scholarly journals The influence of L1 on auditory perception of Spanish/L2

Loquens ◽  
2016 ◽  
Vol 3 (1) ◽  
pp. 028
Author(s):  
Ana Blanco Canales
Keyword(s):  
Foreign Language ◽  
Crucial Role ◽  
Auditory Perception ◽  
Native Speakers ◽  
First Language ◽  
Men And Women ◽  
Foreign Language Acquisition ◽  
Production Processes ◽  
Perceptual Test ◽  
Language Influence

The objective of this paper is to examine first language influence on phonic perception capabilities by non-native speakers of Spanish and subsequently analyze some of the existing links between perception and production processes in foreign language acquisition. The assumption is made that both processes are interlinked, and that they develop in line with each other, as the phonological categorization of new units—whereby proper speech production is achieved—starts from complex perceptual processes wherein the first language (L1) plays a crucial role. In order to conduct the study, a perceptual test was taken by 300 students (both men and women) from 20 different countries. Spanish levels ranged from A2 to C1. Data collected (61,200 responses) has been analyzed both quantitatively and qualitatively. Our results show that first language influence on perception is low. They also suggest that, although dependent on each other, production and perception are developed differently.

scholarly journals Typological constraints in foreign language acquisition

2012 ◽  
Vol 3 (2) ◽  
pp. 231-260 ◽  
Author(s):  
Tatiana Iakovleva
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Native Speakers ◽  
First Language ◽  
Classroom Setting ◽  
Foreign Language Acquisition ◽  
Conceptual Transfer ◽  
The Impact ◽  
Mirror Motion

This study examines the impact of typological constraints on second language acquisition. It explores the hypothesis of a conceptual transfer from first to foreign language (L1 to L2). Based on Talmy’s (2000) distinction between Verb- and Satellite-framed languages, corpus-based analyses compare descriptions of voluntary motion events along three paths (up, down, across), elicited in a controlled situation from native speakers (Russian, English) and Russian learners at two levels (upper- intermediate and advanced) acquiring English in a classroom setting. Results show that in spite of considerable differences between Russian and English native speakers’ performance, particularly with respect to the relative variability in their lexicalization patterns, idiosyncratic forms and structures produced by L2 learners rarely mirror motion conceptualization in their first language, which suggests the absence of a substantial transfer from L1.

The Role of Translation in Language Teaching

2015 ◽  
pp. 118-135
Author(s):  
Anna Maria D'Amore
Keyword(s):  
Foreign Language ◽  
Student Performance ◽  
Communication Skills ◽  
Language Teaching ◽  
First Language ◽  
Oral Communication ◽  
Modern Language ◽  
Foreign Language Acquisition ◽  
English Reading

With the development of approaches and methods in Modern Language teaching that favoured oral communication skills and advocated more “natural” methods of second/foreign language acquisition, methodology calling for translation in the classroom was shunned. Nonetheless, translation used as a resource designed to assist the student in improving his or her knowledge of the foreign language through reading comprehension exercises, contrastive analysis, and reflection on written texts continues to be practiced. By examining student performance in problem-solving tasks at the Autonomous University of Zacatecas, this chapter aims to demonstrate the validity of “pedagogical translation” in ELT in Mexico, particularly at undergraduate level where it is an integral part of English reading courses in Humanities study programmes, not as an end in itself, but as a means to perfecting reading skills in a foreign language and furthermore as an aid for consolidating writing and communication skills in the student's first language.

