scholarly journals GANGGUAN BUNYI BAHASA KADAZANDUSUN DALAM SEBUTAN ARAB OLEH ETNIK KADAZANDUSUN DI RANAU, SABAH

2020 ◽  
pp. 69
Author(s):  
MOHD. TAQWUDIN BIN MOHD. YAZID ◽  
VERONICA PETRUS ATIN ◽  
SAIDATUL NORNIS HJ. MAHALI
Keyword(s):  
Native Speakers ◽  
Mother Tongue ◽  
First Language ◽  
The Elderly ◽  
Target Language ◽  
Language Transfer ◽  
Test Results ◽  
Transfer Product ◽  
Sound System ◽  
Consonant Phoneme

Gangguan bahasa ialah produk pemindahan bahasa yang berbentuk negatif daripada bahasa pertama (Kadazandusun) kepada bahasa sasaran (Arab). Berdasarkan perbezaan fonem konsonan yang terdapat dalam sistem bunyi kedua-dua bahasa tersebut, penutur jati Kadazandusun dijangka menghadapi kesukaran ketika menyebut huruf-huruf tertentu. Justeru, kajian ini bertujuan untuk merungkai hakikat gangguan bahasa dari sudut fonetik yang berlaku ketika penutur jati Kadazandusun menyebut huruf tersebut. Oleh itu, objektif pertama kajian ini adalah untuk mengenal pasti huruf bahasa Arab yang sukar untuk disebut berdasarkan gangguan bunyi bahasa Kadazandusun dan sebabnya. Objektif yang kedua pula ialah mengenal pasti huruf bahasa Arab yang mudah disebut oleh etnik Kadazandusun dan sebabnya. Kajian ini berbentuk kajian tindakan yang menggunakan satu set ujian sebutan yang diubah suai berasaskan teori Mahjub untuk mendapatkan skor sebutan sembilan bunyi fonem Arab. Responden kajian seramai 21 orang penutur jati Kadazandusun yang terdiri daripada kalangan remaja, dewasa dan warga tua. Pemilihan responden berasaskan keupayaan membaca al-Quran, penguasaan bahasa ibunda dan kawasan penempatan. Hasil ujian dinilai dengan khidmat nasihat daripada penilai yang pakar dalam bidang ilmu al-Quran dan Qiraat. Dapatan kajian mendapati bahawa   Language interference is the negative language transfer product from the first language (Kadazandusun) to the target language (Arabic). Based on consonant phoneme differences in the sound system of both languages, native speakers of Kadazandusun are expected to have difficulty in pronouncing certain Arabic letters. This study therefore was aimed atinvestigating language interference specifically on the aspect of phonetic that occurred when Kadazandusun native speakers pronounced these particular Arabic letters. The first objective of the study was to identify Arabic letters that posed difficulty in pronunciation due to Kadazandusun language interference and ascertain the reasons for this problem. The second objective was to identify Arabic letters that were easy for Kadazandusun speakers to pronounce and the reasons for this non-difficulty. This action research study utilised an adapted pronunciation test set based on theMahjub theory in order to obtain scores for nine Arabic pronunciations. The respondents consisted 21 Kadazandusun native speakers comprising teenagers, adults and the elderly. The selection of respondents was based on their ability to read the Quran, mother tongue mastery and their locality. Test results were evaluated with consultation from experts in Quran and Qira’at. Findings revealed [ ,[ ط ] ,[ ض ] ,[ صع ] ,[ ظ] ] and [ ح ] as letters that the speakers tend to mispronounce whereas [ أ ] ,[ ز ] ,[ ت ] ,[ د ] ,[ س ] ,[ غ ] ,[ خ ] ,[ ق ] and [ ه ] were easy to vocalise. This study has demonstrated that the level of similarities and differences between the  phonetic systems of the Kadazandusun and Arabic languages determine the level of interference during language transfer process. Hence it is recommended that the learning of Arabic pronunciation among Kadazandusun native speakers should begin with easier-topronounce letters initially and end with those that are more difficult.

