scholarly journals The Effect of the Positive and the Negative Evidences in Learning English ‘to’ with Manner-of-Motion to Goal Constructions by L1 Saudi Arabic Speakers

2020 ◽  
Vol 13 (6) ◽  
pp. 20
Author(s):  
Hanan Mohammed Kabli
Keyword(s):  
First Language ◽  
Intermediate Stage ◽  
Judgment Task ◽  
Boundary Crossing ◽  
Control Group ◽  
Negative Evidence ◽  
Positive Evidence ◽  
Arabic Speakers ◽  
Stage Of Development ◽  
Saudi Arabic

The present study investigates the effect of the first language (L1) on learners by using the negative and the positive evidence in the classrooms while teaching English directional prepositions such as ‘to’ and ‘into’. It is assumed that Arabic has two versions of ‘to’. It has the directional interpretation without boundary-crossing which is equivalent to the English ‘to’; whereas, it also denotes a similar interpretation to English directional preposition ‘into’ which is unavailable in Arabic and involves boundary-crossing. The study considers two groups to examine the effect of the overlaps, who are at an intermediate stage of development; the experiment group (E.G.) and the control group (C.G.). The control group is the base to measure the effectiveness of the treatments on the experiment groups’ judgments. Hence, an Acceptability Judgment Task is devised to elicit participants’ judgments on the task items in the pretest and the posttest. Results show clear advantage of the negative evidence in the experiment group’s performance in the posttest in learning ‘to’ with and without boundary-crossing. There is a difference in the experiment group’s performance in the posttest in learning ‘into’ with the boundary-crossing event after receiving the positive evidence. Similarly, a difference was observed in the experiment group’s judgment with those of the control group in the comparison between ‘to’ and ‘into’ with the boundary-crossing event in the posttest.

scholarly journals Why is “John Ran to the House” the Same as “John Went to the House Running” in Arabic?

2020 ◽  
Vol 10 (3) ◽  
pp. 189
Author(s):  
Hanan M. Kabli
Keyword(s):  
Native Speakers ◽  
First Language ◽  
Native English Speakers ◽  
Judgment Task ◽  
Boundary Crossing ◽  
English Speakers ◽  
Control Group ◽  
L1 Influence ◽  
Advanced Proficiency ◽  
Group Control Group

The study explores how Arabic has the same conflation pattern characteristics as English even though it belongs to Verb-framed Languages. A focused-group approach is used to evaluate the effect of the first language (L1) and the potential role of proficiency in the acquisition of the English directional preposition ‘to’ with manner-of-motion to goal construction. One group consists of Saudi speakers at two levels of development; an intermediate and advanced proficiency levels; whereas, the second group (control group) comprises of English native speakers. Acceptability Judgment Task associated with video animation clips is designed to elicit participants’ judgments in the depicted event. Results indicated that the intermediate Saudi speakers accept the directional preposition ‘to’ with and without boundary-crossing event, as is the case of their L1, which was opposite for the advanced and native English speakers for the without boundary-crossing event. The advanced Saudi speakers accept the constructions of encoding the manner with the motion and expressing the manner as the complement depicting an appropriate description of the event, reflecting L1 influence. All the group’s judgment varies based on the acceptance to conflate the manner with the motion overexpressing manner as a complement in an event without boundary-crossing.

Positive Evidence and Preemption in the Second Language Classroom

1993 ◽  
Vol 15 (2) ◽  
pp. 181-204 ◽  
Author(s):  
Martha Trahey ◽  
Lydia White
Keyword(s):  
Second Language ◽  
Universal Grammar ◽  
First Language ◽  
Negative Evidence ◽  
Parameter Setting ◽  
L2 Acquisition ◽  
Verb Movement ◽  
Language Programs ◽  
Positive Evidence ◽  
Language Classroom

