scholarly journals “Makam” nasi: Language interference of a Japanese young learner in Indonesia

2021 ◽  
Vol 54 (3) ◽  
Author(s):  
Kadek Eva Krishna Adnyani ◽  
Ni Wayan Nilam Puspawati ◽  
Ni Komang Arie Suwastini
Keyword(s):  
Second Language ◽  
First Language ◽  
International School ◽  
Common Type ◽  
Language Knowledge ◽  
Grammatical Error ◽  
Old Japanese ◽  
Phonological Interference ◽  
The Subject

In acquiring the second language, children will use their first language knowledge as a base in their attempt of using a new language. This phenomenon is called language interference. This study aimed at identifying specific instances of language interference conducted by a bilingual child during her study in an international school. The subject was a 5-year-old Japanese child who was acquiring Indonesian as her second language. This study was a case study using a descriptive qualitative research method. Data collection was done through observation, interview and note-taking. Furthermore, the data in the form of utterances in Indonesian interfered by Japanese were analyzed descriptively. The results showed that the most common type of language interference that occurred was phonological interference (16 examples), followed by lexical error (4 words) and grammatical error (5 sentences). In short, in this case, Japanese phonological interference with Indonesian pronunciation occurred more frequently than lexical error and grammatical error.

scholarly journals Students' Analyses toward Grammatical Errors on Social Media's Posts: Case Study in Politeknik Negeri Medan

2021 ◽  
Vol 2 (2) ◽  
pp. 320-330
Author(s):  
Orli Binta Tumanggor ◽  
Aprilza Aswani ◽  
Winda Syafitri
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Mother Tongue ◽  
First Language ◽  
Part Of Speech ◽  
Grammatical Errors ◽  
Key Word ◽  
Grammatical Error ◽  
The Subject

Learning a second or foreign language is quite different from acquiring the first language or mother tongue. There are some differences found in different languages including the grammatical pattern. It tends to make the learners have errors in writing or speaking English. This study investigated the students’ analyses toward grammatical error on social media posts. The subject of research are 15 students of Politeknik Negeri Medan majoring computer engineering.There were 20 errors found by students which were further analyzed by using surface taxonomy theory.  This study showed that the students’ analyses were dominantly on misformation analysis, followed by omission, addition, and misordering analysis. Misformation is the highest rate of errors found as it actually covers many grammar topics in english such as tenses, participle, verbal sentence, nominal sentence, part of speech, and others as analyzed by students on social media posts.  Besides, no students found blends analysis, it might due to their lack of knowledge of blends itself. Key word: Grammatical error, social media, surface taxonomy theory

scholarly journals Language Analysis -A Case Study-

2017 ◽  
Vol 2 (6) ◽  
pp. 52-63
Author(s):  
Evelyn Almeida ◽  
Andrea Rosero
Keyword(s):  
Second Language ◽  
Adult Learner ◽  
First Language ◽  
Code Switching ◽  
Language Analysis ◽  
The Subject ◽  
The Common ◽  
Leave Taking

The aim of this study was to analyze, the development of a second language adult learner. Pedro who was the subject of this study is A1 user according to the Common European Framework of Reference, it means that he can make an introduction and use basic greeting and leave-taking expressions. The analysis was based on an interview where the researchers focused their attention on aspects related to phonology, morphosyntax, vocabulary and pragmatics, code-switching, and other anomalies. The results showed that in the participant’s speaking there are theories, methods, and concepts that are presented implicitly or explicitly. It was also found out that our participant Pedro had many first language interference errors as they were explained along the analysis.

scholarly journals FIRST LANGUAGE VOCABULARY DEVELOPMENT AND PHONOLOGICAL DEVELOPMENT OF AN INDONESIAN CHILD: A CASE STUDY

2021 ◽  
Vol 5 (2) ◽  
pp. 83-93
Author(s):  
Sugiyanta
Keyword(s):  
Second Language ◽  
First Language ◽  
Vocabulary Development ◽  
Female Child ◽  
Phonological Development ◽  
Parts Of Speech ◽  
Research Instrument ◽  
The Third ◽  
The Subject

First language vocabulary development and phonological development are important for a child to interact with others and to acquire second language. This current research aims to explore the first language vocabulary development and phonological development of an Indonesian child. The subject of this current research is an Indonesian female child aged 2.10 years. Recordings were employed as the research instrument to collect data. The data were collected by recording the child’s utterances within a three-month period, commencing from February 5, 2019 to April 23, 2019. There were nine (9) recordings in February, twenty-five (25) recordings in March, and twenty-six (26) recording in April. To explore the child’s first language vocabulary and phonological development, the recordings of the child’s utterances were transcribed. The findings show that the vocabulary development of the child occurred in the names of animals, vegetables, fruits, transportation, stationary, numbers, colours, and family members. In addition, the findings also indicate that child’s phonological development did not yet happen in the second month of the research (March 2019). It occurred in the third month only in the categories of other things and colours. A study should be further conducted with more categories, not only focusing on the main four parts of speech – nouns, verbs, adjectives, and adverbs, but also on pronouns, prepositions, conjunctions, and articles.

