THE ROLE OF THE ENGLISH LANGUAGE TRANSFER IN ACQUISITION OF ITALIAN AS A SECOND LANGUAGE

2018 ◽  
Author(s):  
Tatiana Kalegina ◽  
Aleksandra Seredina ◽  
Farida Yarullina
Keyword(s):  
Second Language ◽  
English Language ◽  
Language Transfer

scholarly journals Role of L1 in L2 Acquisition According to Contrastive Analysis Hypothesis and Error Analysis

2020 ◽  
Vol 3 (2) ◽  
pp. 66-72
Author(s):  
Mai Thi Phuong Thao
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Error Analysis ◽  
Language Learning ◽  
English Language ◽  
Language Transfer ◽  
Contrastive Analysis ◽  
L2 Acquisition

In the changed context of a globalized world where English language continues to grow as a second or third language in many parts of the world, acquiring two primary languages simultaneously gains an increasing popularity. In this case, reviewing the influence of L1 on second language acquisition, i.e. language transfer, is of great importance. Though the theory of language transfer has experienced a long time of ups and downs since 1940s, up to now, it is still a central issue in applied linguistic, second language acquisition and language learning. Much of the history of this central concept has been tied in with the varying theoretical perspectives on SLA. The acceptance and/or rejection of language transfer as a viable concept has been related to the acceptance or rejection of the specific theory with which it has been associated. The article aims to compare and contrast views of the role of L1 in L2 acquisition according to Contrastive Analysis Hypothesis and Error Analysis approaches to reinvestigate how the views of L1's contributions to SLA changed in the early approaches.

scholarly journals A Review of Negative Language Transfer Regarding the Errors in English Writing in Chinese Colleges

2019 ◽  
Vol 10 (3) ◽  
pp. 603
Author(s):  
Xiaoyu Yang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Mother Tongue ◽  
Language Transfer ◽  
English Writing ◽  
Chinese Learners ◽  
Major Section

It is generally recognized that English as a Second Language is popular with language learners in China. As a major section of language learning, English writing often takes on an important role in English language learning for Chinese students. Many learners would be easily impeded by their mother tongue, Chinese and would therefore make some mistakes from time to time when it comes to writing in English. This is a pervasive phenomenon in the field of Second Language Acquisition research. Based on the relevant theories of Language Transfer, Negative Language Transfer, and Error Analysis, in terms of global research, especially in China, the current review focuses on the errors caused by the negative language transfer, and chiefly tries to probe into the suggestions to avoid such negative transfer influences in English writing among Chinese learners.

Learning English as a Foreign / Second Language: A Critique

2017 ◽  
Vol 4 (5) ◽  
pp. 6
Author(s):  
Dr. M. Jyothi
Keyword(s):  
Twentieth Century ◽  
Second Language ◽  
English Language ◽  
Linguistic Diversity ◽  
Native Speakers ◽  
Social Boundaries ◽  
Standard English ◽  
Back Ground ◽  
Native Speakers Of English

A knowledge of the English Language has become an object of importance in relation to its application in various walks of life. A complete command over the language could be possible where the varied meanings of usage of words, idioms and phrases according to the changing circumstances and situations are comprehensively elucidated to learners. In the twentieth century there is the phenomenon of the native speakers of English being outnumbered by the non-native speakers considerably. There are as many as 1500 millions users of English as a second language. Of these, an estimated 18 million users are in India. The Indian users of English are spread all over India. Though the users of English are spread all over India. English in India has a pan-Indian character. Though the users of English in India make use of the charastic role of English, yet there is no complete homogeneity. The variation in the use of English is partly due to the vast linguistic diversity in the country. It is estimated that there are as many as fifteen major languages and 1652 languages and dialects spoken in India. The ethnic variety of proficiency tend to contribute to the lack of homogeneity in Indians’ use of English. Against this back ground, Indian users of English language, lack intelligibility in communicating English language as it ought to be communicated like native speakers of English. This kind of situations often noticed by the native speakers who claim that they use only Standard English. Standard English is defined by H.C.Wyld as a certain vareity of English “spoken within certain social boundaries, with an extraordinary degree of uniformity, all over the country”. It is neither a regional nor social dialect, but its use confers a social change on the speakers. Every educated Englishmen speak it as it is the widely accepted dialect. It is the English spoken in southern England and it remains to be the language of the cultured and educated people living in south of the River Thames. It is the speech heard among men who have bee