scholarly journals Pragma-linguistic Difficulties in the Recognition of Phrasal Verbs by Iraqi EFL University Learners

2018 ◽  
Vol 9 (6) ◽  
pp. 148
Author(s):  
Mohanad A. Amret ◽  
Sinan A. Yousif
Keyword(s):  
English Language ◽  
Native Speakers ◽  
Mother Tongue ◽  
First Language ◽  
Target Language ◽  
Linguistic Knowledge ◽  
Phrasal Verbs ◽  
Efl Learners ◽  
First Language Transfer ◽  
Culture Gap

The purpose of this paper is to recognize the level of pragma-linguistic difficulties Iraqi EFL university learners face when handling phrasal verbs. Despite the fact that phrasal verbs are easy to understand by native speakers of English, non-native speakers usually encounter some difficulties in understanding the meaning of a phrasal verb depending on the meaning of the root verb, or different phrasal verbs of the same root. The problem might be attributed to pragma-linguistic knowledge. However, culture gap could be the reason behind such difficulties. The aim of the study is (1) to evaluate the pragma-linguistic level of interpreting phrasal verbs as understood and used by Iraqi EFL university learners, (2) to check the level of difficulty they experience while recognizing phrasal verbs, and (3) to find out reasons behind such misinterpretations. It is hypothesized that (1) the pragma-linguistic interpretation of phrasal verbs tends to play an important role in understanding the message conveyed by the speaker; (2) cultural gap could be the reason that EFL learners recognize phrasal verbs incorrectly, and (3) mother tongue language might make it difficult for EFL learners to understand phrasal verbs. To verify the aforementioned hypothesis, a test has been constructed and administered to a sample of 100 fourth-year Iraqi EFL university learners, morning classes at the department of English Language and Literature, College of Arts, in Mustansiriyah University, during the academic year 2017 – 2018. The responses of the students have been collected and linguistically analyzed according to a model given by Richards and Schmidt (2010). It has been found that Iraqi students’ lack of cultural norms of the target language makes it difficult for them to understand phrasal verbs. The lack of this knowledge is considered as a factor of confusion and then failure. The influence of the first language culture on the recognition of phrasal verbs may be seen as a negative first language transfer. The reason behind this negative transfer is that the norms and principles of first language are different from the norms and principles of the target language. It has been concluded that Iraqi EFL university learners have difficulties in pragma-linguistic knowledge as far as phrasal verbs are concerned. Iraqi EFL university learners face great difficulties in using phrasal verbs while communicating with other people. While using phrasal verbs, Iraqi EFL university learners have been highly influenced by their mother tongue language.

scholarly journals First language transfer in second language acquisition as a cause for error-making in translations

Diacronia ◽  
2020 ◽  
Author(s):  
Cristina Silvia Vâlcea
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Mother Tongue ◽  
First Language ◽  
Target Language ◽  
Language Transfer ◽  
Contrastive Analysis ◽  
Grammatical Structure ◽  
Linguistic Transfer ◽  
Grammar Knowledge

