scholarly journals Language interference in elt writing class

2021 ◽  
Vol 1 (2) ◽  
pp. 92-107
Author(s):  
Muliyana Muliyana ◽  
Muhammad Zuhri Dj. ◽  
Andi Muhammad Yauri
Keyword(s):  
Second Language ◽  
Qualitative Method ◽  
First Language ◽  
Writing Skills ◽  
The Third ◽  
Writing Class ◽  
Tenth Grade ◽  
Language Influence

This research about The Effect of Using Language Interference in ELT Writing Class at The Tenth Grade of Athirah Bone. It is intended to find out two problems of writing. The first problem is the types of errors made by the students in students’ writing skills of the tenth grade of Athirah Bone. This research used a qualitative method by implementing interview. The sample consisted of 9 students from Athirah Bone. The result shows that the students’ perception of the types of students’ errors in writing consist of five perceptions. The first is students’ perceptions relate to the feeling. The second is students’ perceptions relate with the first language’ influence students in mastering the second language. The third is the students’ perception relates to the students’ experiences and kinds of interferences that students have made on writing. The fourth is the students’ perception relates to the factors that cause students to do interfere in writing. The last is about the students’ perception of the difficulties in writing. The second problem is the factors that cause students to do interfere in writing through the observation, it is found that there are four factors that make the students of the tenth grade of Athirah Bone do interfere in writing. The first is do not master spelling. The second is still confused about using the article. The third is Missing using singular and plural nouns. The last is missing space.

scholarly journals Enhancing Academic Writing Skills through “Reading to Learn” Strategy

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Listyani
Keyword(s):  
Second Language ◽  
Academic Writing ◽  
English Language ◽  
Mother Tongue ◽  
Teaching Strategy ◽  
First Language ◽  
Writing Skills ◽  
Writing Class ◽  
Learn Strategy ◽  
Reading To Learn

Writing in a second language is different from writing in one’s mother tongue. Writing in a second or foreign language is undeniably more difficult than writing in the first language. Therefore, it is imperative for teachers to understand that there are many differences between first language (L1) and second language (L2) writing. Second language writing is complexified by the addition of new resources and norms (new structural elements of the new language, new rhetorical conventions, and some other things). On that ground, teachers should select the most appropriate teaching methods and strategies in their writing classes, one strategy that teachers can apply in their academic writing class is Reading to Learn strategy. This study presented information on a teaching strategy named Reading to Learn applied to one group of Academic Writing class. One group was taught using Reading to Learn teaching strategy, with the hope of helping students improve in both their reading and writing skills. This study was conducted in a writing course consisting of 20 students. Academic Writing is the highest writing class before students go to thesis proposal writing at the English Department of UKSW Indonesia. One central question to be answered is: How effective is Reading to Learn strategy when it is used to teach Academic Writing students? Instruments used were pre-test, post-test, direct as well as video-recorded observations, weekly journals, and interviews. In Indonesia, not many studies dealing with Reading to Learn have been done. One study was conducted by Samanhudi and Sugiarti (2013). This study reports the effectiveness of using Reading to Learn program in teaching critical writing to teacher candidates in English Language Teaching Department, Sampoerna School of Education, Jakarta. From the statistical analysis as well as from students’ perceptions, several conclusions can be drawn. First, Reading to Learn is effective to teach Academic Writing. Secondly, not all tertiary students like working cooperatively. Some prefer working individually. The next conclusion is students perceive peer review as an important part of their essay writing.

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.

scholarly journals Dynamic Transfer and Relations between First Language (L1) Proficiency and Second Language (L2) Writing Skills Performance

2019 ◽  
Author(s):  
Abdulelah Alkhateeb
Keyword(s):  
Second Language ◽  
Language Learning ◽  
English Language ◽  
First Language ◽  
Writing Skills ◽  
Arabic Language ◽  
Future Research ◽  
Dynamic Relationship ◽  
Arabic And English ◽  
L1 And L2

This study investigates the transfer relationship between first language (L1) (Arabic) proficiency and second language (L2) (English) performance in writing skills of a Saudi bilingual graduate student. Several studies have discussed the transfer issues in language learning, yet a few of them focus on the transfer relationships between Arabic and English language writing skills. Regardless of the huge linguistic distinction between the English language and Arabic language, it is presumed that Arabic and English writing skills positively, negatively, and neutrally transferred in a dynamic relationship. The researcher has conducted observations and interviews with Fatimah, the participant of this study, and analyzed her texts in both languages to illustrate how dynamic relationships between L1 and L2 in the composition skills is and what the effects of language transfer in the composition skills between L1 and L2 are. The data were collected and analyzed in January 2018. The results demonstrate effects of L2 on L1 as the following; first, a reverse or backward transfer implemented in three ways; positive, negative, and neutral transfer. Second, they indicate that there is a dynamic relationship between second language performance and first language proficiency in composition particularly. It is hoped that this knowledge will assist students in being aware of the effects of L2 on L1 specifically in composition and taking the advantages to accelerate the rate of language learning. It is recommended for future research to conduct studies in bilingual writings to investigate how L1 could be a resource and advocate of language development.

