scholarly journals FUNCTIONAL CAPABILITIES OF POSTPOSITIONS IN MODERN GERMAN

2020 ◽  
pp. 88-95
Author(s):  
Вера Александровна Фролова
Keyword(s):  
Foreign Language ◽  
Negative Impact ◽  
Mother Tongue ◽  
Essential Elements ◽  
Semantic Features ◽  
Function Words ◽  
Functional Capabilities ◽  
Linguistic Interference ◽  
New Material ◽  
Positive Effect

В данной статье рассматриваются лексико-семантические особенности послелогов современного немецкого языка и проблема их функционирования в языке. Исходя из того, что послелоги представляют особую группу служебных слов, необходимых для создания и выражения синтаксической связи в словосочетании или предложении, в статье дается детальная характеристика позиционных особенностей немецких послелогов, изучаются их сочетаемость и функциональная нагруженность, анализируются конкретные значения в тексте. В современном чувашском языке (для многих обучающихся в условиях билингвизма национальной республики он является родным), где удельный вес послелогов значительно больше, чем в немецком (иностранном) языке, послелоги играют важнейшую роль: в отсутствии согласования между определяемыми и зависимыми словами послелоги в чувашском языке являются основными элементами создания синтаксической связи в словосочетаниях. Особое место в статье занимает вопрос позиционного сходства послелогов в таких разноструктурных языках, как немецкий и чувашский, так как преподавание этого иностранного языка в Чувашской Республике часто происходит в условиях билингвизма учащихся. Лингвистическая интерференция, которая чаще всего оказывает негативное влияние на овладение новым материалом, в условиях чувашского и русского билингвизма при правильной формулировке задач может вызвать положительный эффект в обучении. This article discusses the lexical and semantic features of postpositions in modern German and the problem of their functioning in the language. Since postpositions represent a special group of function words which are necessary for creating and expressing a syntactic connection between words in a phrase or sentence, the article gives a detailed description of the positional features of German postpositions, considers their combinability and functional capabilities, analyzes specific meanings in the text. In modern Chuvash (for many students studying under the condition of the bilingualism of the national republic, it is their mother tongue), in which the importance of postpositions is higher than in German (foreign) language, postpositions play a significant role, since there is no agreement between defined and dependent words, postpositions in the Chuvash language are the essential elements for creating a syntactic connection between words in phrases. The article pays special attention to the positional similarity of postpositions in such diverse languages as German and Chuvash, since in the Chuvash Republic this foreign language is often taught under the condition of students’ bilingualism. Linguistic interference, which in most of the cases has a negative impact on learning of new material, can cause a positive effect under the condition of Chuvash-Russian bilingualism and correctly formulated aims.

scholarly journals Modern standard Arabic interference in Algerian English as a foreign language students’ writings

2020 ◽  
Vol 10 (2) ◽  
pp. 93-100 ◽  
Author(s):  
Chamseddine Lamri ◽  
Amira Cherifi
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Arabic Language ◽  
Modern Standard Arabic ◽  
Authentic Materials ◽  
Standard Arabic ◽  
Foreign Language Learners ◽  
Linguistic Interference ◽  
Semantic Errors ◽  
Modern Standard

Linguistic interference is a phenomenon which occurs when the learners’ knowledge of his first language or the mother tongue interferes with the knowledge of the language that is being learnt. This problem is recurrent among foreign language learners, a case in point in Algeria, Modern Standard Arabic interfere with English in students oral and written productions. Hence, stylistic errors are produced by the learners because the knowledge about the foreign language is established incorrectly. Accordingly,   this paper will explore the   types of linguistic interference errors done by pupils on their English writings at Bouazza Miloud high school in Tlemcen-Algeria. The quantitative and qualitative analysis of pupils’ productions revealed the existence of syntactic, lexical and semantic errors. These findings underline the need for a detailed analysis to propose pedagogical solutions as using authentic materials and the focus on reading to write correctly and coherently.   Keywords: Modern Standard Arabic; language interference; Negative transfer; interlingual errors; writing.