Starting from Lord (2008), who claims that ‘many researchers study the effects of L2 on mother tongue, but few researchers analyze the effects of mother tongue on L2’, I have decided to analyze in this piece of research the errors produced by Romanian students when translating tense-based sentences from Romanian into English, in order to establish whether or not the errors are produced as a consequence of the transfer of the grammar knowledge of the students from their mother tongue on L2 or, why not, if the errors occur as a result of other factors. It is often claimed that, when students transfer grammar knowledge from L1 into L2, errors may occur due to the structural grammar differences between the source and the target language. From this point of view, important differences between the Romanian and the English verb system (the aspect, the temporal sequentiality as reflected in posteriority, simultaneity and anteriority) might reveal in the end that Romanian students that learn English as a foreign language transfer in English structures and forms from Romanian, which inevitably leads to errors. When analyzing the reasons that lead to error making when learning a foreign language, linguists, didacticians and methodologists claim that the interference between the mother tongue (Romanian, in this case) and the newly learnt language (English) is an important source for making errors. Linguistic interference, also known as language transfer, refers to the transfer of linguistic features between languages, emphasizing the fact that the transfer can be either positive or negative. Positive linguistic transfer (target-like use of L2) is when the grammatical structure or element is the same in both languages and consequently, the produced outcome is correct. On the contrary, negative linguistic transfer (non-target-like use of L2) is when the grammatical structure is different from one language to the other and the outcome breaks the linguistic laws in the target language. The theoretical approach that deals with the analysis of the differences and similarities between languages is contrastive analysis which has demonstrated that when two languages are more distinct, the likelihood of greater negative transfer is all too possible. That implies that any two languages which have more similar grammatical rules would expectedly result in positive transfer. Contrastive analysis proves its usefulness especially in the teaching-learning process; firstly, the teacher must be aware of the differences between the students’ first language and their L2 in order to help students overcome difficulties when learning a foreign language and to reduce the number of transfer errors that students might produce. Secondly, the students need to become themselves aware of these differences so that they make fully-informed linguistic decisions. Thus, this is a predictive method of knowing beforehand what might lead to errors when Romanian students translate from Romanian into English. Nevertheless, teaching should not be based on this comparative analysis as the only way of teaching students.

Salvaging the Mother Tongue in Exile

2017 ◽  
Vol 14 (2-3) ◽  
pp. 187-204
Author(s):  
Tomás Espino Barrera
Keyword(s):  
Native Speakers ◽  
Mother Tongue ◽  
First Language ◽  
Language Attrition ◽  
The Past ◽  
Progressive Loss ◽  
First Language Attrition ◽  
Lost In Translation ◽  
Deliberate Effort ◽  
Deep Sense

The dramatic increase in the number of exiles and refugees in the past 100 years has generated a substantial amount of literature written in a second language as well as a heightened sensibility towards the progressive loss of fluency in the mother tongue. Confronted by what modern linguistics has termed ‘first-language attrition’, the writings of numerous exilic translingual authors exhibit a deep sense of trauma which is often expressed through metaphors of illness and death. At the same time, most of these writers make a deliberate effort to preserve what is left from the mother tongue by attempting to increase their exposure to poems, dictionaries or native speakers of the ‘dying’ language. The present paper examines a range of attitudes towards translingualism and first language attrition through the testimonies of several exilic authors and thinkers from different countries (Vladimir Nabokov's Speak, Memory, Hannah Arendt's interviews, Jorge Semprún's Quel beau dimanche! and Autobiografía de Federico Sánchez, and Eva Hoffman's Lost in Translation, among others). Special attention will be paid to the historical frameworks that encourage most of their salvaging operations by infusing the mother tongue with categories of affect and kinship.

The role of cross-linguistic stress pattern frequency and word similarity on the acquisition of English stress pattern by native speakers of Brazilian Portuguese

2012 ◽  
Vol 12 ◽  
Author(s):  
Amanda Post Silveira
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
Mother Tongue ◽  
American English ◽  
Brazilian Portuguese ◽  
Stress Pattern ◽  
Target Language ◽  
English As Second Language ◽  
Word Similarity ◽  
L1 Transfer

This is a preliminary study in which we investigate the acquisition of English as second language (L2[1]) word stress by native speakers of Brazilian Portuguese (BP, L1[2]). In this paper, we show results of a multiple choice forced choice perception test in which native speakers of American English and native speakers of Dutch judged the production of English words bearing pre-final stress that were both cognates and non-cognates with BP words. The tokens were produced by native speakers of American English and by Brazilians that speak English as a second language. The results have shown that American and Dutch listeners were consistent in their judgments on native and non-native stress productions and both speakers' groups produced variation in stress in relation to the canonical pattern. However, the variability found in American English points to the prosodic patterns of English and the variability found in Brazilian English points to the stress patterns of Portuguese. It occurs especially in words whose forms activate neighboring similar words in the L1. Transfer from the L1 appears both at segmental and prosodic levels in BP English. [1] L2 stands for second language, foreign language, target language. [2] L1 stands for first language, mother tongue, source language.

