scholarly journals A Comparative Analysis on Cohesive Markers in Essay Composition of First Language and Second Language: Direct Writing Versus Translation

2021 ◽  
Vol 1 (2) ◽  
pp. 01-10
Author(s):  
Noor Shahariah Saleh ◽  
Siti Fatimah Murtaza ◽  
Nurshila Umar Baki
Keyword(s):  
Second Language ◽  
Comparative Analysis ◽  
Writing Process ◽  
First Language ◽  
Direct Writing ◽  
Writing Quality ◽  
L1 Transfer ◽  
Written Text ◽  
Second Language Development ◽  
Advanced Proficiency

Studies have revealed that first language has significant impacts on learners’ second language development. Utilizing L1 in the writing processes such as translation method and direct writing is a conventional strategy used by low proficiency level L2 learners. However, there is a lack of studies that determine the quality of writing influenced by L1 transfer. This study aims to provide a comparative analysis on the use of cohesive markers as a result of the use of Malay in English written text via translation and direct composition. The writing quality in terms of content, organisation and writing style of a group of students with low, intermediate and advanced proficiency levels from a secondary school in the district of Tangkak, Johor was scrutinised. Data were collected via two different topics of writing tasks using direct composition and translation writing process. The first topic involved English direct composition while the second topic employed direct Malay composition which was then translated into English. The results of the study indicated that English essays of direct writing showed less variety of cohesive markers as compared to Malay essays due to the lack of L2 writing skills. The learners apparently generated more ideas in their native language as well as utilized their L1 cohesive markers into L2 composition via the translation writing process. Nevertheless, the similarities and differences of cohesive markers in Malay and English help teachers to understand learners' organisation of Malay and English essays.

Second language data and constraints on Manner: explaining substitutions for the English interdentals

2003 ◽  
Vol 19 (3) ◽  
pp. 225-250 ◽  
Author(s):  
Linda Lombardi
Keyword(s):  
Second Language ◽  
Optimality Theory ◽  
First Language ◽  
L1 Transfer ◽  
Language Data

Substitutions for English interdentals tend to be consistent based on first language (L1): eg. [t] for speakers of Russian, [s] for speakers of Japanese. While the facts suggest that some type of L1 transfer must be involved, a rule affecting a sound that does not occur in L1 is unlearnable. Optimality Theory (OT) allows a solution to this conundrum because the grammars contain independently necessary constraint rankings that also have an effect on the interdentals. [t] substitution results from high ranked markedness. This can be seen as an effect of universals because this grammar retains the original ranking that the L1 learners begins with. [s] substitution results from high ranked Faithfulness. In this case, some L1 phonology has forced reranking, making this an effect of L1 transfer.

Interplay between perceived cross-linguistic similarity and L2 production

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Georgios Georgiou
Keyword(s):  
Second Language ◽  
First Language ◽  
Production Test ◽  
L1 Transfer ◽  
Egyptian Arabic ◽  
Speech Learning Model ◽  
L2 Production ◽  
Partial Overlap ◽  
The Relationship ◽  
Speech Learning

Abstract The present study aims to investigate the relationship between perceived cross-linguistic similarity and second language (L2) production. To this purpose, Egyptian Arabic learners of Greek in Cyprus who took part in a previous cross-linguistic perceptual study, completed a production test with respect to the Cypriot Greek vowels. The findings showed that perceived cross-linguistic similarity was linked with L2 production since along with the consideration of first language (L1)-L2 acoustic differences, it predicted most of the L2 vowel productions. Also, many L2 vowels were considerably longer than the corresponding L1 vowels. This can be interpreted as an L1 transfer since Egyptian Arabic vowels are longer in duration than the Cypriot Greek vowels. An interesting finding was that the production of the L2 vowels had only partial overlap with the productions of the L1 vowels, a finding that provides support for the hypotheses of the Speech Learning Model.