Reading in Mandarin and English: Using Reading Miscue Inventory and Retrospective Miscue Analysis with Adult English Language Learners

2014 ◽  
Author(s):  
◽  
Yang Wang
Keyword(s):  
Second Language ◽  
Reading Strategies ◽  
English Language ◽  
Native Language ◽  
First Language ◽  
Case Analysis ◽  
Reading Process ◽  
Instructional Tool ◽  
Evaluation Tool

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This qualitative case study explored five college ELLs' reading processes in their native Mandarin language and the English language. The purpose of this case study is 1) to discover the reading process of five native-Mandarin-speaking adult ELLs at a large Midwestern university; 2) to learn their perceptions of reading; and 3) to learn about their strategy use in reading the selected materials in both Mandarin and English. I met with each participant individually. In the beginning I did the reading interests inventory and the Burke Reading Interview in Mandarin and in English to learn about their beliefs in the two languages. I surveyed their reading metacognition in both languages. Then I selected four pieces of texts (two in Mandarin and two in English) for RMI and RMA with each reader. At the end, I did post-interviews and post-surveys. Through the study, I kept a double entry journal. Then I conducted within-case analysis and cross-case analysis. This study found 1) by the end the participants believed reading was to know the meaning in both languages and helping them to examine their reading in their first language makes them more successful in their second language; 2) the readers used all linguistic and pragmatic language cueing systems to construct meaning in both languages, and they relied more on linguistic cueing systems in English; 3) they used all natural reading strategies and other similar strategies in both languages, and applied unique strategies to construct meaning in English; 4) the RMA sessions helped the participants build their confidence and revalue their reading, especially in English; 5) the participants became more metacognitive through the RMA sessions, and highly proficient readers may not be the most metacognitive ones. This study suggests RMI is an effective reading evaluation tool for the reading process of the first language as well as the second language. Reading teachers and ELL teachers could use RMI to understand their students' reading process and re-evaluate their students' reading comprehension. This study also suggests RMA is an effective instructional tool. The RMA sessions could build the students' confidence, focus more on meaning, and uncover their reading strategies, as well as their strengths and weaknesses. ELLs need to read actively and closely for meaning; use their successful native language reading strategies and unique strategies in their English reading; experience aesthetic reading for pleasure and read various genres and different topics; and read aloud as long as it is meaningful. ELL teachers need to help the learners establish their belief about reading; use RMI as an evaluation tool; use RMA as an instructional tool and help readers embrace their good reading strategies; encourage them to use their successful native language reading strategies and unique English language reading strategies; and encourage readers to read widely outside of classroom.

Child L2 English acquisition of subject properties in an immersion bilingual context

2012 ◽  
Vol 28 (2) ◽  
pp. 217-241 ◽  
Author(s):  
Elizabet Pladevall Ballester
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Age Of Onset ◽  
First Language ◽  
Control Group ◽  
Single Subject ◽  
Cross Sectional ◽  
Old Spanish ◽  
Developmental Effects ◽  
The Subject

Although thoroughly analysed in adult second language acquisition (L2A), the acquisition of subject properties in child L2A has not received so much attention and the majority of studies deal with longitudinal data or only with a single subject property. This study contributes new cross-sectional data from 5-year-old Spanish children acquiring second language (L2) English in an immersion bilingual context with age of onset three and analyses the acquisition of all the subject properties traditionally associated as a cluster in comparison to a monolingual control group of the same age. The data were obtained by means of an orally elicited judgement/correction experimental task and enabled us to explore the children’s awareness of grammaticality contrasts in their L2, the influence of their L1 after two years of exposure and the extent to which the cluster of subject properties traditionally associated and studied together develop similarly in acquisitional terms. Results suggest that 5-year-old children show sensitivity to grammaticality contrasts in their L2 English and indicate that even after two years of exposure and although the age of onset of acquisition was only three, their L2 is influenced by their first language (L1) subject properties, although developmental effects also need to be taken into account when explaining the results.