scholarly journals The Kinds of the Linguistic Interference

2021 ◽  
Vol 11 (2) ◽  
pp. 176
Author(s):  
Sayana Movsum Baghirova
Keyword(s):  
Foreign Language ◽  
Student Attitudes ◽  
Scientific Literature ◽  
Mother Tongue ◽  
Language Skills ◽  
First Language ◽  
The Other ◽  
Target Language ◽  
Teacher Student ◽  
Linguistic Interference

In the scientific literature, the symbols L1 (Language 1) and L2 (Language 2) are used to indicate the sequence of languages. In most countries, L1 is understood as a first language, and it usually coincides with the mother tongue. The other languages are learned later. This can be seen in the children of multilingual parents. Teaching a second foreign language covers everything a student hears and sees in a new language. This includes a variety of discourse activities, such as exchanges in restaurants and shops, talking to friends, reading billboards and newspapers, as well as teacher-student attitudes in the classroom, as well as language activities and books in the classroom. Regardless of the learning environment, the learner's goal is to master a target language. The learner starts the task of learning a second language from scratch (or close to it) and uses the necessary language skills in the mother tongue to determine the reciprocity of language units in the target language.

scholarly journals Phenomena of Linguistic Interference in Old Hungarian Texts

2016 ◽  
Vol 9 (1) ◽  
pp. 95-108
Author(s):  
Emese Fazakas
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Linguistic Minority ◽  
Interference Phenomenon ◽  
Special Regard ◽  
Historical Texts ◽  
Short Period ◽  
Linguistic Interference ◽  
Hungarian Language ◽  
Language Text

Abstract The analysis of interference is a popular topic in sociolinguistics, and the researchers addressing it investigate the phenomena of interference with a special regard to mother tongue texts of speakers living in a linguistic minority. In order to analyse the phenomenon, one needs to be clear about the identity of the author of the particular text, in addition to the linguistic environment, the circumstances in which the phenomenon appears, etc., and this is particularly difficult in the case of historical texts. The most frequent interference phenomenon in Old Hungarian texts is the occurrence of Latin elements in the utterances of Hungarian mother tongue speakers; nevertheless, we can find other linguistic interferences as within the regions inhabited by Hungarians the speakers came in contact with and learned the language(s) of several communities with other mother tongues. In this study, I analyse Romanian words and phrases that appear in the texts of Hungarian-language testimonies given by Romanians living in Transylvania; these linguistic elements cannot be classified as regional borrowings in the Hungarian lexicon, and if they can, they were used by the Hungarian speakers for a very short period of time. Thus, my paper analyses phenomena of interference that are connected to mother tongue elements appearing in a foreign language text.

FOREIGN LANGUAGE AND MOTHER TONGUE. Istvan Kecskes and Tünde Papp. Mahwah, NJ: Erlbaum, 2000. Pp. xxv + 148. $39.95 cloth.

2002 ◽  
Vol 24 (1) ◽  
pp. 121-122
Author(s):  
Margaret A. DuFon
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
First Language ◽  
World Knowledge ◽  
Conceptual Base ◽  
Positive Effects ◽  
Starting Point ◽  
New Knowledge ◽  
Theory Of Language ◽  
Positive Effect

Foreign language and mother tongue presents Kecskes and Papp's cognitive-pragmatic theory of language acquisition in bilinguals and multilinguals. The unique aspects of this theory are that it examines the positive effects of learning a second language on the first language and that it uses multicompetence rather than monocompetence as its starting point. The authors argue that “people who know more than one language have different knowledge of their first language L1 than do monolingual people, and this difference can be due to the effect of subsequent languages on the development and use of L1 skills” (p. ix). This is essentially their first hypothesis. Their second is that the more conscious, analytic, bottom-up approach to L2 learning can have a positive effect on the L1, which was learned using a more subconscious, synthetic, and top-down approach. Their third hypothesis is that because of a so-called common underlying conceptual base, new knowledge and behaviors obtained through the L2 can enhance the real-world knowledge and linguistic skills of learners in their L1 as well as in their L2.