Kommunikationsprobleme Von "Near Native Speakern" Deutsch

1986 ◽  
Vol 25 ◽  
pp. 37-46
Author(s):  
Erika Niehaus
Keyword(s):  
Speech Acts ◽  
Speech Act ◽  
Native Speakers ◽  
Mother Tongue ◽  
Social Situation ◽  
Target Language ◽  
Social Aspect ◽  
Social Strategies ◽  
The Social ◽  
Indirect Speech Act

Communication has at least two different aspects: the propositi-onal aspect and the social aspect. Any utterance in a face-to-face-interaction therefore has the function to give information and to indicate how the ralation to the other participant is interpreted. In order to establish his communicative goal, the speaker has to analyse the social situation and the preceding context. Depending on this interpretation he selects between the different verbal patterns to perform a certain speech act. This involves for instance the choice of direct/indirect speech act realizations, the selection of certain linguistic elements (modality markers) for downtoning or upgrading the illocutionary force of speech acts. The contrastive analysis of the realizations of the speech act REQUEST in three different dialogue batteries elicited via role play from Dutch learners of German, native speakers of Dutch and native speakers of German has shown 1. that Dutch native speakers use modality markers in different communicative functions than German native speakers, 2. that Dutch learners of German mostly choose the same social strategies when speaking the target language as they do when speaking the mother tongue, 3. that the learners are not always able to establish their modal goal, that is, the are not able to communicate their intentions on an interpersonal level. The reason for this seems to be that in the Netherlands the teaching of German as a second language is mainly a matter of teaching grammatical rules and linguistic expressions without taking into consideration that the meaning of these expressions is pragmaticalley conditioned and that their usage is motivated by the relevant characteris-tics of such social situations.

scholarly journals A Survey on the Effectiveness of Mother Tongue on Learning L2 Vocabulary by Iranian Pre-intermediate EFL Learners

2016 ◽  
Vol 6 (7) ◽  
pp. 113
Author(s):  
Mohammadreza Khodareza ◽  
Maryam Kaviani
Keyword(s):  
Mother Tongue ◽  
First Language ◽  
Target Language ◽  
Control Group ◽  
Efl Learners ◽  
Proposal A ◽  
Post Test ◽  
Objective Structures ◽  
L2 Vocabulary ◽  
Learning English

<p>This study investigated the role of mother tongue on learning English vocabulary by Iranian pre-intermediate EFL learners. For this purpose, 30 female pre-intermediate learners were chosen. After administering a Nelson test participants were selected from the intact classes at Foreign Language Institute in Babol. These 30 partners were randomly allocated to 2 gatherings (one laboratory and the other control) each comprising of 15 partners. The participants received a pre-test comprising 70 English words to ensure that they did not have previous information of objective structures. Experimental group received their instruction, meaning of each target word, and translation of target words with their mother tongue (Persian). But control group just received target language (English) for all activities or instructions. Both teacher and students in this group didn’t allow using Persian. After the treatment, the same pre-test was given to the participants as a post-test to measure the effectiveness of therapy gained. After collecting the data, to respond the research proposal, a t-test was conducted. The results indicated that first language had significant effect on learning English words. The findings of this study are considered to be useful in methodology issue.</p>

A bidirectional study on the acquisition of plural noun phrase interpretation in English and Spanish

