NL) or foreign language (FL) condition. Participants in each condition were required to finish the same tasks, in which they would benefit more from lying; the tasks were administered in either Chinese or English. We conducted one die-roll game in Study 1 and one cheap-talk sender-receiver game in Study 2. In both Study 1 and Study 2, we found that the proportion of lying was significantly lower in the FL condition than in the NL condition. Our results imply that the FL effect on dishonesty may be due to the cognitive load of communicating in a FL.

scholarly journals Correlation Analysis between Cultural Differences and Normal Music Perception Based on Embedded Voice Multisensor

2022 ◽  
Vol 2022 ◽  
pp. 1-9
Author(s):  
Zhuo Wang ◽  
Zhenjiang Zhao ◽  
Lujia Wei
Keyword(s):  
Foreign Language ◽  
Cultural Differences ◽  
Music Perception ◽  
Mother Tongue ◽  
Recognition Rate ◽  
Normal Hearing ◽  
Musical Instruments ◽  
Language Group ◽  
Evaluation Tool ◽  
The Impact

In order to effectively improve the sense of difference brought by the extracorporeal machine to users and minimize the related derived problems, the implementation based on embedded multisensor has become a major breakthrough in the research of cochlear implant. To explore the impact of different cultural differences on timbre perception, effectively evaluate the correlation between cultural differences and music perception teaching based on embedded multisensor normal hearing, evaluate the discrimination ability of embedded multisensor normal hearing to music timbre, and analyse the correlation between cultural differences and timbre perception, it provides a basis for the evaluation of music perception of normal hearing people with embedded multisensor and the design and development of evaluation tool. In this paper, adults with normal hearing in different cultures matched with music experience are selected to test their recognition ability of different musical instruments and the number of musical instruments by using music evaluation software, and the recognition accuracy of the two tests is recorded. The results show that the accuracy of musical instrument recognition in the mother tongue group is 15% higher than that in the foreign language group, and the average recognition rates of oboe, trumpet, and xylophone in the foreign language group are lower than those in the mother tongue group, the recognition rate of oboe and trumpet in wind instruments was low in both groups, and the recognition rate of oboe and trumpet in foreign language group was high.

Aiming for advanced intelligibility and proficiency using mobile ASR

2020 ◽  
Vol 6 (1) ◽  
pp. 12-38
Author(s):  
Aurore Mroz
Keyword(s):  
Experimental Study ◽  
Foreign Language ◽  
Learning Outcomes ◽  
Automatic Speech Recognition ◽  
Future Research ◽  
Individual Factors ◽  
Integrated Instruction ◽  
University Courses ◽  
Oral Skills ◽  
The Impact

Abstract This experimental study aimed to determine the impact of mobile-based Automatic Speech Recognition (ASR) in Gmail on intelligibility and proficiency, as well as whether any individual factors influenced learning outcomes. It focused on 26 Intermediate learners of French as a foreign language enrolled in two university courses geared towards the development of advanced oral skills but with different approaches to integrated instruction. It innovatively combined human-based and machine-based ratings within an ecological paradigm, following Levis’s (2005) intelligibility principle and Thomson and Derwing’s (2015) call for research that is readily useful for language instructors. Results show that ASR users significantly outperformed non-ASR users on intelligibility, particularly when exposed to instruction on spelling-to-sound patterns, and demonstrated the biggest growth in proficiency. Gender was also found to impact results. Pedagogical implications and venues for future research are offered.

scholarly journals The Impact of Javanesse Language to English Pronunciation Error: How and Why?

ELT-Lectura ◽  
2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Rahmatika Kayyis ◽  
Ulfah Putri Intan Sari
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
English Education ◽  
Native Speaker ◽  
Mother Tongue ◽  
Contrastive Analysis ◽  
Education Department ◽  
English Pronunciation ◽  
The Impact

The aim of this research is to investigate how and why Javanesse language has impact on to English Pronunciation Error? The design of the research was a case study in the form of qualitative research using the principle of contrastive analysis to analyze the data. The participants were chosen regarding to Javanese native speaker who learn English for the foreign language in semester three and five of English Education Department in STKIP Muhammadiyah Pringsewu Lampung. Recording pronunciation test and interview were used to collect the data. Phonetics transcription online were used to find the error and transcribe it into phonetics symbol. As the findings, this research focuses on 50% errors. Javanese committed errors on /d/, /b/, /p/, /g/, stressing words at the middle, last. Morever, their problem in long vowel, voiced consonant, stressing word at the first, middle, and last, and falling and rising intonation as the result of their Javanese language. Moreover, the error were also influenced by age. Despite of the impact of mother tongue to English pronunciation was strong enough. Some method and technique can be applied to reduce students‟ problem in pronouncing English words.

scholarly journals Transfer in related Slavic languages

2020 ◽  
Vol 27 ◽  
pp. 81-92
Author(s):  
Marta Pančíková ◽  
Alexander Horák
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Negative Transfer ◽  
Mother Tongue ◽  
Word Formation ◽  
Positive Transfer ◽  
Language Transfer ◽  
Slavic Languages ◽  
Long Time ◽  
The Impact

In the field of teaching Polish as a foreign language, transfer plays a major role. Positive transfer helps the users of closely related Slavic languages learn more quickly, while negative transfer should be closely monitored. Intercomprehension is a phenomenon which consists of guessing the meanings of related words and linguistic forms, and the ability to quickly understand languages which are closely related to the mother tongue of learners; in other words, it is a case of positive transfer. Intercomprehension in teaching related languages is directly associated with the phenomenon of language transfer. In the practice of teaching Polish as a non-native language in Slovakia and Czechia, teaching methods related to intercomprehension, including a contrast-based approach, have been applied for a long time. However, more focus has always been placed on negative transfer. In this article we provide examples of the impact of transfer, usually negative, at several linguistic planes in learning Polish by Slovaks and Slovak by Poles. The first author indicates two planes, those of inflection and syntax, using examples from the works of Polish students; the second author discusses the problems associated with lexis and indicates three planes: those of word formation, lexis, and style. Their discussions indicate that similarities help master a language more quickly and how important highlighting the differences for learners is.

Sign in / Sign up

Export Citation Format

Share Document