scholarly journals Interlanguage interference of the Azerbaijani and Turkish languages: ways to address the problem (linguistic approach & teaching practice)

2020 ◽  
Vol 2 (1) ◽  
pp. 72-87 ◽  
Author(s):  
Zh. F. Aliyeva ◽  
F. A. Dursunova ◽  
A. V. Shtanov
Keyword(s):  
Foreign Language ◽  
Teaching Practice ◽  
Negative Impact ◽  
Native Language ◽  
Mother Tongue ◽  
Significant Similarity ◽  
Foreign Language Acquisition ◽  
Formal Level ◽  
Linguistic Approach ◽  
Special Case

One of the core aspects the methodology of teaching foreign languages focuses on is the issue of interlanguage interference. In this paper it is referred to as some kind of a controversy between the primary and secondary linguistic personalities at the early stages of the latter. This is explained by the dominant nature of the native language compared to the foreign one and is represented:• at the formal level by the mechanical transfer of a certain form of the original native language from one of its levels – phonetic, lexical or grammatical, or• at the associative level of meanings and concepts – while constructing speech in a foreign language, one trensfers the association from the native one; this association is foregrounded within the framework of specific speech conceptual and semantic connections and is relevant for the native language, but senseless for the foreign one.As a rule, calquing results in consequences of different semantic complexity – from blocking a certain speech fragment in a foreign language due to its complete meaninglessness, to inaccuracy and semantic distortion.Interlanguage interference manifests itself differently in different language pairs. For a research it is important to understand how languages of the corresponding pair relate to each other – whether languages are completely different genealogically and typologically; or matching either genealogically or typologically; or closely related both genealogically and typologically. The aim of the paper is to study the interference in a pair of closely related languages: Azerbaijani & Turkish, where the former is native and the latter is foreign. This is a special case for study, since the significant similarity of the two languages, though providing many positive results, gives an absolutely specific type of interference. İt requires a detailed analysis in order to overcome the negative impact of the mother tongue on a foreign language in the process of foreign language acquisition. 

Błędy gramatyczne w polszczyźnie studentów ukraińskojęzycznych

2021 ◽  
Author(s):  
Dominika Izdebska-Długosz
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Negative Transfer ◽  
Mother Tongue ◽  
First Language ◽  
Teaching Experience ◽  
Language Teachers ◽  
The Other ◽  
Linguistic Interference ◽  
Made In

LINGUISTIC ERROS IN POLISH FOR UKRAINIAN-SPEAKING STUDENTS The question of linguistic errors made in Polish by Ukrainians, discussed in the dissertation at hand, places it in the field of Polish lapsology – a branch of comparative glottodidactics. The inspiration for writing this dissertation derives from my teaching experience – five years of teaching Polish as a Foreign Language (PFL) to Ukrainian- -speaking groups, thus groups homogeneous in terms of their first language. It was observed that linguistic errors of a certain kind and type are made in Polish by students from Ukraine regularly and irrespective of their language level. It seemed obvious that the phenomenon of linguistic interference – negative transfer the students’ mother tongue – is responsible for the majority of repeated errors. In no way do teaching methods applied in teaching Polish as a Foreign Language (TPFL) allow for conquering interlingual errors; moreover, they promote skills and competences which due to the phenomenon of intercomprehension do not require particular didactic measures. Experimenting with different teaching methods and types of activities in class allowed for certainty that Ukrainian-speaking students should be taught Polish using different methods than the groups heterogeneous in terms of their first language. On the other hand, delving into voluminous literature on this subject matter allowed for establishing that similar conclusions have been drawn by linguists and practising language teachers for almost 30 years (in TPFL, much longer in other languages). Hence arises the question of dissonance between the awareness of the sources of problems East Slavic groups must face while acquiring Polish and the lack of practical solutions in TPFL to these groups.