Constraining second language word order optionality: scrambling in advanced English-German and Japanese-German interlanguage

2005 ◽  
Vol 21 (1) ◽  
pp. 34-71 ◽  
Author(s):  
Holger Hopp
Keyword(s):  
Second Language ◽  
Word Order ◽  
Universal Grammar ◽  
First Language ◽  
Target Language ◽  
Transfer Effects ◽  
L1 Transfer ◽  
Remnant Movement ◽  
Functional Features ◽  
Japanese Learners

This study documents knowledge of UG-mediated aspects of optionality in word order in the second language (L2) German of advanced English and Japanese speakers ( n = 39). A bimodal grammaticality judgement task, which controlled for context and intonation, was administered to probe judgements on a set of scrambling, topicalization and remnant movement constructions. Given first language (L1) differences and Poverty of the Stimulus, English and Japanese learners face distinct learnability challenges. Assuming Minimalist grammatical architecture (Chomsky, 1995), convergence on the target language would entail the unimpaired availability of Universal Grammar (UG), i.e., computational principles and functional features beyond their L1 instantiation. Irrespective of L1, the L2 groups are found to establish systematic native-like relative distinctions. In addition, L1 transfer effects are attested for judgements on scrambling. It is argued that these findings imply that interlanguage grammars are fully UG constrained, whilst initially informed by L1 properties.

Lexical acquisition over time in minority first language children learning English as a second language

2008 ◽  
Vol 29 (1) ◽  
pp. 41-65 ◽  
Author(s):  
HEATHER GOLBERG ◽  
JOHANNE PARADIS ◽  
MARTHA CRAGO
Keyword(s):  
Second Language ◽  
Native Speaker ◽  
First Language ◽  
Receptive Vocabulary ◽  
Vocabulary Test ◽  
Lexical Resources ◽  
Lexical Development ◽  
Second Language Development ◽  
Mental Age ◽  
Language Sampling

ABSTRACTThe English second language development of 19 children (mean age at outset = 5 years, 4 months) from various first language backgrounds was examined every 6 months for 2 years, using spontaneous language sampling, parental questionnaires, and a standardized receptive vocabulary test. Results showed that the children's mean mental age equivalency and standard scores on the Peabody Picture Vocabulary Test—Third Edition nearly met native-speaker expectations after an average of 34 months of exposure to English, a faster rate of development than has been reported in some other research. Children displayed the phenomenon of general all-purpose verbs through overextension of the semantically flexible verb do, an indicator of having to stretch their lexical resources for the communicative context. Regarding sources of individual differences, older age of second language onset and higher levels of mother's education were associated with faster growth in children's English lexical development, and nonverbal intelligence showed some limited influence on vocabulary outcomes; however, English use in the home had no consistent effects on vocabulary development.

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 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 Language transfer and positional bias in English stress

2019 ◽  
Vol 36 (4) ◽  
pp. 445-474
Author(s):  
Guilherme D Garcia
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
First Language ◽  
Response Patterns ◽  
L1 Transfer ◽  
Positional Bias ◽  
Two Factors ◽  
Generalize Weight

This article shows that first language (L1) transfer may not be effectively maintained in the interlanguage due to confounding factors in the second language (L2). When two factors, [Formula: see text] and [Formula: see text], are correlated in the L2, second language learners may only acquire [Formula: see text], even if [Formula: see text] is present in the L1. Transfer may not be effective because [Formula: see text], being more robust in the input, conceals [Formula: see text]. Native speakers, on the other hand, generalize [Formula: see text] in spite of [Formula: see text]. The variables in question are weight-sensitivity ([Formula: see text]) and positional bias ([Formula: see text]) in English, both of which can predict the location of stress in the language. I show that two seemingly target-like groups of second language learners of English (speakers of Mandarin and speakers Portuguese) fail to accurately generalize weight-sensitivity in the language, and instead display response patterns which are predictable given the existing positional bias in English stress.

