scholarly journals THE INTERFERENCE OF INDONESIAN ON ENGLISH SECOND LANGUAGE WRITING

2020 ◽  
Vol 8 (2) ◽  
pp. 170
Author(s):  
Topan Rahmatul Iman
Keyword(s):  
High School ◽  
Second Language ◽  
Second Language Writing ◽  
Negative Transfer ◽  
Target Language ◽  
Language Transfer ◽  
Source Language ◽  
Number Marking ◽  
English Second Language ◽  
Language Writing

Language transfer means the application of knowledge and understanding of a source language on a target language. Dissimilarities between the source language and the target language could result in a negative transfer. This essay aims to investigate the interference of Indonesian language on English second language writing regarding the order of noun phrase constituents, number marking, and verb tenses. The results presented in this essay were based on three elicitation tasks that were answered by 20 Indonesian students who studied English at a senior high school in Sumbawa Regency, Indonesia. Their ages were between 15 to 18 years old.  The participants were given a test that consisted of three elicitation tasks focusing on sentence writing. The results showed that the negative transfer was still found in the students’ writing. However, the students may make mistakes since they had a lack of knowledge, or because they were unable to apply what they knew in their writing.

scholarly journals English Second Language Writing Difficulties and Challenges Among Saudi Arabian Language Learners

2018 ◽  
Vol 6 (1) ◽  
pp. 24
Author(s):  
Meshal Alfaqiri
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Writing ◽  
Second Language Learners ◽  
Saudi Arabian ◽  
Writing Difficulties ◽  
English Second Language ◽  
Saudi Arabian Students ◽  
Language Writing ◽  
Research Questions

The purpose of this study was to explore the writing difficulties and challenges that Saudi Arabian English as a second language learners experience at different levels of proficiency. The participants of the study consisted of 114 Saudi Arabian students between the ages of 15 and 36 (53 female, 61 male). The research questions not only focused on understanding the challenges presented to the students, but, also, the metacognitive strategies that the students used to solve these challenges. The results showed that the participants lacked experience in writing English and, as such, experienced grammar issues.

Crosslinguistic influence and morphological awareness in English (third language) writing

2019 ◽  
Vol 24 (4) ◽  
pp. 616-633 ◽  
Author(s):  
María Orcasitas-Vicandi
Keyword(s):  
Second Language ◽  
First Language ◽  
Morphological Awareness ◽  
Target Language ◽  
Third Language ◽  
Loan Words ◽  
Source Language ◽  
Language Writing ◽  
Crosslinguistic Influence ◽  
The Impact

Aims: The aim of the present paper is twofold. Firstly, we look into the effects of a number of factors on crosslinguistic influence (study 1). Secondly, we analyse the role played by morphological awareness in the production of crosslinguistic instances (study 2). In this way, we contribute to the understanding of how crosslinguistic and metalinguistic dimensions of third language acquisition are intertwined. Methodology: We investigate lexical adaptations of the first language and second language in third language English (i.e. adapted loan words) and combine quantitative and qualitative research methods. A quantitative analysis explores the impact of the first language, the L2 factor, typology and proficiency in the target and the source languages (study 1). A qualitative analysis then proposes a categorization of the strategies used by participants to adapt their first language and second language to the target language (study 2). Data and Analysis: Language proficiency was evaluated in 222 compositions, 74 written in each language (Basque, Spanish and English). The adapted loan words found in English compositions were classified according to their source language, word category, word class and type/token categories (study 1). In addition, the strategies used by participants were identified and analysed (study 2). Findings: The results indicate that language typology is the main predictor of the source language of crosslinguistic influence, and a variety of strategies point at morphological awareness as a key factor in the strategic use of participants’ first language and second language. Originality: By mixing quantitative and qualitative methods, this paper provides additional support to the claim that crosslinguistic influence and morphological awareness are intertwined in third language writing. Significance: The overall results show that students who are morphologically aware make crosslinguistic and morphological associations and use them strategically in their third language.

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