Pragmatic instruction in L2-Russian

2020 ◽  
Vol 4 (1) ◽  
pp. 62-95
Author(s):  
Daniele Artoni ◽  
Valentina Benigni ◽  
Elena Nuzzo
Keyword(s):  
Foreign Language ◽  
Speech Acts ◽  
Control Group ◽  
Written Discourse ◽  
Instructional Treatment ◽  
Completion Task ◽  
Positive Effect ◽  
Experimental Group ◽  
National Corpus ◽  
Pragmatic Instruction

Over the last three decades, a growing number of studies have investigated the effects of instruction on the acquisition of pragmatic features in L2. The bulk of this research has focused mainly on the teaching of English as a second/foreign language. However, instructional pragmatic studies in L2-Russian are lacking. The main purpose of our study is to contribute towards filling this gap by analysing the effects of pragmatic instruction on the acquisition of two speech acts by Italian learners of Russian. Furthermore, we aim to explore whether the Multimodal Russian Corpus (MURCO), a multimedia subcorpus of the Russian National Corpus, can be an effective tool for teaching speech acts in L2-Russian. Our research was composed of one experimental group (n = 18) and one control group (n = 11); each was composed of two intact classes of Italian university students at an intermediate level of L2-Russian, who were pre- and post-tested using a written discourse completion task. The experimental group was subjected to a programme of pragmatic instruction – eight thirty-minute MURCO-based lessons devoted to requests and advice, while the control group was taught according to the standard syllabus, that is, with no pragmatic instruction. The results revealed that the use of the target pragmatic features varied significantly in the experimental group, but not in the control group, thus showing a general positive effect of the instructional treatment based on the MURCO corpus. However, some limitations were identified with regard to the usability of this tool by teachers and learners.

Similarities in the Syntactic Structure of the German and Croatian Language

2018 ◽  
Vol 5 (3) ◽  
pp. 107-118
Author(s):  
Manuela Svoboda
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Language Teaching ◽  
Syntactic Structure ◽  
Foreign Language Teaching ◽  
Subordinate Clause ◽  
German Language ◽  
Syntactic Structures ◽  
Subordinate Clauses

Abstract The purpose of this paper is to analyse any potential similarities between the Croatian and German language and present them adopting a contrastive approach with the intent of simplifying the learning process in regards to the German syntactic structure for Croatian German as foreign language students. While consulting articles and books on the theories and methods of foreign language teaching, attention is usually drawn to differences between the mother tongue and the foreign language, especially concerning false friends etc. The same applies to textbooks, workbooks and how teachers behave in class. Thus, it is common practice to deal with the differences between the foreign language and the mother tongue but less with similarities. This is unfortunate considering that this would likely aid in acquiring certain grammatical and syntactic structures of the foreign language. In the author's opinion, similarities are as, if not more, important than differences. Therefore, in this article the existence of similarities between the Croatian and German language will be examined closer with a main focus on the segment of sentence types. Special attention is drawn to subordinate clauses as they play an important role when speaking and/or translating sentences from Croatian to German and vice versa. In order to present and further clarify this matter, subordinate clauses in both the German and Croatian language are defined, clarified and listed to gain an oversight and to present possible similarities between the two. In addition, the method to identify subordinate clauses in a sentence is explained as well as what they express, which conjunctions are being used for each type of subordinate clause in both languages and where the similarities and/or differences between the two languages lie.

Linguocultural aspect of foreign language words of youth jargon

2020 ◽  
Vol 3 (1) ◽  
pp. 42-44
Author(s):  
Malika Zoxirovna Salomova
Keyword(s):  
Foreign Language ◽  
Russian Language ◽  
Semantic Features ◽  
External Borrowing ◽  
Modern Russian

The article is devoted to the problems of analyzing the composition of modern youth jargon. The article outlines the specificity of youth jargon among other socialists of the modern Russian language, gives a description of internal and external borrowing as part of the vocabulary of youth jargon, describes their structural and semantic features.