Where are the minimal trees? Evidence from early Zulu L2 subordination

2000 ◽  
Vol 16 (3) ◽  
pp. 233-265 ◽  
Author(s):  
Busi Dube
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
First Language ◽  
Functional Categories ◽  
Transfer Effects ◽  
Initial State ◽  
L1 Transfer ◽  
Syntactic Development

The Minimal Trees Hypothesis (Vainikka and Young-Scholten 1994; 1996a; 1996b) proposes that second language (L2) initial state grammars lack functional categories because functional categories are not subject to transfer effects. The aim of this article is to argue that, to some extent, functional categories instantiated in the learner's first language (L1) transfer to the initial state of L2 syntactic development. On the basis of Zulu interlanguage (IL) data on the acquisition of the obligatory declarative complementizer ukuthi(‘that’) by English native speakers, it is argued that Comp contains a null complementizer system which has sufficient syntactic content to generate subordination in the learners' initial Zulu IL grammar. Regarding transfer of functional categories, it is suggested that null Comp evident at the Zulu L2 initial state is transferred from English, the subjects' L1.

Nativelike right-dislocation in near-native French

2011 ◽  
Vol 27 (3) ◽  
pp. 361-390 ◽  
Author(s):  
Bryan Donaldson
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
First Language ◽  
Production Data ◽  
L1 Transfer ◽  
Grammatical Competence ◽  
Interface Phenomena ◽  
Interface Hypothesis ◽  
Pragmatic Knowledge

Recent research on advanced and near-native second-language (L2) speakers has focused on the acquisition of interface phenomena, for example at the syntax—pragmatics interface. Proponents of the Interface Hypothesis (e.g. Sorace, 2005; Sorace and Filiaci, 2006; Tsimpli and Sorace, 2006; Sorace and Serratrice, 2009) argue that (external) interfaces present difficulties for L2 grammars, resulting in permanent deficits even in near-native grammars. Other research, however, has argued that interfaces are acquirable, albeit with delays (Ivanov, 2009; Rothman, 2009). This study examines right-dislocation (RD) in experimental and production data from near-native French. Right-dislocation marks topic in discourse and thus requires the integration of syntactic and discourse—pragmatic knowledge. Participants were 10 near-native speakers of French who learned French after age 10 and whose grammatical competence was comparable to the near-native speakers of French in Birdsong (1992), and 10 French native speakers. The data come from two experimental tasks and an 8.5-hour corpus of spontaneous informal dyadic conversations. The near-natives demonstrated nativelike judgments, preferences, and use of RD in authentic discourse. Only one near-native displayed evidence of first-language (L1) transfer, which resulted in non-nativelike use of RD. On the whole, the results suggest nativelike acquisition of this area of the syntax—pragmatics interface and fail to provide support for the Interface Hypothesis.

scholarly journals Writing and Revision Strategies of Students With and Without Dyslexia

2020 ◽  
Vol 53 (3) ◽  
pp. 189-198
Author(s):  
Emma Sumner ◽  
Vincent Connelly
Keyword(s):  
University Students ◽  
Writing Process ◽  
Future Research ◽  
Typically Developing ◽  
Writing Quality ◽  
Digital Writing ◽  
Spelling Errors ◽  
Written Text ◽  
Research Students

Previous work suggests that written text produced by university students with dyslexia is scored lower than that produced by their peers. The present study used a digital writing tablet to examine the writing process and the quality of text written by university students with dyslexia. Revision behavior during and after writing was also investigated. Thirty-two university students with dyslexia (mean age, 20 years), were compared with 32 typically developing (TD) students matched by age. Students composed a written text in response to an expository essay prompt. In line with previous research, students with dyslexia made a higher number of spelling errors and their essays were rated as poorer than TD students. However, students with dyslexia were comparable to their peers on measures of time spent writing, amount of text produced, and the temporal analyses (handwriting execution, pause times). Students with dyslexia made significantly more revisions to spelling during and after transcription than their peers, although other revision behavior was similar across groups. Explanations for the finding of poor writing quality are explored. Importantly, the findings suggest that continued support with spelling and writing is needed for university students with dyslexia. Instruction directed toward effective revision strategies may also prove useful. Limitations and directions for future research are discussed.

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