The Role of Social-emotional skills among kindergarteners in Foreign Language Learning

2015 ◽  
Vol 1 (4) ◽  
pp. 364
Author(s):  
Chalak Ghafoor Raouf ◽  
Ranjdar Hama Sharif
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Social Emotional ◽  
Emotional Skills ◽  
Young Learners

Nowadays, second language learning among young learners is considered to be one of the main subjects in the field of education around the world. A lot of researches dealt with this subject, and focused on the processes of second language learning among young learners. Researchers were trying to understand and diagnose young language learners’ strengths and weaknesses. They came up with some evidences which show that language aptitude, gender, age, creativity, and motivation are among the elements that make a young student be different from other students. Unlike the other researches, this paper investigated the role of social-emotional skills among young learners in second language learning. It examined the influences of these skills in the process of foreign language learning. For this study a kindergarten was chosen, and 20 children were randomly selected as representatives of the 60 children who applied for an English language course in this kindergarten. Thirteen of the selected children were male learners, while the rest were females, and the age of the participants were between 4-5 years old. At the beginning of the English course a group of socialworkers conducted a pretest to measure the young learners’ social and emotional skills, and after the English course a group of English language teachers conducted the second test to measure the learners’ language proficiency. After the data collection, the finding showed a significant relationship between social-emotional skills and foreign language learning. Those students who showed a high level of social-emotional skills were more active in learning the new language, and passed the test of English proficiency with high degrees, while those students who showed a low level of social-emotional skills couldn’t pass the English proficiency test or passed with low degrees.

scholarly journals The Facilitative Role of the Interaction Hypothesis: Using Interactional Modification Techniques in the English Communicative Classroom

2019 ◽  
Vol 4 (3) ◽  
pp. 3
Author(s):  
Diego Patricio Ortega-Auquilla ◽  
Cynthia Soledad Hidalgo-Camacho ◽  
Gerardo Estevan Heras-Urgiles
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
Second Language Development ◽  
Interaction Hypothesis ◽  
Facilitative Role

<p style="text-align: justify;">English language teachers are expected to implement lessons directed by the Communicative Language Teaching (CLT) into today’s classrooms. In this regard, it is pivotal to know about the theoretical framework of this key language teaching approach. The framework is partly made up of one of the most crucial Second Language Acquisition (SLA) hypotheses called the Interaction Hypothesis (IH). The IH claims that second language development is better facilitated when learners participate in negotiated interaction. From a CLT perspective, a second language is acquired more effectively through interaction and communication. When language teachers attempt to design and deliver classroom instruction grounded in CLT, it is imperative to be familiar with the essential notions behind the IH and its facilitative role in SLA. Therefore, this paper provides key information on the hypothesis at hand by analyzing its early version and updated version. In addition, Krashen’s comprehensible input and Hatch’s role of interaction and conversation on L2 learning are highlighted, because the IH evolved from these two scholars’ seminal works.  This paper also deals with three key interactional modification techniques - comprehension checks, confirmation checks, and clarification requests – promoted by the IH. With the intent of facilitating language learning, the design and deliver of communicative-oriented lessons should have a central role in the classroom. However, lessons are more likely to be effective when teachers take the theory of the IH into practice by allowing learners to engage in negotiation of meaning through the use of the aforementioned interactional modifications.</p>

scholarly journals A Review Of Second Language Teaching And Learning Through Short Fiction And Communicative Approach

