scholarly journals The Negative Influence of Chinese L1 on English L2 Writing

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Ling Yu ◽  
Hongyu Chen
Keyword(s):  
Second Language ◽  
Noun Phrase ◽  
Negative Transfer ◽  
Chinese Students ◽  
Negative Influence ◽  
L2 Writing ◽  
English Writing ◽  
Verb Phrase ◽  
Sufficient Knowledge

L1 is, generally, believed to affect the acquisition of second language negatively. Because there is likely to be a negative transfer form L1 to L2, when the learner lacks sufficient knowledge for communicating his or her ideas in L2 and then draw upon the L1. The transfer includes both positive and negative transfer. However, the role of L1 is more often viewed as negative, causing negative transfer that results in a variety of errors. Generally, English and Chinese do not have many of the shared syntactical features. Hence the syntactic transfer is predictable when using the L2. This may lead to such errors as those in the noun phrase, in the verb phrase and various omissions. This paper analyses those errors in English writing, which represent the negative syntactic transfer from Chinese to English. Moreover, it discusses in details the particular causes for that transfer and propose improving the awareness of the syntactic distinction between these two languages in Chinese students.

scholarly journals On the Role of Distinctive Features of British English Sounds in the Cartoon Peppa Pig for Chinese Learners to Conquer Mother Tongue’s Negative Transfer

2021 ◽  
Vol 4 (4) ◽  
pp. 65
Author(s):  
Gang Li
Keyword(s):  
Second Language ◽  
Empirical Research ◽  
Negative Transfer ◽  
British English ◽  
Distinctive Features ◽  
Starting Point ◽  
Chinese Learners ◽  
Better Than

With the process of globalization and integration, more and more people tend to be bilingual. Undoubtedly, mastering a second language is significant. This thesis aims to explore how to conquer the difficulties in learning British English sounds through analyzing a British cartoon Peppa Pig.Chapter one begins with the research background, significance and purpose of research. The thesis takes the cartoon Peppa Pig as the starting point to demonstrate the role of distinctive features for Chinese learners to conquer negative transfer. The empirical research could be found in Chapter two, because of requiring to know the concrete circumstance of Chinese learners.Through the collection and analysis of data, we can know these problems which Chinese learners exist in the process of learning British English.Based on the comparison of Chinese and British English, Chapter three clarifies the difficulties in learning British English. As for Chinese learners, mastering distinctive features can promote learners to master British English sounds better than stress and rhythm. Chapter four states the role of the distinctive features in helping conquer Chinese negative transfer in the cartoon Peppa Pig. The final chapter is the conclusion of this thesis and involves a new study for Chinese learners to learn British English sounds under the distinctive features.

scholarly journals Writing Errors Among Arab EFL Learners: A Review of Literature

2019 ◽  
Vol 11 (5) ◽  
pp. 319
Author(s):  
Aseel Altheneyan ◽  
Nora F. Boayrid
Keyword(s):  
Second Language ◽  
First Language ◽  
Negative Influence ◽  
Review Of Literature ◽  
Efl Learners ◽  
English Writing ◽  
Error Taxonomy ◽  
Multiple Levels ◽  
Writing Errors ◽  
Different Sources

The aim of this article is to provide an overview of common writing errors among Arab learners of English as a second language by analyzing the findings of 15 studies. The negative influence of the first language (L1) is called interference and was first introduced by Lado (1957). This article focused on studies that have examined the negative influence of Arabic on the English writing of Arab learners. It has excluded studies that dealt with common errors resulting from different sources such as, intra-lingual errors (i.e. resulting from L2). The findings of the reviewed studies were analyzed based on James’s (2013) error taxonomy. Accordingly, three types of errors were identified, namely, substance errors, textual errors, and discourse errors. The analysis suggested that Arabic has influenced learners’ English writings at multiple levels.

scholarly journals Chinese Students’ Ambivalent Perceptions of Grammar Correction in L2 Writing

2015 ◽  
Vol 3 (2) ◽  
pp. 101
Author(s):  
Xu Shao ◽  
Jingyu Zhang
Keyword(s):  
Chinese Students ◽  
L2 Writing ◽  
Grammar Instruction ◽  
Writing Classes ◽  
Writing Ability ◽  
Writing Evaluation ◽  
English Writing ◽  
Grammar Correction ◽  
English Major ◽  
The One

<p><em>The efficacy of Grammar Correction (GC) in second language (L2) writing classes has been the subject of much controversy and the field seems to take Ferris’ (1999) generalization that students believe in GC and want to receive it for granted. To test Ferris’ generalization, this study examines Chinese students’ perceptions of GC in their English writing. The results of a questionnaire administered to six groups of three proficiency levels of university students majoring in or not in English show ambivalent perceptions towards GC. On the one hand, all learners believe GC has obvious effects and can improve their accuracy in L2 writing. On the other hand, they all agree that GC is not enough for improving learners’ writing ability and that the time spent on GC should be allocated on training other writing abilities. All groups of participants gave a negative to uncertain answer to GC, though different perception patterns figure in whether or not majoring in English: English-major groups’ mean expectation scores of GC increase while those of non-English-major groups decrease in keeping with their English levels. These results provide strong evidence for Truscott’s (1996) view that GC should be abandoned. We believe that the different perceptions of GC shown by English and non-English major students stem from the fact that the former receives a more systematic grammar instruction than the latter. The ambivalent perceptions of GC originate in the fact that grammar accuracy occupies an important proportion in various writing evaluation systems.</em></p>

scholarly journals The locus of written corrective feedback in various SLA theories

