Linguistic Interdependence Hypothesis: Does the Positive Transfer in Writing Skill Occur in Lower Level Students?

<p><strong>Abstract:</strong> Language transfer always becomes an interesting topic to discuss in SLA. From the two types of language transfer take place in the process of language learning, this research aims to investigate the positive transfer occurs in junior high school students’ writing skill. The two languages to be involved in this research, Indonesian as L1 and English as L2. The analysis of the positive transfer within writing skill in this research is carried out under the theory of ‘Linguistic Interdependence Hypothesis’ proposed by Cummins. Correlational research design is employed to analyze the correlation between the students’ L1 (Indonesian) writing ability and L2 (English) writing ability. The analysis result shows that the positive transfer in students’ writing does not exist. This happens due to the lack of exposure that the students have in practicing L2 (English) writing.</p><strong>Abstrak:<em> </em></strong>Transfer bahasa selalu menjadi topik yang menarik untuk dibicarakan dalam pemerolehan bahasa kedua. Dari dua jenis transfer bahasa yang terjadi dalam proses pembelajaran bahasa. Penelitian ini bertujuan untuk menginvestigasi transfer positif yang terjadi dalam keterampilan menulis siswa SMP. Ada dua bahasa yang dilibatkan dalam penelitian ini, yaitu bahasa bahasa Indonesia dan bahasa Inggris. Analisis transfer positif dalam keterampilan menulis pada penelitian ini mengacu pada teori ‘<em>Linguistic Interdependence Hypothesis</em>’ yang digagas oleh Cummins. Penelitian ini menggunakan metode korelasional untuk menganalisis korelasi kemampuan menulis siswa dalam bahasa Indonesia dan bahasa Inggris. Hasil analisis menunjukkan bahwa tidak ada transfer positif yang terjadi dalam tulisan siswa. Hal ini terjadi karena kurangnya pajanan yang diterima siswa untuk mengasah keterampilan menulis dalam bahasa Inggris.

Strategie di studenti universitari nell’apprendimento delle lingue Verso un modello transculturale di competenza strategica

In this study, a multicultural sample of university students enrolled in an immersion course of Language Sciences responded to the Strategy Inventory for Language Learning to provide data about their language learning strategy preferences. The outcomes reveal a preference for metacognitive and cognitive strategies as well as for social and compensation strategies. Memory and affective strategies are significantly less used. A strategy interdependence hypothesis is proposed to interpret these outcomes, which are in line with those found in cross-cultural literature.

Narrative abilities of preschool bilingual Norwegian-Russian children

Aim and objectives/purpose/research questions: The study aims at conducting a comprehensive examination of the initial stages of narrative development in both languages of typically developing Norwegian-Russian simultaneous bilinguals. The objective of the study was to investigate whether narrative structure (macrostructure) and narrative productivity (microstructure) are language-dependent abilities (cf. The Linguistic Interdependence Hypothesis) and to explore language exposure effects on the narrative composites. Design/methodology/approach: The Multilingual Assessment Instrument for Narratives was used to assess narrative comprehension and production in preschool Norwegian-Russian children ( N = 16, M = 4;6) as well as in Norwegian- ( N = 16, M = 4;5) and Russian monolinguals ( N = 16, M = 4;5). Data and analysis: Multiple regression and correlation analysis was conducted to establish the relationship between the narrative macro- and microstructure in bilinguals and through the bilingual–monolingual comparison. In addition, more detailed quantitative and qualitative analysis at each level was performed. Individual bilingual children’s data were also considered. Findings/conclusions: Overall the comparison of the narrative macro- and microstructure in the two languages of bilinguals supports the Linguistic Interdependence Hypothesis. Norwegian-Russian children’s ability to compose and especially understand a story is equally developed in both languages. Exposure effects revealing the superiority of Norwegian, the majority language, are found primarily for microstructure measures. The complete picture is achieved through the bilingual–monolingual comparison, which suggests that narrative abilities in the minority language are sensitive to the amount of exposure and their acquisition can be vulnerable. Originality and significance/implications: The study provides new evidence on bilinguals’ narrative abilities in a previously unstudied language combination. The new evidence contributes to better understanding of the initial stages of narrative development in typically developing simultaneous bilinguals and establishing the norms for the relevant abilities. Importantly, the study highlights the importance of examining language data in both languages of a bilingual child.

The role of L1 and L2 reading on L1 preservation and positive cross-linguistic transfer among sequential bilinguals

Previous research shows strong evidence of positive cross-linguistic transfer as a factor of L1 literacy. Moreover, research shows that L1 literacy supports the preservation of L1 language skills while learning L2, as oral and written languages are highly interdependent. Two theoretical frameworks can be instrumental in accounting for cross-linguistic transfer: The constructive analysis hypothesis suggests that the closer L1 and L2 are typologically, the more cross-linguistic transfer should be observed. The interdependence hypothesis postulates that bilingual transfer is also supported by L1 proficiency. These hypotheses were tested in oral language experiment, comparing typologically different languages (L1 Russian and L2 English) with different orthographic depth and language-specific characteristics. The study examines the use of morphosyntactic and lexical structures through story retelling in L1 and L2 by 13 Russian-English bilingual children (Mage = 8;2) who were readers in their L1 as well as in their L2. The results indicate a strong effect of L1 reading skills on children’s ability to use appropriate lexical and syntactic processes in their L1 and L2 narratives as well as on the reduction of L1 grammatical errors, one of the most sensitive aspects of Russian inflectional morphology. These results support the interdependence hypothesis of cross-linguistic transfer. Keywords: bilingual transfer; literacy; morphosyntax; lexicon; language-specific structures