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.

scholarly journals Cross-linguistic influence in the writing of an Italian learner of English as a foreign language: An exploratory study

2011 ◽  
pp. 50
Author(s):  
Claudia Marcela Chapetón
Keyword(s):  
Foreign Language ◽  
Exploratory Study ◽  
Mother Tongue ◽  
First Language ◽  
Written Production ◽  
Language Influence

This paper is based on the analysis of the nature of the first language influence on the written production of an Italian learner of English as a foreign language. The goal of the present exploratory study is to examine how cross-linguistic influence manifests itself at the level of syntax and lexis. Findings suggest that forms and  meanings in the L2 are expressed and shaped by the learner’s knowledge and use of  the foreign language as well as by the influence of the mother tongue.

scholarly journals THE USE OF FIRST LANGUAGE IN ENGLISH AS FOREIGN LANGUAGE CLASSROOM

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Iitha Priyastiti
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Sociocultural Theory ◽  
Teaching And Learning ◽  
Native Speakers ◽  
First Language ◽  
English As Foreign Language ◽  
Efl Context ◽  
Language Classroom ◽  
Language And Education

Discussions of the second language (L2) pedagogy have been studied not only in the language and education fields. Experts working in the psychology field also propose theories on applied linguistics because L2 acquisitions involve external and internal processes. However, despite numerous studies on the field, it appears that an issue regarding the use of first language (L1) still creates continuous debates. Although arguments opposing the use of first L1 present compelling theories as to their rationale, they appear to overlook the context in which teaching and learning process takes place. The studies were either conducted in English as a Second Language (ESL) or English as a Foreign Language (EFL), where teachers are native speakers who do not share the same L1 with students. Considering the uniqueness in classroom contexts, this paper is not going to argue or take sides on the conflicting views on the use of L1. Instead, it attempts to acknowledge the gap of the context in language teaching used in previous studies. Using a sociocultural theory, this article will describe the beneficial use of L1 with a focus on its use by teachers in an EFL context where teachers share the same L1 with students. Keywords: first language, English as a Foreign Language, sociocultural theory

Non-native Japanese learners’ perception of consonant length in Japanese and Italian

2017 ◽  
Vol 34 (2) ◽  
pp. 179-200 ◽  
Author(s):  
Kimiko Tsukada ◽  
Felicity Cox ◽  
John Hajek ◽  
Yukari Hirata
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
First Language ◽  
The Other ◽  
Identification Task ◽  
Two Stage ◽  
Linguistic Experience ◽  
Australian English ◽  
Japanese Learners

Learners of a foreign language (FL) typically have to learn to process sounds that do not exist in their first language (L1). As this is known to be difficult for adults, in particular, it is important for FL pedagogy to be informed by phonetic research. This study examined the role of FL learners’ previous linguistic experience in the processing of a contrast absent in the L1. The FLs under investigation are Japanese and Italian, which both use contrastive consonant length. Two groups of non-native Japanese (NNJ) learners – L1 Australian English (OZ) and L1 Korean – participated in the consonant length identification task. Neither OZ nor Korean has an underlying consonant length contrast, but Korean has non-contrastive lengthening of tense obstruents with corresponding shorter preceding vowels, which may be beneficial in perceiving consonant length in an FL. We have taken a novel, two-stage approach. First, we compared the perception of Japanese long/geminate and short/singleton consonants by the two groups of NNJ learners. Second, we investigated whether FL Japanese learning by the two groups transfers to the processing of consonant length in an unknown language, Italian. Native speakers of Japanese (NJ) and Italian (NI) were included as controls. They were familiar with contrastive consonant length in their L1, but were naïve to the other language. The NJ and NI groups accurately identified the consonant length category in their L1 but were slightly less accurate in the unknown language. The two NNJ groups were generally accurate (> 80%) in perceiving consonant length not only in Japanese, but also in Italian. However, the direction of NNJ learners’ misperception (i.e. singleton as geminate or geminate as singleton) varied, suggesting that some learners, according to their L1, may categorize length in Japanese and Italian differently rather than uniformly applying the concept of [±long].