2021 ◽  
Vol 31 (1) ◽  
pp. 112-139
Author(s):  
Ehsan Abbaspour
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Second Language Writing ◽  
Corrective Feedback ◽  
L2 Writing ◽  
Oral Feedback ◽  
Written Corrective Feedback ◽  
Language Writing ◽  
Shed Light

Whether corrective feedback is effective in L2 writing has always been a controversial issue among Second Language Acquisition (SLA) scholars despite a vast body of research investigating the issue. This conflict is rooted in the fact that different researchers subscribe to different theories of SLA which are at times contradictory in nature. The present article reviews and investigates major SLA theories with respect to their views and stance toward the efficacy of Written Corrective Feedback (WCF) and error correction in second language writing. Many of these theories do not address the role of corrective feedback explicitly or merely focus on the role of oral feedback. Polio (2012) and Bitchener and Ferris (2012) have partially investigated the issue at stake reviewing a number of SLA theories. In this study, however, attempt is made to shed light on the role of WCF especially in the theories which are not directly concerned with L2 writing.

scholarly journals Kurdish EFL learners’ conceptual transfer in L2 writing

2018 ◽  
Vol 9 (1) ◽  
pp. 163-172
Author(s):  
Jamal Ali Omar
Keyword(s):  
Language Use ◽  
Negative Transfer ◽  
Negative Influence ◽  
L2 Writing ◽  
Structural Level ◽  
Efl Learners ◽  
English Major ◽  
University Level ◽  
Conceptual Transfer ◽  
Relationship Of

Abstract The phenomenon of language transfer in SLA learning and use is perennial and cannot be silenced easily. In L2 writing, the phenomenon is found to affect the written products sound nonnative and, even ambiguous. It is thought that the transfer occurs at the conceptual and structural level of language use. The present paper examines Kurdish EFL learners’ writing aiming at identifying transfer types, particularly, the negative transfer. To this end, 20 university level English major students argumentative writing are analyzed focusing on the conjuncts and adjuncts to find out any track of L1 concepts. The logical clause relationship of cause-effect was the area of focus. The results of the study showed that L1 concepts have been used in forming the relations between sentences and clauses spelt out by lexical signals of sentence connectors and subordinators. It is also found that L1 concepts transferred into L2 writing. The insights gained from the results of the study reveal that there is a problem, especially the negative influence of L1, which needs to be attended. 

scholarly journals Plagiarism in second-language writing

2014 ◽  
Vol 47 (3) ◽  
pp. 269-302 ◽  
Author(s):  
Diane Pecorari ◽  
Bojana Petrić
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Writing ◽  
L2 Writing ◽  
Future Research ◽  
Writing Research ◽  
Language Writing ◽  
L1 And L2 Writing ◽  
L1 And L2

Plagiarism is a broad and multidisciplinary field of study, and within second-language (L2) writing, research on the topic goes back to the mid-1980s. In this review article we first discuss the received view of plagiarism as a transgressive act and alternative understandings which have been presented in the L1 and L2 writing literature. We then survey and identify salient themes in the growing body of work relating to plagiarism, primarily from an L2 writing/applied linguistic perspective. These themes include terminological distinctions; views of the role of textual plagiarism in language learning and a writer's development; a concern with students’ and teachers’ sometimes differing understanding of plagiarism; and disciplinary differences in perceptions of plagiarism. We review research into the role of the electronic media in changing orientations toward plagiarism, the potential role of culture as a cause of plagiarism in the work of L2 writers, and pedagogical approaches to guiding students away from plagiarism. Methodological issues in researching plagiarism are surveyed, and the article concludes by suggesting directions for future research.

scholarly journals Error Analysis – Types and Causes of Errors in English Writing among Chinese Students

2021 ◽  
Vol 5 (8) ◽  
pp. 238-241
Author(s):  
Zhuoyang Li
Keyword(s):  
Foreign Language ◽  
Error Analysis ◽  
Language Learners ◽  
Negative Transfer ◽  
Chinese Students ◽  
English Writing ◽  
Foreign Language Learners ◽  
Thought Patterns ◽  
Causes Of Errors ◽  
Chinese And English

This article analyzes errors with regard to the types and causes of errors commonly committed by Chinese EFL (English as a foreign language) learners. It covers the concepts and theories concerning error analysis, synthesizes previous research, as well as identifies the flaws and gaps found in those literatures. This article provides several teaching suggestions based on previous analyses, which have found that the misuse of verbs and articles are the most common errors in English writing among Chinese students. Based on this, most studies attributed those errors to the negative transfer of Chinese due to the thought patterns and disparities between Chinese and English.

Könyvismertetések

2007 ◽  
Vol 62 (2) ◽  
pp. 253-265
Author(s):  
István Fekete ◽  
Mária Gósy ◽  
Rozália Eszter Ivády ◽  
Péter Kardos
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Speech Production ◽  
Perception And Action

DianePecherés RolfA. Zwaan(szerk.): Grounding cognition: The role of perception and action in memory, language, and thinking (Fekete István)     253 CsépeValéria: Az olvasó agy (Gósy Mária) 256 Kormos, Judit: Speech production and second language acquisition (Ivády Rozália Eszter)      260 MarosánGyörgy: Hogyan készül a történelem? (Kardos Péter) 263

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