In this paper we show that supplying positive evidence in the second language (L2) classroom does not necessarily trigger the appropriate L2 value of a parameter of Universal Grammar. The parameter we investigate is the verb movement parameter of Pollock (1989), which accounts for the fact that English and French adverbs differ as to where they occur in relation to the verb: In French the verb raises past the adverb, allowing the order SVAO but not SAV, whereas in English the verb does not raise, allowing SAV but not SVAO. Fifty-four francophone children (aged 11) in intensive English-as-a-second-language programs in Quebec, Canada, were exposed to a 2-week input flood of specially prepared materials containing English adverbs used naturalistically. No form-focused instruction or negative evidence on adverb placement was provided. Subjects were pretested immediately prior to the input flood, posttested immediately afterward, and again 3 weeks later, on four different tasks. On all tasks there is a change between pretest and posttest behavior, namely, a dramatic increase in use of the English SAV order but little or no decline in incorrect usage of SVAO. Results are also compared to groups reported in White (1991a, 1991b); the subjects in the present study differ from both groups in the previous studies. The results of the present study suggest that positive evidence does not serve to preempt the first language parameter setting in this case; acquiring the correct English SAV order did not lead to loss of incorrect SVAO. Implications of this result for theories of preemption and parameter setting in L2 acquisition are discussed.

RECASTS AND SECOND LANGUAGE DEVELOPMENT

2003 ◽  
Vol 25 (1) ◽  
pp. 37-63 ◽  
Author(s):  
Jennifer Leeman
Keyword(s):  
Second Language ◽  
Language Development ◽  
Negative Feedback ◽  
Control Group ◽  
Negative Evidence ◽  
Communicative Interaction ◽  
Positive Evidence ◽  
Second Language Development ◽  
Multiple Variables ◽  
Better Than

Recasts have figured prominently in recent SLA research, with studies documenting significant advantages for learners exposed to this type of negative feedback. Although some researchers have suggested that such findings imply a beneficial role for negative evidence (i.e., information regarding the impossibility of certain utterances in the language being learned), the source of these benefits has not been explored directly, as multiple variables are conflated in recasts. Specifically, recasts not only offer implicit negative evidence, but they also provide positive evidence. Moreover, recasts are believed to make this positive evidence especially salient. In the present study, 74 learners of L2 Spanish engaged in communicative interaction with the researcher in one of the following conditions: (a) recasts (i.e., negative evidence and enhanced salience of positive evidence), (b) negative evidence, (c) enhanced salience of positive evidence, and (d) unenhanced positive evidence (control). Only the recast and enhanced-salience groups performed significantly better than the control group on posttreatment measures, which suggests that the utility of recasts is derived at least in part from enhanced salience of positive evidence and that the implicit negative evidence they seem to provide may not be a crucial factor.

Pre-emption of L1 properties in the L2 acquisition of English wh-interrogatives: Effects of L2 proficiency and age of onset

2020 ◽  
Vol 58 (4) ◽  
pp. 443-473
Author(s):  
Kholoud A. Al-Thubaiti
Keyword(s):  
Critical Period ◽  
Age Of Onset ◽  
First Language ◽  
Native English Speakers ◽  
Judgment Task ◽  
English Speakers ◽  
L2 Acquisition ◽  
L2 Proficiency ◽  
Saudi Arabic ◽  
Acceptability Judgment

AbstractThis study investigates whether second language (L2) speakers can pre-empt a first language (L1) property which involves uninterpretable features, such as resumption. The Interpretability Hypothesis predicts persistent L1 effects in L2 grammars because uninterpretable features resist resetting beyond some critical period (Tsimpli and Dimitrakopoulou 2007). Unlike English, Saudi Arabic allows grammatical resumption in complex wh-interrogatives, which is highly preferred with (D)iscourse-linked wh-forms (e. g. ʔayy-NP ‘which-NP’) but disallowed with non-D-linked ones (e. g. ʔeeʃ ‘what’). The study was conducted with fifteen native English speakers and 34 (very)-advanced Saudi Arabic L2 speakers of English with age of onset (AO 1–13 years). In a bimodal, timed acceptability judgment task, their accuracy judgments of 32 (un)grammatical wh-interrogatives were tested. As predicted, results show that L2 speakers of very advanced levels inaccurately accepted resumption especially with D-linked wh-interrogatives. The results also show non-significant differences between AO 1–6 and 7–13 years in their rejection accuracy of resumption.