Introduction to L2 attrition

2019 ◽  
pp. 329-348 ◽  
Author(s):  
Teodora H. Mehotcheva ◽  
Barbara Köpke
Keyword(s):  
Second Language ◽  
Large Scale ◽  
First Language ◽  
Foreign Languages ◽  
Future Research ◽  
Theoretical Frameworks ◽  
Research Directions ◽  
Short Overview ◽  
Future Research Directions ◽  
The Subject

As the introduction to the section on second language (L2) attrition, this chapter provides a broad presentation to research on attrition of L2 and foreign languages (FL). We will first discuss the terminology used in the field, focusing on some important differences in the terminology used in first language (L1) attrition studies. It provides a short overview of the development of the field, outlining major challenges and obstacles that research on the topic has to deal with. Next, it briefly describes the major findings and knowledge amassed on the subject before reviewing in more detail the findings of some of the most significant and large-scale projects carried out on L2/FL attrition. A final presentation of several theoretical frameworks of interest for L2/FL attrition research will allow us to show how L2/FL attrition is commonly explained but also to provide some ideas for future research directions.

scholarly journals Pragmatic competence in English at the VG1 level: To what extent are Norwegian EFL students able to adapt to contextual demands when making requests in English?

2012 ◽  
Vol 6 (1) ◽  
Author(s):  
Silje Brubæk
Keyword(s):  
Second Language ◽  
First Language ◽  
Language Choice ◽  
Pragmatic Competence ◽  
Pragmatic Development ◽  
L1 Transfer ◽  
Strong Focus ◽  
Completion Test ◽  
Efl Students ◽  
The Subject

The present article presents an investigation of Norwegian students of English as a foreign language (EFL) and their pragmatic competence in English. The importance of developing such a competence receives a strong focus in the English subject curriculum. However, very few studies have been conducted in the field of pragmatics in Norway, and even fewer Norwegian studies have focused on students’ pragmatic competence in a second language. The purpose of this study was therefore to investigate whether Norwegian EFL students would be familiar with and show awareness of English politeness norms and pragmatic conventions when having to communicate in English. Would they be able to adapt their language, choice of strategy and level of formality to the contextual demands when making requests in the second language (L2)? Forty students answered a simplified version of a discourse completion test (DCT) consisting of four different situations in which the students had to make requests. The results, which were analysed by means of Brown and Levinson’s theory of face threatening acts, indicated that most of the students were at one of the beginning stages of English pragmatic development. Their language use was characterized by first language (L1) transfer and overuse of familiar and informal expressions. When faced with more formal and demanding situations, they fell short and clearly lacked the knowledge and competence that would allow them to communicate successfully. It can be argued that these findings might indicate a lack of focus in Norwegian schools when it comes to developing students’ pragmatic competence. If this is true, an important part of the subject curriculum is being neglected.

scholarly journals The Effect of Planning on Complexity, and Accuracy in Second Language Production: A Case Study in Learner’s Writing

2018 ◽  
Vol 1 (4) ◽  
pp. 467-474
Author(s):  
Komara Suhendar
Keyword(s):  
Second Language ◽  
Language Production ◽  
Average Length ◽  
Slight Improvement ◽  
L2 Learners ◽  
English Speaking ◽  
The Subject ◽  
First Time ◽  
And Task

This case study investigates the effect of planning on complexity, and accuracy in second language (L2) learners’ writing. The subject of the research is a twenty-four-year-old-Indonesian student named Della. She is selected due to her most current IELTS score, and her first-time residence in English speaking country. The participant is asked to write two writing tasks which was taken from IELTS topics. While the duration of time is set for the first task, the second task is not limited by time. After that, the results are compared and analyzed by means of T-unit as in Hunt (1965). The result of the research shows that planning may lead to slight improvement in learner’s writing. In terms of accuracy, there is 69.23% of error-free T-unit in task 1, and 72.22% in task 2. Similarly, in connection with complexity, the average length of T-unit and clauses in task 1 and task 2 is 12.92 and 15 respectively.

scholarly journals How Can Digital Storybooks Foster EAL Children’s Reading Motivation: A Multiple Case Study

2021 ◽  
Author(s):  
Jui-Fang Kuo
Keyword(s):  
Second Language ◽  
First Language ◽  
Reading Motivation ◽  
Multiple Case Study ◽  
Qualitative Approach ◽  
L2 Reading ◽  
Multiple Case ◽  
Children's Reading ◽  
Children’S Reading

<p>This paper explores the features of digital storybooks that can help foster English as an additional language (EAL) children’s motivation in reading English as a second language (L2) or as an additional language. Prior research suggests digital storybooks are conducive to children’s reading motivation in their first language (L1); however, research on the effectiveness of story apps fostering children’s reading motivation in additional languages is relatively scarce. This research adopted a qualitative approach to investigate how storybook applications designed for English as a First Language (L1) and English as an Additional Language (EAL) differ and influence EAL children’s reading motivation in L2, specifically, reading English as an additional language. This study explores the perspectives and voices of EAL children as well as their parents in relation to their experiences and attitudes toward the use of digital storybook apps to foster their L2 reading motivation. </p>

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