CHANGES IN THE GENEALOGICAL STRUCTURE OF THE BREEDING STOCK OF THE YAROSLAVL BREED IN THE VOLOGDA REGION

2020 ◽  
pp. 24-29
Author(s):  
N.I. ABRAMOVA ◽  
G.S. VLASOVA ◽  
O.L. KHROMOVA
Keyword(s):  
Protein Content ◽  
Negative Impact ◽  
Breeding Stock ◽  
Holstein Breed ◽  
Vologda Region ◽  
Ideal Line ◽  
Productivity Potential ◽  
New Generation ◽  
Modern Population ◽  
Positive Effect

Проведен сопоставительный анализ генеалогической структуры племенного поголовья ярославской породы Вологодской области по данным 2005 и 2018 годов. Установлено, что в 2005 году в структуру породы входили 8 отечественных генеалогических линий. В результате скрещивания с голштинской породой произошли значительные изменения. Доля животных, принадлежащих к линиям ярославской породы, уменьшилась со 100% в 2005 году до 35,3% в 2018 году. В генеалогическую структуру современной популяции добавились 3 линии голштинской селекции, к которым на 1.01.2019 года относится большая часть маточного поголовья: к линии Рефлекшн Соверинга 198998 — 42,9%, Вис Бэк Айдиала 1013415 — 13%, Монтвик Чифтейна 95679 — 8,8%. Скрещивание с голштинской породой оказало положительное влияние на повышение молочной продуктивности животных ярославской породы. Средний надой на 1 корову увеличился на 1670 кг молока, доля коров с продуктивностью более 6000 кг молока выросла на 35%. В результате расчета корреляционной зависимости между кровностью по голштинской породе и массовой долей жира и белка в молоке установлено, что скрещивание не ухудшило качественные показатели молока коров ярославской породы (степень кровности с МДЖ — r=-0,01; с МДБ — r=0,09; P<0,01), но в то же время отразилось отрицательно на продолжительности хозяйственного использования животных в стаде (r=-0,27; P<0,001). Для дальнейшего совершенствования породы следует определить оптимальную степень прилития крови голштинской породы. А с целью сохранения генофонда необходимо получение нового поколения чистопородных быков ярославской породы с более высоким потенциалом продуктивности. The authors conduct a comparative analysis of the genealogical structure of the breeding stock of the Yaroslavl breed in the Vologda region on the basis of the data for 2005 and 2018. It is established that in 2005 the structure of the breed included 8 domestic genealogical lines. As a result of the crossing with the Holstein breed, significant changes occurred. The share of animals of the Yaroslavl breed lines decreased from 100% in 2005 to 35.3% in 2018. The genealogical structure of the modern population got 3 added lines of the Holstein selection which as of 1.01.2019 include most of the breeding stock: Reflection Sovering line 198998 - 42.9%, Vis Back Ideal line 1013415 - 13%, and Montwick Chieftain line 95679 - 8.8%. The crossing with the Holstein breed had a positive effect on the increase in the milk productivity of the Yaroslavl breed animals. The average milk yield per 1 cow increased by 1670 kg of milk and the share of cows with the productivity of more than 6000 kg of milk increased by 35%. The results of the calculations of the correlation between the Holstein thoroughbredness and the fat and protein content in the milk showed that the crossing did not impair the quality indicators of the milk the Yaroslavl breed cows (thoroughbredness degree with the fat content r=-0.01; with the protein content r=0.09 P<0.01), but at the same time had a negative impact on the duration of the economic use of the animals in the herd (r=-0.27; P<0.001). For further improvement of the breed, there is a need to determine the optimal degree of crossing with the Holstein breed. Also, in order to preserve the gene pool, there is a need to obtain a new generation of purebred bulls of the Yaroslavl breed with a higher productivity potential.

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