Source(s) of syntactic cross-linguistic influence (CLI): The case of L3 acquisition of English possessives by Mazandarani–Persian bilinguals

2015 ◽  
Vol 32 (2) ◽  
pp. 225-245 ◽  
Author(s):  
Nader Fallah ◽  
Ali Akbar Jabbari ◽  
Ali Mohammad Fazilatfar
Keyword(s):  
Second Language ◽  
First Language ◽  
Judgment Task ◽  
Third Language ◽  
The Third ◽  
Grammaticality Judgment ◽  
L3 Acquisition

This study investigates the role of previously acquired linguistic systems, Mazandarani and Persian, in the acquisition of third language (L3) English at the initial stages. The data have been obtained from 31 students (age 13–14 years), testing the placement of attributive possessives in a grammaticality judgment task, an element rearrangement task and an elicited oral imitation task. The participants consist of three groups: The first two groups have Mazandarani as the first language (L1) and Persian as the second language (L2), but differ from each other with respect to the language of communication, Mazandarani and Persian, respectively. The third group has Persian as the L1 and Mazandarani as the L2, with Persian as the language of communication. English and Mazandarani pattern similarly in the target structures. That is to say, possessors precede possessed nouns and possessive adjectives come before nouns. In contrast, in Persian, possessives occur post-nominally. The results of this study reveal that none of the proposals tested (e.g. the L1 Factor, Hermas, 2010, 2014a, 2014b; the L2 Status Factor, Bardel and Falk, 2007; Falk and Bardel, 2011; the Cumulative Enhancement Model (CEM), Flynn et al., 2004; the Typological Proximity Model (TPM), Rothman, 2010, 2011, 2013, 2015) could account for the results obtained. This study provides support that at the initial stages of L3 acquisition, syntactic transfer originates from the language of communication, irrespective of order of acquisition.

scholarly journals Processing reflexives in a second language: The timing of structural and discourse-level constraints

2011 ◽  
Vol 33 (3) ◽  
pp. 571-603 ◽  
Author(s):  
CLAUDIA FELSER ◽  
IAN CUNNINGS
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
Native Speaker ◽  
First Language ◽  
Nonnative Speakers ◽  
Binding Condition ◽  
Reflexive Pronouns ◽  
German Speaking ◽  
Nonnative Speakers Of English ◽  
Language Influence

ABSTRACTWe report the results from two eye-movement monitoring experiments examining the processing of reflexive pronouns by proficient German-speaking learners of second language (L2) English. Our results show that the nonnative speakers initially tried to link English argument reflexives to a discourse-prominent but structurally inaccessible antecedent, thereby violating binding condition A. Our native speaker controls, in contrast, showed evidence of applying condition A immediately during processing. Together, our findings show that L2 learners’ initial focusing on a structurally inaccessible antecedent cannot be due to first language influence and is also independent of whether the inaccessible antecedent c-commands the reflexive. This suggests that unlike native speakers, nonnative speakers of English initially attempt to interpret reflexives through discourse-based coreference assignment rather than syntactic binding.

A quantitative model of first language influence in second language consonant learning

2015 ◽  
Vol 69 ◽  
pp. 17-30
Author(s):  
Jian Gong ◽  
Martin Cooke ◽  
Maria Luisa García Lecumberri
Keyword(s):  
Second Language ◽  
First Language ◽  
Quantitative Model ◽  
Language Influence

scholarly journals Teaching The Writing Process As A First And Second Language Revisited: Are They The Same?

2015 ◽  
Vol 11 (2) ◽  
pp. 119-124
Author(s):  
Felicia Lincoln ◽  
Anisa Ben Idris
Keyword(s):  
Second Language ◽  
Writing Process ◽  
First Language ◽  
Writing Skills ◽  
Physical Activities ◽  
Ell Students ◽  
Writing Processes

Research on the second writing process is not recent. Both first and second writing processes have been in the area of argument among scholars. It is has been confirmed that both first and second writers nearly all practice similar physical activities pre-writing, during, and post writing stages; however, they still differ in the inner extra thinking activities that non-native writers practice to reduce the transfer of first language rules during the writing processes. Therefore, teachers should provide extensive feedback to ELL students to help them improve their writing skills.

scholarly journals PENGARUH BAHASA BANGSA EROPA DI TERNATE

2019 ◽  
Vol 10 (1) ◽  
pp. 391
Author(s):  
Jainul Yusup
Keyword(s):  
Second Language ◽  
First Language ◽  
The Past ◽  
Language Influence ◽  
Local Languages

Ternate Malay Language (BMT) in the past become a second language for speakers of ethnic languages (local languages). While the first language is the language of each region. But when viewed developments today, more and more ethnic in North Maluku which uses Ternate Malay as a first language, including ethnic Ternate.Keywords: Language Influence, European Nations, Ternate, North Maluku.

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