Interpretation of NPs in generic and existential contexts in L3 Brazilian Portuguese

2015 ◽  
Vol 5 (2) ◽  
pp. 215-251 ◽  
Author(s):  
Tania Ionin ◽  
Elaine Grolla ◽  
Hélade Santos ◽  
Silvina A. Montrul
Keyword(s):  
English Learners ◽  
Native Speakers ◽  
First Language ◽  
Brazilian Portuguese ◽  
Judgment Task ◽  
Control Group ◽  
Romance Language ◽  
Third Language ◽  
L3 Acquisition ◽  
L1 English

This paper examines the interpretation of NPs in generic and existential contexts in the acquisition of Brazilian Portuguese (BrP) as a third language (L3) by learners who speak English and a Romance language (Spanish, French or Italian). The paper examines whether transfer / cross-linguistic influence is from English, Spanish/French/Italian, or both, and whether it matters which language is the learners’ first language (L1) vs. their second language (L2). An Acceptability Judgment Task of NP interpretation in BrP is administered to L1-English L2-Spanish/French/Italian and L1-Spanish L2-English learners of BrP as an L3, as well as to a control group of native speakers of BrP. The findings point to a nuanced picture of transfer in L3 acquisition, in which both languages can serve as the source of transfer, but transfer from a previously learned Romance language is more pronounced than transfer from English, both for L1-English L2-Romance and L1-Spanish L2-English L3-learners of BrP.

scholarly journals The Use of English Articles in Adjective-modified Contexts

2021 ◽  
Vol 12 (4) ◽  
pp. 9
Author(s):  
Abdulrahman Alzamil
Keyword(s):  
First Language ◽  
Noun Phrases ◽  
L2 Acquisition ◽  
Arabic Speakers ◽  
L2 Learners ◽  
Native Speakers Of English ◽  
And Gender ◽  
Arabic And English ◽  
Saudi Arabic ◽  
English Articles

English articles are thought to be complex, ambiguous and not salient in spoken language, which is why second language (L2) learners of English exhibit usage variability. Much of the L2 acquisition literature seems to agree that L2 learners are affected, one way or another, by their first language (L1). However, the debatable and controversial issue is whether there are other factors that affect article use, independent of potential L1 effects. The present study examines whether the presence or absence of adjectives in noun phrases influences article choice among Saudi Arabic learners of English. Both Arabic and English have articles, but Arabic adjectives are different from English adjectives to the extent that they agree with nouns in definiteness, case and gender. The study was conducted with 24 L1 Saudi Arabic speakers and 6 native English speakers. A 42-item fill-in-the-blanks task was administered. The results showed that a) native speakers of English outperformed L2 Arabic speakers in all contexts except indefinite plural contexts not modified by adjectives; and b) L2 Arabic speakers were more accurate in indefinite contexts that were not modified by adjectives than those that were. These findings show that L1 Arabic speakers are sensitive to the presence or absence of adjectives in noun phrases.

Selective vulnerability in very advanced L2 grammars: Evidence from VPE constraints

2018 ◽  
Vol 35 (2) ◽  
pp. 225-252
Author(s):  
Kholoud A Al-Thubaiti
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
First Language ◽  
Selective Vulnerability ◽  
Judgment Task ◽  
Verb Phrase Ellipsis ◽  
Saudi Arabic ◽  
Syntactic Properties ◽  
English Verb ◽  
Acceptability Judgment

This study examines whether the second language acquisition (L2A) of syntactic properties at the interfaces is problematic for L2 learners. English verb phrase ellipsis (VPE) was tested as an interface property which involves feature interpretability. Two subtle contrasts of VPE at different grammar-internal interfaces were examined: (a) copula be and lexical verb ellipsis at the syntax–lexicon interface (*John is here, and Mary will too vs. John slept, and Mary will too), and (b) progressive be and perfective have stranding at the syntax–semantics interface (*John slept, and Mary was too vs. Peter saw your parents last week, but he hasn’t since). Unlike (a), the contrast in (b) requires identifying (un)interpretable features on -ing and -en to recover the semantics of the elided material. Since Saudi Arabic does not license VPE, (very-)advanced English L2 speakers whose first language (L1) is Saudi Arabic were tested. The results from a bimodal timed acceptability judgment task showed they were more target-like on the contrast at the syntax–lexicon interface than they were on the syntax–semantics interface. They particularly deviated from target-like judgments on have stranding which requires recognizing the perfective uninterpretable feature on - en. These results suggest selective vulnerability at grammar-internal interfaces whenever uninterpretable features are involved.