L1 frequency in foreign language acquisition: Recurrent word combinations in French and Spanish EFL learner writing

2016 ◽  
Vol 33 (1) ◽  
pp. 13-32 ◽  
Author(s):  
Magali Paquot
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
First Language ◽  
Equivalent Form ◽  
Systematic Investigation ◽  
Frequency Effects ◽  
Foreign Language Learners ◽  
Foreign Language Acquisition ◽  
Argumentative Essays

This study investigated French and Spanish EFL (English as a foreign language) learners’ preferred use of three-word lexical bundles with discourse or stance-oriented function with a view to exploring the role of first language (L1) frequency effects in foreign language acquisition. Word combinations were extracted from learner performance data (i.e. argumentative essays), and the frequency of their translation equivalent forms was analysed on the basis of French and Spanish L1 corpora. Strong and positive monotonic correlations were found between the frequency of a lexical bundle in the EFL learners’ written productions and the frequency of its equivalent form in the learners’ first language. Results also suggest that different patterns of use across the two L1 learner populations may be explained by frequency differences in L1 French and Spanish. Overall, the study calls for a more systematic investigation of L1 frequency effects within usage-based perspectives on second language acquisition.

scholarly journals The influence of content knowledge on NNS-NNS conversations

2008 ◽  
Vol 30 (2) ◽  
pp. 153
Author(s):  
Yuh-Fang Chang
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Study Data ◽  
Oral Performance ◽  
Foreign Language Acquisition ◽  
Underlying Causes ◽  
The Relationship

In the field of second and foreign language acquisition, a second-language learner’s language (i.e. interlanguage), like the language of native speakers, varies. What is not clear, however, are the underlying causes of this variation. Causes of interlanguage variation such as linguistic contexts, tasks, and interlocutors have been researched. However, there are other important factors in interlanguage variation that are under-researched. Topic of discourse is one such under-researched factor. The purpose of this study was to examine the relationship between discourse topics and second language learners’ oral performance.　Twenty-six Taiwanese students participated in this study. Data were collected from NNS-NNS conversations. It was found that discourse topics have a great impact on the grammatical complexity and fluency of L2 learners’ speech production. 第二言語習得や外国語の習得において、学習者の言語（いわゆる中間言語）も母語話者の習得言語と同様に変異があるということはよく知られているが、未だ解明されていないのは何が変異を起こしているのかである。言語、文脈、タスク、対話者などの要因についてはこれまで比較的多く研究されている。しかしながら談話上のトピックについてはほとんど調査が行われていない。本研究の目的は談話上のトピックと学習者の発話行動の関係を探ることである。26名の台湾人の学生が調査に参加した。非母語話者どうしの対話からデータを収集し分析した結果、談話のトピックは文法構造の複雑度および流暢さに大きく影響することがわかった。

scholarly journals Vocabulary Acquisition through Self-Regulated Learning on Speaking and Writing Development

2018 ◽  
Vol 2 (3) ◽  
pp. 286-302 ◽  
Author(s):  
Budi Waluyo
Keyword(s):  
Foreign Language ◽  
Crucial Role ◽  
Vocabulary Acquisition ◽  
Writing Development ◽  
Self Regulated Learning ◽  
Foreign Language Acquisition ◽  
Proficiency Level ◽  
Regulated Learning ◽  
Learning Concept

Despite the crucial role of vocabulary in foreign language acquisition, little is known about its influence on speaking and writing development from self-regulated learning concept. Thus, by employing a path analysis, this study examines the influence of vocabulary acquisition through self-regulated learning on beginner (N = 215) and intermediate (N = 195) students’ speaking and writing development at Walailak University, Thailand. The findings suggest significant paths from vocabulary acquisition to students’ speaking and writing development, but noting the influence of proficiency level. These findings contribute to the development of research in vocabulary acquisition and self-regulated learning with regards to speaking and writing development.

THE DEVELOPMENT OF BACHELORS' CULTURAL COMPETENCE IN FOREIGN LANGUAGE ACQUISITION

2019 ◽  
Author(s):  
Angelika Kapaeva ◽  
Keyword(s):  
Language Acquisition ◽  
Cultural Competence ◽  
Foreign Language ◽  
Everyday Life ◽  
Native Speakers ◽  
Foreign Language Acquisition ◽  
Selection Of

The article is dedicated to the development of Bachelors' cultural competence. The analysis of cultural competence definitions provided the selection of the most effective methods, aids for the development of Bachelors' cultural competence to communicate successfully with native speakers in everyday life as well as in professional sphere.

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