2019 ◽  
pp. 52-65
Keyword(s):  
Second Language ◽  
Current Literature ◽  
Short Fiction ◽  
Teaching And Learning ◽  
English Language ◽  
Potential Role ◽  
Relevant Research ◽  
Second Language Teaching ◽  
Communicative Approach

This paper examines the potential role of literature and the Communicative Approach in teaching a second language (SL). This paper mainly focuses on digging out the prospective role of literature and Communicative Approach in teaching SL. Analysis of past studies indicate that teacher usually recourse to Grammar Translation Method for teaching of English language, for this method needs little endeavor and supplementary materials[1]. The reviewed literature has found that this method is ineffective and futile. To critically examine the potential role of literature in combination with Communicative Approach in teaching SL, this paper tries to unearth the current literature and investigates the relevant research works carried out on the importance of exploiting Literature and Communicative Approach for teaching of English language. The present paper found that using literature and communicative approach for teaching of SL is more effective and productive than GTM. In the light of findings of this study, it is recommended that teachers of L2 need to exploit literature and employ Communicative Approach for teaching of second language.

scholarly journals Incidental vocabulary acquisition from documentary viewing: A study on the role of captions

2019 ◽  
Vol 1 (1) ◽  
pp. 75-96
Author(s):  
Marion Durbahn
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Acquisition ◽  
Relative Gains ◽  
L2 Vocabulary

This study investigated the incidental acquisition of second language (L2) vocabulary through the viewing of a 30-minute science documentary and the effect of captioning on this process. Thirty-four English language learners watched two documentaries (one captioned and one uncaptioned) and were then assessed on their knowledge of a set of words appearing in the documentaries. Results of the Vocabulary Tests (Form-recall/Spelling, and Meaning recognition) showed that documentary viewing led to significant acquisition of new vocabulary and that the captioning condition had a significant effect on this learning. Captioning boosted the gains on meaning recognition, form recall and spelling. Results indicated that relative gains in the captioning condition are 8% significantly higher than in the uncaptioned condition.

scholarly journals English language instructors’ beliefs about the role of L1 in English language development and formal instruction in Croatia: A survey

ExELL ◽  
2017 ◽  
Vol 5 (2) ◽  
pp. 95-121
Author(s):  
Mirna Erk
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Development ◽  
English Language ◽  
Belief Systems ◽  
English Language Development ◽  
Academic Degree ◽  
Formal Instruction ◽  
Acquisition Processes

Abstract Current understanding of second language acquisition processes is based on the position that second language learners rely and depend on their L1 as well as on all of their language-related experience. This paper presents results of a questionnaire study aimed to explore Croatian EFL instructors’ beliefs about the role of L1 in English language development and formal instruction. Data was further analysed in order to explore variables most likely to impact instructors’ belief systems (participants’ age and academic degree, students’ language level, learning setting). The findings point to a lack of professional consensus with regard to L1 use which is discussed and followed by practical implications.

scholarly journals The Role of Literature in Achieving Proficiency in Language Use: The Case of ESL

2021 ◽  
Vol 3 (13) ◽  
pp. 27-35
Author(s):  
Geraldine Ifesinachi Nnamdi-Eruchalu
Keyword(s):  
Second Language ◽  
English Language ◽  
Language Use ◽  
Literary Works ◽  
Functional Load ◽  
Language Status ◽  
Language And Literature ◽  
Comprehensible Input ◽  
Study Population

It has been observed that many users of English in Nigeria do not possess the required level of competence in the language despite its second language status, with its attendant high functional load. This paper seeks to discover the role of literature in achieving proficiency in the use of the English language. To this end, it is targeted at exploring literature in English as a veritable resource in achieving the required proficiency among Nigerian users of English as a second language. The study population consists of final year students of the Department of English language and Literature of Nnamdi Azikiwe University Awka in Nigeria. Questionnaires and participant observations were adopted as the instruments for data collection. It was discovered that students who have more exposure to literary works are more proficient in using the English language. It, therefore, concluded that making students read literary works, listen, dramatize, and recite them will acquaint them with the comprehensible input they need to achieve the requisite competence in the language.

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