scholarly journals The Roles of Positive and Negative Evidence in the Development of the English Present Progressive Structure

2019 ◽  
Vol 7 (2) ◽  
pp. 34
Author(s):  
Sarah Al-Maghrabi ◽  
Mona Sabir
Keyword(s):  
English Language ◽  
Control Group ◽  
Negative Evidence ◽  
Positive Evidence ◽  
Significant Difference ◽  
Language Classrooms ◽  
Post Test ◽  
Quasi Experimental ◽  
Present Progressive

The type of linguistic evidence necessary for ultimate L2 attainment has been a major topic of debate. This research investigates the role of negative vs. positive evidence in the acquisition of the affirmative and negative present progressive structures. Following a quasi-experimental design, 49 Saudi EFL learners were divided into three groups: Control Group (n=13), Negative Evidence group (n=15), and Positive Evidence group (n=21). It was hypothesized that negative evidence would be more effective for the acquisition of the present progressive structure than positive evidence, to the point that a significant difference would result between the performance of the two experimental groups. The participants took a pre-test, after which they were given classroom intervention sessions on the use of the English present progressive structure. They then took a post-test. The results show significant differences in the performance of the experimental groups compared to the control group. However, there was no statistical difference between the two experimental groups. Thus, the research supports the importance of the role of negative evidence in teaching L2 when paired with positive evidence. We outline pedagogical implications for further research to determine the extent to which the two types of evidence can be blended in English language classrooms.

scholarly journals An Experimental Investigation of Mass Noun Types and Article Usage

2020 ◽  
Vol 11 (1) ◽  
pp. 245
Author(s):  
Abdulrahman Alzamil
Keyword(s):  
Native Speakers ◽  
Control Group ◽  
Mass Noun ◽  
Mass Nouns ◽  
Arabic Speakers ◽  
Different Types ◽  
Native Speakers Of English ◽  
Article Usage ◽  
Saudi Arabic ◽  
English Articles

Speakers of languages with article systems have to make different article choices in the case of mass versus countable nouns. This study addressed article use with different types of mass nouns (liquid, solid and abstract). It investigated: a) whether first language (L1) Arabic speakers used English articles accurately with mass nouns; and b) whether they were sensitive to different types of mass noun. To address these issues, the study recruited twenty-seven English as a Foreign Language (EFL) Saudi-Arabic speaking participants and five native speakers of English, who formed a control group. Members of the experimental group were proficient to the elementary level, according to the Oxford Quick Placement Test. A written forced-choice elicitation task was administered to test their article use. The findings showed that: a) the Arabic speakers performed similarly to the native speakers of English in liquid contexts, but differently in solid and abstract contexts; b) the Arabic speakers did not perform similarly across all types of mass nouns, as they were sensitive towards mass noun types; c) their article use was more accurate in liquid contexts than in solid and abstract contexts; and d) they faced difficulties using articles with mass nouns that can be pluralised in Arabic. These findings indicate that the use of articles with mass nouns should be examined in the light of their subtypes, as well as whether second language (L2) learners’ L1 pluralise them or not.

Cross-linguistic differences in the immediate serial recall of consonants versus vowels

2011 ◽  
Vol 33 (3) ◽  
pp. 605-621 ◽  
Author(s):  
ELIZABETH M. KISSLING
Keyword(s):  
Serial Recall ◽  
Short Term Memory ◽  
First Language ◽  
Short Term ◽  
Term Memory ◽  
Immediate Serial Recall ◽  
Arabic Speakers ◽  
Native Arabic Speakers ◽  
Native Speakers Of English ◽  
Arabic And English

ABSTRACTThe current study investigated native English and native Arabic speakers’ phonological short-term memory for sequences of consonants and vowels. Phonological short-term memory was assessed in immediate serial recall tasks conducted in Arabic and English for both groups. Participants (n= 39) heard series of six consonant–vowel syllables and wrote down what they recalled. Native speakers of English recalled the vowel series better than consonant series in English and in Arabic, which was not true of native Arabic speakers. An analysis of variance showed that there was an interaction between first language and phoneme type. The results are discussed in light of current research on consonant and vowel processing.

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