2012 ◽  
Vol 34 (3) ◽  
pp. 483-518 ◽  
Author(s):  
TANIA IONIN ◽  
SILVINA MONTRUL ◽  
MÓNICA CRIVOS
Keyword(s):  
Noun Phrase ◽  
First Language ◽  
Noun Phrases ◽  
Subject Position ◽  
Target Language ◽  
Language Transfer ◽  
Proficiency Levels ◽  
Plural Noun ◽  
First Language Transfer ◽  
Bare Plurals

ABSTRACTThis paper investigates how learners interpret definite plural noun phrases (e.g., the tigers) and bare (article-less) plural noun phrases (e.g., tigers) in their second language. Whereas Spanish allows definite plurals to have both generic and specific readings, English requires definite plurals to have specific, nongeneric readings. Generic readings in English are expressed with bare plurals, which are ungrammatical in Spanish in preverbal subject position. Two studies were conducted in order to investigate the role of first language transfer in this domain in both English → Spanish and Spanish → English directions. Study 1 used a meaning-focused task to probe learners’ interpretation of definite plural nour phrases, whereas Study 2 used a form-focused task to examine learners’ judgments of the acceptability of definite and bare plurals in generic versus specific contexts. First language transfer was attested in both directions, at lower proficiency levels, whereas more targetlike performance was attested at higher proficiency levels. Furthermore, learners were found to be more successful in learning about the (un)grammaticality of bare plurals in the target language than in assigning the target interpretation to definite versus bare plurals. This finding is shown to be consistent with other studies’ findings of plural noun phrase interpretation in monolingual and bilingual children.

scholarly journals Response article Full transfer vs. developmentally moderated transfer: a reply to Bohnacker

2007 ◽  
Vol 23 (4) ◽  
pp. 485-493 ◽  
Author(s):  
Manfred Pienemann ◽  
Gisela HÅkansson
Keyword(s):  
Empirical Evidence ◽  
Native Speakers ◽  
Native Language ◽  
First Language ◽  
Target Language ◽  
Verb Second ◽  
Initial State ◽  
L1 Transfer ◽  
Underlying Theory ◽  
Key Aspects

Ute Bohnacker's (2006) article on the acquisition of the verb second (V2) property in German by native speakers of Swedish (also a V2 language) is an attempted rebuttal of Håkansson et al.'s (2002) work on first language (L1) transfer and aspects of the underlying theory on which the work is based: Processability Theory (Pienemann, 1998). The article by Håkansson et al. presented empirical evidence from a similar population of learners (native language Swedish, target language German), showing that V2 is not transferred at the initial state. Unfortunately, Bohnacker misrepresents key aspects of our work on L1 transfer and, paradoxically, her own data constitute empirical evidence supporting our position, as we show in this response.

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.

The Pronouncation Erros Interferences of Nias L1 in L2

2014 ◽  
Vol 11 (2) ◽  
Author(s):  
Asniar Duha ◽  
Line Sihombing ◽  
Sumarsih Sumarsih
Keyword(s):  
Qualitative Research ◽  
Second Language ◽  
Native Speakers ◽  
Mother Tongue ◽  
First Language

This study is aimed to find out the factors in the pronunciation errors interference of Nias (First language; L1) with Indonesian as a (Second language; L2). The objectives of the study is to see how affect pronounciation errors interference of Niasnese L1 In Indonesian as a L2, to describe the types of pronunciation errors interference dominantly used by Niasnese speakers in Nias L1 In Indonesian as a L2 and understand why the pronounciation errors interference happen to the Niasnese in Indonesian as a L2. This research used a qualitative research to find out pronunciation errors interference of Niasnese native speakers. The data obtained from ten students and the parents of Nias speakers as the samples. Based on the observation result, it is found that the pronunciation errors interference at Nias in Indonesian as a L2: Deletion, addition and blends. There are three factors affect the Niasnese pronunciation error interference in Indonesian as a L2 in Sibolga, they are Intermarriage ( same culture marriage), The sound and the letters differences between Nias Language and Indonesian, Parents speak Nias language to the children or mother tongue, environment. Keyword : Errors, Interferenc, and Pronunciation.

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